FILE COPY Report No. 1286-AF Appraisal of a Second Education Project in the Republic of Afghanistan November 22, 1976 Education and Manpower Development Division Europe, Middle East and North Africa Region FOR OFFICIAL USE ONLY Document of the World Bank This document has a restricted distribution and may be used by recipients only tn the performance of their official duties Its contents may not otherwtse be disclosed without World Bank authonzation CURRENCY EQUIVALENTS Official Rate US $ 1.00 = 44 Afghanis (Afs) Af 1.00 = US $ 0.02273 MEASURES 1 m - 3.28 feet 1 M2 - 10.76 sq. ft. 1 km2 - 0.38 sq. mile 1 hectare - 2.47 acres 1 jerib - 0.19 ha FISCAL YEAR March 21 - March 20 .,~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ FOR OFFICIAL USE ONLY REPUBLIC OF AFGHANISTAN APPRAISAL OF A SECOND EDUCATION PROJECT TABLE OF CONTENTS Page No. BASIC DATA SUMMARY AND CONCLUSIONS . ........................ ..... . s... . i-ii I. INTRODUCTION *.......................................... 1 II. COUNTRY BACKGROUND ................... ................... 2 Physical Environment and Population .... ................ 2 Economic and Social Development ......................... 2 Employment Needs and Manpower Requirements ............... 3 III. EDUCATION AND MANPOWER DEVELOPMENT ...................... 4 The Present System ...................................... 4 Educational and Training Issues ......................... 6 Educational Development Strategy ........................ 7 Education Finance *.......... .......................... .. 8 IV. THE PROJECT .................. ........................... 9 Objectives ....... ...*............................................ 9 Secondary Agricultural Schools ....... ................... 10 Pre-investment Designs .. ..... . . . . .* . . . . . .. . . . . . . .. ... ... 13 Technical Assistance . . ... .. ................. ...... ... 13 Cost of the Project ..................................... 14 Financial Plan ...... 0................................... 16 Implementation ......*... .... .... .... . ....... ............ 16 Procurement so...................... o....o..... oooo...... . .......... . 17 Disbursements ...................... o.*.* ................ .. ...o 18 V. BENEFITS AND RISKS ............... ............... *.. 19 VI. AGREEMENTS REACHED AND RECOMMEN:DATION ................... 20 Thib document ha a rtricted distribution and may be ud by recipients only in the perfofumace of their official duties. Its contents may not otherwise be disclod without World Bank authoita n . TABLE OF CONTENTS (Continued) ANNEXES 1. Comparative Education Indicators 2. The Education and Training System Chart 1 - Administrative Structure of the Ministry of Education, 1975 Chart 2 - Educational Structure, 1975 Chart 2A- Revised Educational Structure, 1975 (in Accordance with Educational Reform) Chart 3 - Educational Pyramid, 1974 Table 1 - Enrollment Growth in Formal Education, 1970-75 Table 2 - Educational Enrollments, 1974 3. Implementation Problems in the First Education Project (Credit No. 68-AF) 4. Education, Agricultural Training and Rural Development 5. Employment Distribution and Manpower Requirements, 1974-85 6. Ministry of Education Budgetary Expenditures, 1971-75 7. Projected Recurrent Expenditures on Education, 1985 8. Projection of Capital Expenditures on Education, 1975-85 9. Government Estimates of Projected Enrollments, 1975-85 10. Enrollments, Outputs, Pupil/Teacher Ratios and Use Factors in Project Institutions 11. Secondary Agricultural Teacher and Instructional Materials Preparation Program 12. Schedule of Technical Assistance 13. Project Costs by Type of Expenditure 14. Unit Capital Cost and Area per Student 15. Contingency Allowances 16. Implementation Schedule 17. Estimated Schedule of Disbursements MAP REPUBLIC OF AFGHANISTAN BASIC DATA (1974) 1 Total Population 16.7 million (estimate) Current Rate of Population Growth 2.3% p.a. (estimate) Per capita GNP US$110 Literacy Rate 10% (estimate) Primary School Enrollment as a Percentage of Age Group 7 - 13 27% 2 Secondary School Enrollment as a 2/ Percentage of Age Group 14 - 17 8% - Higher Education Enrollments as a 2/ Percentage of Age Group 18 - 22 1% - Central Government Expenditures on Education as a Percentage of Total Government Expenditures 11.9% 1/ See Annexes 1 and 2 for comparative educational data and a detailed description of the present education and training system. 2/ Including overaged students. A REPUBLIC OF AFGHANISTAN ABBREVIATIONS DMA - Primary Teacher Training Institute i.c.b. - international competitive bidding IHAS - Institute of Higher Agricultural Studies PIU - Project Implementation Unit Is I SUMMARY AND CONCLUSIONS i. Afghanistan is a traditional Islamic society in which social and economic change is beginning to accelerate. Nevertheless, Afghan society is still based, for the most part, on traditional agricultural and pastoral patterns. Many parts of the country are transitional between nomadism or semi-nomadic agriculture and a settled agricultural way of life. Family tra- dition and cohesion are still at the core of Afghan life, while tribal and ethnic loyalties are weakening. The country remains one of the world's eco- nomically least developed, and although with reasonable potential especially in agriculture, has inadequate qualified manpower to develop. ii. Following the 1973 revolution, new efforts are being made by the Republican government to develop and modernize the country. Goals established include: reorienting the school system to improve its efficiency and to make it more responsive to job opportunities and learning needs; and, the socio- economic development of rural areas through expanding agricultural production and health services to improve the quality of rural life. New land settlement schemes, cooperatives and farmer credit, irrigation and a revitalized and ex- panded agricultural extension service are included in the strategy to achieve these goals. iii. The proposed project would assist the government to implement its new policies by: (i) helping to meet manpower needs (training for agricultural development); and (ii) institution building, improving and expanding the supply of educational materials and curriculum reform (general education and agricul- ture) which correspond to priorities established in the draft education devel- opment plan 1976-82. It would include: (a) construction, furnishing and equipping of 4 new agricultural secondary schools; (b) extensions, furnishing and equipping of 3 existing agricul- tural secondary schools; (c) pre-investment designs for: (i) National Educational Materials and Services Center, (ii) National Teacher Training Complex, (iii) Five Regional Teacher Training Institutes; and (d) related technical assistance. iv. The Project Preparation Facility advanced US$200,000 to the govern- ment in May 1976 to finance the costs of consultant architects for the design of items (a) and (b) above. With this assistance, preliminary designs are being prepared and are expected to be finalized by the end of December, 1976. - ii - v. A project implementation unit to be established in the Ministry of Education would be responsible for the day-to-day implementation of the project. The President of Construction in the Ministry of Education would be responsible for overall project coordination and for liaison with IDA. vi. Because all project items are small and most are sited in remote rural areas, civil works contracts for them would be awarded on the basis of local competitive bidding acceptable to IDA. Detailed lists of furniture and equipment would be presented for IDA's review and approval prior to procure- ment. Contracts for furniture and equipment would be awarded on the basis of international competitive bidding (i.c.b.) in accordance with IDA guidelines, except for items which can only be grouped in small packages (under US~$50,000), items which must be compatible with other equipment procured under i.c.b. and items of such specialized nature that i.c.b. would not be practicable. These items - which would not exceed US$1.5 million or about 44% of total furniture and equipment cost - would be procured under normal government procurement procedures which are satisfactory to IDA and would include price quotations from at least three manufacturers or suppliers. All other items would be procured under i.c.b. which would provide local manufacturers of furniture and equipment with a margin of preference equal to the existing rate of cus- toms duty applicable to competing imports or 15% of CIF price, whichever is lower. vii. Total project cost is estimated at US$11.5 million. The proposed IDA credit of US$6.0 million would correspond to 52% of the estimated total project cost and would finance 100% of the foreign exchange costs and 16% of lecal costs. I. INTRODUCTION 1.01 In November 1964, IDA extended its first credit, US$3.5 million, for an education project in Afghanistan (Credit 68-AF) to help finance 3 teacher training institutes and 4 vocational schools. In July 1970, the credit was cancelled at the request of the government following education policy changes and before any construction took place (Annex 3). The Board was informed of the reasons for cancellation in a report to the Executive Directors (R 70-164). 1.02 The proposed second IDA education credit, US$6.0 million, is designed to assist the government in (i) meeting urgent manpower needs, and (ii) institution building and curriculum reform. By financing 4 new and modernizing 3 existing agricultural secondary schools, it would help to train manpower for the agricultural sector 1/ and the school system, and to redi- rect the formal school system so that national manpower requirements and the learning needs of children and youth would be met more adequately. It also contains pre-investment designs for an educational materials center and teacher training institutions, and related technical assistance. 1.03 The project was identified by a Unesco mission to Afghanistan in September 1973. An IDA reconnaissance mission agreed with the government on a tentative project composition in December 1975, following a review period during which the new Republican government was reassessing its educational development strategy. In February 1976, an IDA mission assisted the govern- ment in preparing a project for IDA appraisal. An IDA appraisal mission, consisting of R.C. Prosser (economist, mission leader), B. Masters (general educator), T. Buila (agricultural educator/consultant) and H. Go (architect/ consultant), visited the country during May 1976. 1.04 During appraisal, the project scope was reduced slightly by the deletion of pre-investment designs for 3 farmer training centers at the request of the government, because the government policy decision on the role of such centers in farmer training had yet to be made. Following field appraisal, an educational printing press and 6 regional book distribution centers were deleted from the project after the Canadian International Devel- opment Agency had agreed in principle to finance this item. 1.05 During project preparation, the government requested that IDA provide funds (US$200,000) for the appointment of experts to execute prep- aratory architectural designs and bid document preparation and so expedite the proposed project. IDA agreed to this request and a credit advance was made in May 1976 from the newly established Project Preparation Facility. 1/ The project would also provide manpower to help ensure the success of ongoing IDA projects in the agricultural sector including irriga- tion (IDA Credit 248 Khanabad I), livestock (IDA Credits 375 and 649), and farmer credit (IDA Credit 539) and possible future projects in rural development and horticulture. - 2 - II. COUNTRY BACKGROUND Physical Environment and Population 2.01 Afghanistan's population is ethnically mixed and related to the people across its borders. Pushtuns total about half of the total population, Tajiks about one-third; other significant groups include Uzbeks, Hazaras and Turkomans. Two major languages are spoken: Farsi (Persian) and Pushtu. Much of the population is still only loosely integrated with the nation as a whole and remains tribal with local rather than national allegiances. Consequently, in addition to the customary benefits ascribed to education, the government assigns more than the usual importance to education as an instrument in nation building. 2.02 Official estimates of total population are 16.7 million 1/, of which about 3 million or 16% are nomads. The rate of population increase is esti- mated at about 2.3% a year; as the mortality rate falls with improving health and social services, however, this growth rate is likely to increase. Migra- tion to urban areas results in a higher growth rate for the urban than for the rural population, although the latter is believed still to be growing in absolute terms. Kabul, the capital, accounts for about half a million people, about 40% of the total urban population. 2.03 About 85% of the population is rural. The rural population is highly dispersed in more than 20,000 villages. Most villages lack access roads, are extremely isolated and are frequently completely cut off by snow for the winter months. Probably no more than 5% of the rural populace is literate, about one-half of the national average. The rural population is at a considerable disadvantage in most respects in comparison with urban communi- ties, and services of all kinds -- health, transport, communications, and schooling -- are lower in volume and quality. Medical services are rarely available and few villages enjoy electricity or a clean water supply. While there may not be a greater proportion of unemployment, underemployment is greater in rural than in urban areas. A large majority of rural families live at a bare subsistence level, and disparities between urban and rural areas are increasing. Economic and Social Development (Annex 4) 2.04 Afghanistan ranks amongst the poorest of the world's least developed countries. There are no precise national income statistics, but average annual per capita income is estimated to be of the order of $110. The economy is pre- dominantly agricultural, and agriculture, livestock and forestry, involving about 90% of the rural population and providing employment for nearly four- fifths of the national labor force, account for about half of GDP and about 1/ Population estimates must be treated with great caution. The first population census is planned for late 1978. 75% of all export earnings. Nearly 70% of all foreign exchange earnings originate from exports of fruit, nuts, karakul pelts, raw cotton, wool, and rugs, and about 11% from the sale of natural gas. 2.05 Most economic activity is carried out on traditional lines for sub- sistence purposes or to meet local needs but, with improving communications, the cash production and trade sectors are increasing in size and are of grow- ing significance. The few large modern enterprises are agricultural-based and mainly located in Kabul (textiles, cotton ginning, food processing and simple consumer products). 2.06 The potential for agricultural development is good because unex- ploited opportunities in agriculture yet exist for increasing output from existing cultivated areas, and in some regions there is potential for doubling land under cultivation. Realization of agricultural potential will require removal or lessening of constraints that have thus far severely impeded development. One major obstacle is the severe shortage of skilled manpower to develop and service the national farmer extension program (para 2.08 and Annex 4). Other obstacles include: (i) negative attitudinal factors common to traditional tribal societies; (ii) poor planning and implementation of policies and projects; (iii) weak public administration; (iv) lack of com- munications; and (v) inadequate irrigation and water storage systems. Employment Needs and Manpower Requirements (Annex 5) 2.07 Employment policy formulation and the development of relevant edu- cation and training programs are inhibited by a dearth of data. No manpower survey 1/ has been carried out, and even unofficial estimates of manpower needs and employment opportunities do not exist. Problems of assessing manpower needs are compounded by the prevailing subsistence/tenant agri- culture system, nomadism, and difficulties of acquiring data on employment in the armed forces and the extent of compulsory military national service. Solely to provide an impression of orders of magnitude, Annex 5 lists a breakdown of estimated employment by activity sector in 1974, projected to 1985. The predominant feature is the overwhelming importance of the agri- cultural sector and it is not surprising, therefore, that the development of the economy, employment and social services depends largely on its prosperity. 2.08 The table below summarizes the key agricultural sector manpower needs 2/ to 1982, based on data for the 1976-82 draft national development plan, together with the education system's projected output: 1/ A National Labor Force Survey is planned for 1977. 2/ Includes agricultural, extension service, cooperatives, plant protec- tion, forestry and pasture, veterinary and animal husbandry, agricultural credit, fertilizer distribution, irrigation and the Kunar, Herat, Paktia, Nangahar, Helmand, Sarde, Kukcha regional projects, rural development projects, and agricultural teacher requirements. -4- Projected Average 1975 Estimated Average Annual Annual Estimated Additional Output from Demand Output from Project Expansion 1976-82 the System 1976-82 Professional Level (University) 200 200 0 Middle Level (Grade 12 +) 890 260 540 /1 Semi-skilled Level (Grade 8) 670 /2 0 /1 Adjusted for graduates going on to higher studies and allowing for phasing in of new enrollments from 1976 (new enrollments would be accom- modated in provisional facilities until the project schools become fully operational). Project schools will maximize their average annual output (1,100 graduates excluding those proceeding to higher studies) after 1980 and graduates will then be available for replacement and further expansion of existing services, for land settlement and self-employment. No employ- ment problems are anticipated. /2 Currently recruited without difficulty from primary school graduates and secondary school drop-outs with no systematic training. Source: Staff estimates based on data provided by Ministries of Planning, Agriculture and Education and from draft papers for the preparation of 7-year plan, 1976-82. 2.09 As the above table indicates, the greatest shortfall at present is at middle-level. The unavailability of trained middle-level manpower has seriously limited efforts to expand farmer extension and related activities. The ratio of farm families per extension agent in Afghanistan is high with about 1,200 farm families for one trained extension agent; FAO/OECD general target ratios range from 200 to 600 farm families per extension agent accord- ing to density of farms. Present shortages of trained middle-level agricul- tural personnel, if permitted to continue, would seriously retard possible increases in agricultural productivity, and thereby retard development of the economy as a whole (para. 2.06). It is towards meeting this critical need that the proposed project is principally addressed. III. EDUCATION AND MANPOWER DEVELOPMENT The Present System (Annexes 2 and 4) 3.01 The formal school system under the Ministry of Education is embryonic, and has been developing gradually from a Koranic, indigenous tradition over the past 20 years. Non-formal education and in-service training are rudimentary. The administration of formal schooling is centralized in Kabul with only limited responsibility being delegated to the 28 regional offices (Annex 2, Chart 1). 3.02 The present formal education structure consists of six primary grades, three lower secondary grades and three upper secondary grades and is being changed to one with eight primary grades and four secondary grades (Annex 2, Charts 2 and 2a). Public schooling is free and children may enroll at about seven years of age. The average age of entry, however, is about 9 years and with high repetition rates, most secondary school leavers are about 21 years of age. The language of instruction is Farsi or Pushtu, depending on the main language of the locality. 3.03 Enrollments in public schools over the past five years have ex- panded at a moderate rate, averaging 4.5%, 11.2% and 10.6% at primary, secondary and higher levels, respectively (Annex 2, Table 1). In 1974, 644,000 primary, 171,000 secondary and 11,000 higher students (including overaged), represented 27%, 8% and less than 1% of the respective relevant age-groups; female participation was 14%, 12%, and 14%, respectively, of these enrollments (Annex 2, Table 2 and Chart 3) or 4%, 1%, and 0.1%, re- spectively, of relevant age groups. Private schools currently account for less than 2% of total enrollment. Primary schooling is unevenly developed regionally and over half of all schools, particularly those in rural areas, provide only three grades of schooling or less, due to the past policy of rapid expansion and establishing "village" schools. Urban schools operate on a double shift system and class size often exceeds fifty pupils. Less than a quarter of primary and "village" school buildings are owned by the Ministry; about 10% of pupils are schooled without buildings. The primary curriculum emphasizes literary studies with only 18% and 3% of available time devoted to math and science. Secondary schooling is provided in general secondary schools, technical schools and agricultural schools. Less than 3% of all secondary pupils are enrolled in technical and agri- cultural schools, and the three existing agricultural schools have a total capacity for only 750 pupils. The general arts curriculum is literary with only 15% of available time devoted to science subjects. The agricultural curriculum provides less than 10% of available time for practical work on school farms (Annex 4). 3.04 Primary and secondary teacher training courses last one year (grades 12 and 14), but are now being upgraded to two and four-year post- secondary courses respectively. Existing teacher training facilities in- clude eight regional primary institutes, a primary and secondary institute at Kabul, and an academy for teacher trainers. Over half (52%) of the 16,500 primary teachers and about three-quarters of the 7,400 secondary teachers are unqualified. - 6 - 3.05 Higher education is conducted at the University of Kabul and the Institute of Higher Agricultural Studies; the latter caters for about 250 students in a two-year course and most of the graduates are employed by the Ministry of Agriculture. Total university enrollments have remained at about 7,500 students since 1972, following government policy to consolidate earlier rapid enrollment expansion and to avoid an oversupply of graduates. 3.06 Pre-service and in-service training programs run by other government ministries to satisfy their operational manpower needs are at an early stage of growth and are inadequate for the implementation of socio-economic develop- ment programs. The Ministry of Education is responsible for meeting the agri- cultural sector's pre-service needs but has very limited capacity for executing this function and cannot meet rapidly expanding sectoral needs. The Ministry of Agriculture's extension staff in-service and farmer training programs are in their infancy with structures and methods remaining to be systematized (Annex 4). Educational and Training Issues 3.07 Over the past two decades, the school system has maintained a rapid rate of expansion, especially marked at secondary level, and this expansion has been managed without resort to large numbers of expatriate teaching staff. This creditable performance has, however, produced the severe problems de- scribed below. In addition, in spite of past efforts, about three-quarters of all school-aged children receive no primary schooling and about half of those who attend complete only three grades or less. The 90% illiteracy rate provides a measure of the large proportion of youth and adult population remaining without basic education. 3.08 Internal Efficiency: Constraints to schooling expansion are directly related to low efficiency. Repeater and dropout rates are high, averaging 25% and 13% at primary level and 19% and 12% at secondary level. At present, 9 pupil/years are required to produce a primary school leaver. At the secondary level, efficiency is slightly worse with 10 pupil/years required for a pupil to graduate. Reasons for low efficiency include: (i) almost complete absence of instructional aids and texts; (ii) over-crowded classroom conditions and schools equipped to offer only a few grades of schooling; (iii) poorly qual- ified teachers; (iv) curricula ill-suited to rural learning needs; and (v) basic instruction in a language other than the native tongue. Texts and teaching aids, especially in Farsi and Pushtu, are in extremely short supply and schools lack furniture, equipment and general consumable materials. The curriculum development process is adequate but coordination between curriculum development, teacher training and materials production is poor. The output of teaching materials is adversely affected by inadequate produc- tion facilities. 3.09 Equity: The present system favors urban areas. Kabul and environs with 6% of the population accounts for nearly 20% of total pupil enrollment. There are no firm data on other city and township enrollments, but indica- tions are that Kabul, Kandahar, Kunduz, Masar and Herat together account for as much as 40% of all enrollments. The distribution of trained teachers is skewed against rural schools and over 70% of rural village teachers are untrained. As well as the urban/rural imbalance, custom and social pressures militate against the enrollment of girls. At primary level, only 8% of primary school-aged girls are enrolled compared to 44% of boys. A marked variation also exists between girl enrollments in urban and rural areas. In Kabul City, girls constitute 35% of total enrollments compared with 14% of enrollments nationally and with less than 2% of total enrollments in more remote rural provinces such as Wardak and Paktia. 3.10 Relevance: Schooling is conventionally literary with 53% and 40% of the primary and secondary curricula, respectively, devoted to religion and language instruction. Math and science are allocated 18% and 3%, re- spectively, at primary level and 19% and 15% at secondary level. The approach to science teaching is theoretical, and no practical crafts are taught. The primary curricula reflects neither local conditions nor the learning needs of rural children who leave school ill-equipped for their working life. Secondary schools, with only 3% of combined enrollments in agricultural and technical skills courses, produce an oversupply of arts graduates, while demand for graduates with agricultural training are unmet. Educational Development Strategy 3.11 The new Republican government is developing an educational reform program to meet the above issues. Proposals are still tentative but appro- priate guidelines are contained in the draft National Education Development Plan 1976-82. Major objectives have already been established: to provide a solid base of primary schooling for about 40% of school-aged children; to redress the oversupply of secondary school arts graduates; and to increase the number of agricultural and technically oriented secondary school grad- uates to meet national development needs and employment opportunities. 3.12 Specific measures in the draft education plan and additional proposals described by senior education officials to be implemented during the plan period include: (i) Primary Level: Consolidating and upgrading "village" schools (grades 1-3) and primary schools so that as many schools as possible will provide all the primary grades; introducing practical crafts into the curriculum after grade 4, with an emphasis on prevocational preparation in craft and agricul- tural subjects in grades 7 and 8; increasing the proportion of girls enrolled by 50%; and, doubling total enrollments. - 8 - (ii) Secondary Level: Improving the general curriculum by intro- ducing science and social science specialization from grade 10, permitting about 50% of grade 8 graduates to enter sec- ondary schools by 1982, and increasing enrollments in agri- cultural and technical secondary schools three-fold. (iii) Teacher Training: Improving teacher preparation by giving more emphasis to practical subjects and teaching methods; providing a more solid training base by increasing the course length from one to two years for primary teachers and two to four years for secondary teachers; constructing five new regional training institutes to provide 2,400 new teacher training places; and improving and extending in-service teacher training through short courses and mobile training teams. 11 (iv) Education Service and Instructional Materials: Doubling the numbers of primary and secondary school supervisors to improve school management and teaching standards; redressing the shortage of school textbooks in Farsi and Pushtu by expanding production by over 30%, improving production facilities and providing better coordination between curriculum development, teacher training and materials production; and, improving the health of rural school children by establishing mobile health teams in six regions to visit school children in remote areas. (v) Basic Education: Improving the quality of adult literacy programs by improving teaching materials and trebling enroll- ments to reach about 150,000 people over the plan period. 3.13 On the whole, these are reasonable and feasible measures conforming to the country's evolving socio-economic needs. The national authorities might well give more consideration, however, to (i) the educational needs of out-of-school children and youth; and (ii) the financial and human resources to be absorbed by an eight grade primary school cycle versus a six grade cycle which might otherwise be available to provide basic education oppor- tunities to additional numbers of children. Education Finance (Annexes 6 through 9) 3.14 Between 1971 and 1975, total government expenditures of the Ministry of Education and the Kabul University increased from Afs 931 million to Afs 1,757 million, a nearly 90% increase in monetary terms (Annex 6). The pro- portion of the total government ordinary budget spent on education has fallen slightly from 17.9% in 1971 to 17.7% in 1975. During the same period, the proportion of the government's total development budget spent on education has increased from 1.7% to 3.3%. This increase is accounted for by the recent rapid expansion in primary school construction to replace facilities and to expand the system. From the very limited data available, it appears that total education expenditure in 1975 represented a low 1.9% of GNP. 1/ No targets are yet set. - 9 - 3.15 About 37% of all recurrent expenditures (1974) are for primary schooling, compared to about 24% for secondary, 14% for vocational and 16% for higher levels (Annex 6). Unit recurrent costs at primary level are low, about US$21 or about 30% of those at secondary general level (Annex 7). 3.16 Personnel costs have been increasing from about 70% (1967) to about 90% (1974) of total primary and secondary level ordinary expenditures, re- flecting a low and declining allocation to instructional materials, equipment and maintenance over the past decade. 3.17 The targets set in the draft 1976-82 Plan include enrolling about half of all seven-year olds in primary schools, admitting about half of all primary leavers to secondary level courses and achieving a 20% annual in- crease in vocational and technical enrollments between 1976 and 1982. Assum- ing these goals are realized and projected to 1985, and in addition allowing for an increase of 10% in recurrent primary and secondary unit costs to improve maintenance and the supply of educational materials, recurrent expenditures would have to expand by about 9% annually. This compares favorably with a 10.6% annual average growth rate over the past five years and to a 12% growth rate in total government recurrent expenditures in constant prices over the same period. The average annual capital cost requirement (Afs 671 million) is equivalent to 7% of the 1975 total annual government development budget (Annex 8) which is reasonable. These projections, just one set of possibilities, are described in Annexes 7, 8 and 9. They demonstrate that the government can, on the basis of existing cost and expenditure structures, significantly extend education for school-aged children and improve the efficiency and quality of the system. IV. THE PROJECT 4.01 The objectives of the proposed project are to assist the government to: (i) increase the supply of agricultural secondary school graduates to meet urgent middle-level, extension type manpower needs for the agricultural sector of the economy; (ii) improve equity by expanding enrollments in agricultural secondary schools in rural areas, and to introduce a more practical bias in the curriculum; (iii) promote experimental extension and adult education programs by linking agricultural secondary schools with local devel- opment activities; and (iv) take the initial steps to design new facilities for (a) the expansion and improvement of primary and secondary teacher training, and (b) curriculum development and the production of educational materials (audio-visual, science, radio-T.V.). - 10 - 4.02 Specifically, the project would comprise: (a) construction and equipping or engineering design of institutions as listed below, and (b) related technical assistance (further details are given in Annex 12). Estimated Accommodation Student Places Annual Student Staff Type of Institution Grades Existing New Output Boarding Housing Agricultural education: 4 new Agricultural Second- 9-12 - 3,360 705 /1 2,280 30 /2 ary Schools (construction and equipment) 3 Agricultural Secondary 9-12 1,050 1,830 605 /L 2,280 /3 16 /4 Schools (extension, re- modelling and equipment) Education Materials Services: 1 National Materials and - - - _ - - Services Center (pre- investment design only) Teacher Training: 1 National Teacher 13-17 800 1,620 /5 610 650 5 /6 Training Complex (pre- investment design only) 5 Regional Teacher 13-14 - 2,400 1,100 1,740 40 /7 Institutes (pre- investment design only) /1 Not including extension agent refresher and farmer training courses. /2 3 senior staff houses and 5 maintenance staff houses for 3 schools and 3 senior staff houses and 3 maintenance staff houses for 1 smaller school. /3 Including 1,300 existing places. /4 3 senior staff houses and 5 maintenance staff houses for 2 schools. /5 Including replacement of 800 existing places. 16 5 maintenance staff houses. /7 5 senior staff and 3 maintenance staff houses per institute. 4.03 Secondary Agricultural Schools: The proposed four new schools and extensions to three existing schools form part of a major secondary education reform introduced in the new National Development Plan 1976-82, designed to - 11 - increase the proportion of secondary pupils following vocationally oriented courses and to provide a more relevant education related to local employment opportunities. The schools would provide an improved quality of agricultural education and a major increase in output of agricultural graduates which are urgently needed as extension staff by the Ministry of Agriculture 1/ and related agricultural organizations, by the Rural Development Department to staff new rural development projects, and by the Ministry of Education to teach agricultural subjects as part of the pre-vocational preparation program being introduced in grades 7 and 8 in rural primary schools (paras. 2.08 and 3.12). About 15% of all graduates would continue to university. It is ex- pected that the immediate graduate requirements for the public sector de- scribed above would be largely met by the end of the plan period (1982), fol- lowing this an increasing number of graduates would be available to man the private sector and to take advantage of land settlement schemes 2/. The schools would be innovative in the Afghan rural setting and an adult exten- sion unit would be an integral part of each school. This unit would serve as a resource for the local community, organizing refresher courses for various types of extension staff (agriculture, health, cooperatives) and offering farmer training and other programs, such as literacy. 4.04 The schools would be distributed widely throughout the country for maximum national impact and to address the needs of different rural locales. All sites for new schools have been selected and acquired by the government and are being transferred to the Ministry of Education (para. 4.19), all are located in areas undergoing active agricultural development and are in close proximity to existing government agricultural farms/research stations (see Map). Each would have maximum capacity of 960 students except one which would have a capacity of 480 students. Boarding facilities to be provided would be a function of the projected output of primary school leavers living within ten kilometers of each school, and would range between 60% at Herat to 90% at Darwishan. The schools will recruit older 8th grade primary school leavers from rural schools to follow a four-grade course. The average age of primary leavers, about 17 years, is high and is unlikely to fall dramatically for the next decade. Most graduates from the project schools would therefore be about 21 years old. 4.05 The Ministry of Education has agreed to institute a tracer study system to follow graduates and has set up a joint committee with the Ministry of Agriculture to organize and implement this. The government has provided an assurance that (a) this study would be expanded to include an evaluation 1/ The Ministry of Agriculture, the largest employer, would absorb 2,000 graduates over the period 1976-82 representing a reasonable 4% annual increase in the extension recurrent budget. 2/ The 1975 Land Reform Act stipulates a "first priority" status for agricultural school graduates as settlers in new land settlement schemes and for access to production credit. - 12 - of students' work attitudes, backgrounds, and achievements while in school, in addition to their job placement and progress after graduation; (b) the study would be initiated within 18 months of the Credit Agreement Date; and (c) the results would be communicated annually to IDA for the first 5 graduating classes. 4.06 A new curriculum has been agreed with the government which repres- ents a major improvement over the existing. Fifty-five percent of available time will be devoted to agricultural subjects compared with 33% in the old curriculum. The new curriculum provides for a common core of agricultural subjects in the first two years and for subject options in the final two years which include agricultural extension and cooperatives, crop production, livestock, and farm mechanics. Each school would be provided with a school farm of 100 to 150 acres and about 66% of agricultural teaching time over the four years would be practical work on the farm, compared to less than 10% in the existing course. 4.07 No problem is anticipated in recruiting general subject teachers for the schools, but there is no ready supply of trained agricultural teachers. The Ministry of Education has agreed to mount a special training program, de- scribed in Annex 11, to produce the required 268 agricultural teachers by 1981. Under this program, teacher trainees would be enrolled as the first group in September 1977 in a nine months course to be conducted partly at the Institute of Higher Agricultural Studies (IHAS) and partly at the Darwishan agricultural secondary school. As the agricultural secondary schools' enrollments will increase annually during their first years until they reach capacity, 90 teacher trainees will be enrolled in 1978 and 115 in 1979 to meet the demands for additional agricultural teachers in each subsequent year. As the critical path for the teacher training program calls for a supply of agricultural teacher trainers by mid-1977, the government has provided an assurance that the train- ing of the trainers would begin no later than February 1977. Commencement of this training in accordance with a program satisfactory to the Association would be a condition of effectiveness of the Credit Agreement. 4.08 The quantity and quality of agricultural instructional materials in Farsi and Pushtu also requires improvement. The Ministry of Education has agreed that the preparation of materials would be an integral part of the teacher preparation program and that each teacher trainee would help prepare suitable script and teaching aids capable of easy duplication. This would satisfy immediate needs while a long-term program of materials production is instituted. 4.09 To assist in organizing and executing the teacher training and materials preparation program, the project would include a technical assis- tance teacher training coordinator (36 man-months), a farm mechanics teacher trainer (24 man-months), and 12 man-months of short-term consultancies for - 13 - various other teacher training specialisms and for advice on the preparation of teaching materials, including farm management, animal husbandry, field crops, horticulture and viticulture. These experts would be working primari- ly with senior ministerial staff and with potential agricultural teacher trainers who are usually English speaking so their recruitment should not be difficult. Sixty man-months of fellowships would also be provided to permit a senior Afghan to study agricultural curriculum development for 18 months, and school principals and farm managers to make observational visits outside Afghanistan of about three months each. 4.10 Pre-investment Designs: The proposed pre-investment designs for (i) a national teacher training complex; (ii) five regional teacher training institutes; and (iii) a national educational materials and services center would comprise physical requirements (master plan, preliminary drawings, equipment list), and detailed cost estimates as a basis for a possible follow- up project. The items are interrelated and would assist the government to improve and expand the school system's teacher supply and educational back- stopping facilities. The national teacher training complex would replace and would relocate on one site the present dispersed and inadequate facili- ties of the Academy of Teacher Educators, the Higher Teacher Training College and the Primary Teacher Training College to achieve better integration of teacher preparation, curriculum, and all levels of teacher training, and to experiment with new educational subjects for girls. The five regional in- stitutes would expand teacher training opportunities for girls in rural areas and introduce training for craft teachers. The materials and services center would replace, relocate and integrate on one site the present dispersed and inadequate facilities of the audio-visual center, the science center, the school broadcasting center and the adult education department. The govern- ment has agreed that the designs would be completed and sent to IDA for comment within 18 months of the Credit Agreement date. 4.11 Technical Assistance: The program of technical assistance to be financed under the Credit, described above under each proposed project item and in para. 4.18 for the project unit, would total about 10 man/years of experts' services and about 5 man/years of fellowships. The proposed phasing of the program is given in Annex 12. - 14 - 4.12 Cost of the Project: The estimated total cost and foreign exchange components of the various parts of the project are summarized below: 1/ Afghanis (Millions) US Dollars (Millions) % of Base- Local Foreign Total Local Foreign Total line Costs Agricultural education: 4 New agricultural secondary schools (construction and equipment) 119.59 82.60 202.19 2.72 1.87 4.59 53.0 3 Agricultural second- ary schools (extension, remodelling, and equip- ment) 73.37 63.75 137.12 1.67 1.45 3.12 36.0 Educational materials services: 1 National materials and services center (pre-investment design only) 5.08 1.27 6.35 0.11 0.03 0.14 1.7 Teacher training: 1 National teacher training complex (pre-investment design only) 3.78 0.94 4.72 0.09 0.02 0.11 1.2 5 Regional teacher training institutes (pre-investment design only) 5.26 1.32 6.58 0.12 0.03 0.15 1.7 Project implementation unit: 1.32 7.48 8.80 0.03 0.17 0.20 2.3 Technical assistance: 2.34 13.24 15.58 0.05 0.31 0.36 4.1 Baseline cost 210.74 170.60 381.34 4.79 3.88 8.67 100.0 Contingencies: Physical 20.89 16.03 36.92 0.48 0.36 0.84 9.7 Price increase 53.79 32.94 86.73 1.22 0.75 1.97 22.7 Subtotal 74.68 48.97 123.65 1.70 1.11 2.81 32.4 Total project cost 285.42 219.57 504.99 6.49 4.99 11.48 1/ Estimated costs by type of expenditure are presented in Annex 13. - 15 - 4.13 Civil works cost estimates are based on contracts for school build- ings recently awarded by the Ministry of Education, Department of Construc- tion, and by USAID, and on information on construction costs in general. The relatively low cost for new school construction is due to the simple and eco- nomical design concepts and building standards for rural school buildings and to the low cost of local building materials and labor. A high percentage, about 80%, of the materials used in the proposed buildings would be local. Equipment and furniture cost estimates are based on reasonable CIF unit prices for each category of goods adjusted upward to include the cost of inland transportation and installation. Costs per student place are satis- factory (Annex 14). 4.14 The project cost includes a 10% contingency allowance for unfore- seen costs for civil works, furniture, equipment and consultant architects fees and 5% for technical assistance (Annex 15). Price escalation contin- gencies 1/ have been calculated for the period beginning November 1976 (date of negotiations); during the project implementation period, prices are expected to increase by about 26% for civil works, 18% for consultant architect fees, 16% for furniture and equipment, 12% for technical assistance and 8% for professional fees of consultants for pre-investment designs. Accordingly, total price increases are estimated at about 21% of baseline costs plus physical contingencies. 4.15 The estimated foreign exchange component is about US$5.0 million equivalent or about 43% of the total project cost. It was calculated as follows: (i) civil works, 20%; (ii) furniture, 25%; (iii) equipment, 90%; (iv) project implementation unit, 85%; (v) experts and fellowships, 85%; and (vi) fees for pre-investment designs, 20%. 4.16 The annual recurrent costs of the project institutions would be about Afs 44 million which would represent about 1.4% of the projected educa- tion recurrent expenditures in 1985. As the government has assigned high priority to these project institutions, these recurrent costs would be met with no difficulty. Recurrent cost per pupil in project schools would average about Afs 6,800 (1974 prices) compared to Afs 6,300 in existing agricultural schools. This increase is reasonable and would permit an im- provement in the supply of educational insructional materials essential for effective learning. 1/ Based on anticipated annual price increases of 12% for 1977 through 1979 and 5% for the first half of the year 1980 for civil works; 8% annually for the 3.5 years of implementation for furniture, equipment, and tech- nical assistance. Because of difficulties in obtaining reliable fore- casts of expected local price increases, the same rate of increase has been applied to both foreign and local cost estimates. - 16 - 4.17 Financial Plan: The proposed credit of US$6.0 million would cor- respond to 52% of the estimated total project cost, and would finance 100% of the foreign exchange component and 16% of local costs of the agricultural schools, project implementation unit, pre-investment designs and technical assistance. The balance (48%) would be financed by the government. The proposed financial plan is summarized below: Government IDA Total Amount Amount Amount US$ US$ US$ Millions % Millions % Millions % 4 Civil Works 3.99 68 1.92 32 5.91 55.5 Consultants Architects' Fees 0.05 20 0.20 /1 80 0.25 2.3 Furniture 0.28 75 0.10 25 0.38 3.6 Equipment 0.30 10 2.73 90 3.03 28.5 Technical Assistance 0.06 15 0.34 /2 85 0.40 3.8 Project Implementation Unit 0.03 15 0.20 85 0.23 2.2 Consultants' Fees for Pre-investment Designs 0.35 80 0.09 20 0.44 4.1 Baseline Cost (including contingencies for price increases) 5.06 48 5.58 52 10.64 100.0 Physical Contingencies 0.42 50 0.42 50 0.84 Total Project Cost 5.48 48 6.00 52 11.48 /1 Advanced in M4ay 1976 from the Project Preparation Facility. /2 There is a possibility that the British Ministry of Overseas Development will finance this item, if so the amount adjusted to include contingencies will be deducted from the IDA credit and be reapportioned to permit IDA to finance a correspondly larger portion of civil works costs. This would increase IDA financing of local costs from 16% to 21% 4.18 Implementation: To minimize delays in execution such as those en- countered in the first project (Annex 3) and to assist the Ministry of Educa- tion to build up efficient implementation capacity, the Ministry of Education - 17 - has agreed to establish a Project Implementation Unit (PIU) with a full-time senior official with suitable qualifications as its director. The PIU Director would report to the President of Construction in the Ministry of Education who would have overall responsibility for the project and for liaising with IDA. The PIU Director would be responsible for day-to-day management, coordination and supervision of the project. The PIU Director would be assisted by a full- time local architect, and accounting and clerical staff. The President of Vocational Education would advise the PIU on pedagogical matters. No educa- tion specialist need be permanently assigned to the PIU since long standing internal communication channels within the Ministry are adequate to ensure the successful execution of the project's educational aspects. The project would include the financing of one architect (three man-years) and one civil/ structural engineer (one man-year) for the PIU together with office equipment and one small vehicle for local travel. 1/ The successful execution of the project according to the planned timetable calls for the commencement of civil works bidding by mid-1977; it is therefore essential that senior professional staff be appointed to the PIU as soon as possible. The establishment of the PIU with a full-time director assisted by a local architect, each with suitable experience and qualifications, would be a condition of effectiveness of the Credit. 4.19 The government has contracted with a local architectural firm which employs both local and foreign architects. The firm which would design the proposed schools and prepare the tender documents is acceptable to IDA under terms and conditions agreeable to IDA. Completion of the preliminary designs of the agricultural schools is expected by the end of 1976. Construc- tion standards will be developed by the PIU (i) in conformity with the local climatic conditions, (ii) on the basis of economical building standards and utilizing a maximum degree of local materials and construction methods, and (iii) giving special consideration to minimizing building maintenance costs. All sites have been selected and are located on flat land with good drainage and with easy access from major roads; all are government property including an additional 100 to 150 acres as a farm for each school. The government has agreed that its Ministry of Education would have these sites transferred to it prior to the scheduled start of construction. 4.20 Procurement: Foreign contractors are unlikely to be interested in bidding for civil works contracts for the simple, small, one-storey secondary school structures, sited typically in remote rural locations without paved roads. Civil works contracts for these structures therefore would be awarded on the basis of local competitive bidding acceptable to IDA. There are suf- ficient experienced local building contractors able to construct effectively the new schools and extensions to existing schools. Detailed lists of fur- niture and equipment would be prepared by consultant experts under IDA's Proj- ect Preparation Facility credit advance (para. 1.05) and are expected to be 1/ These specialists would be in addition to the local staff mentioned above. - 18 - completed by March 1977. They would be presented for the Association's review and approval prior to procurement. Items would be grouped to the extent pos- sible to form sizeable packages to permit bulk procurement on the basis of i.c.b., except for items which can only be grouped in small packages (under US$50,000), items which must be compatible with other equipment procured under i.c.b. and items of such specialized nature that i.c.b. would not be practicable. These items, which would not exceed an aggregate total of US$1.5 million or about 44% of total furniture and equipment cost, would be procured under normal government procurement procedures after obtaining price quotations from at least three manufacturers or suppliers. All other furniture and equipment contracts would be awarded on the basis of international competitive bidding in accordance with IDA guidelines. Local manufacturers of equipment would be allowed a margin of preference equal to the existing rate of custom's duty applicable to competing imports or 15% of CIF price, whichever is lower. 4.21 The project would be implemented over a period of 3.5 years after the signing of the Credit Agreement (Annex 16). Construction as well as pro- curement and installation of equipment and furniture are expected to be com- pleted by about the middle of 1980, with one additional year allowed for guarantee and liabilities. Final disbursement would be made and all accounts closed within the following six months. Disbursements 4.22 Consistent with the Financial Plan which calls for 100% of financ- ing of foreign exchange cost and 16% of local costs, disbursements from the proposed IDA Credit would be made on the basis of: (i) 100% of foreign expenditures of imported furniture and equipment, or 100% of the ex-factory price of locally manufactured furniture and equipment, or if imported but procured locally, 80% of total expenditures; (ii) 32% of total expenditures for civil works; (iii) 85% of total expenditures for the PIU technical as- sistance (architect and civil engineer), office equipment and one vehicle; and (iv) 100% of foreign expenditures or 20% of local expenditures for the consultant fees for pre-investment studies. Disbursements by IDA are expected to be completed by the end of 1980. The estimated disbursement schedule for the project is given in Annex 17. 4.23 No retroactive financing is contemplated under the proposed Credit. However, the Credit provides for the financing of repayment of the principal amount (US$200,000) of the advance made under the Project Preparation Facility and charges thereon. - 19 - V. BENEFITS AND RISKS 5.01 The project's most significant benefit would be the contribution of the agricultural schools toward meeting urgent middle-level manpower needs for agricultural development. Without graduates from these schools develop- ment of the most important sector of the economy would be seriously hindered. In addition the project would also assist in developing a more appropriate and practical pre-service training for agricultural workers and would place the training of agricultural teachers and instructors on a sound, systematic footing. 5.02 All agricultural schools would incorporate an adult extension unit as an integral part of each school. This represents a beneficial first step in exposing schools to rural community needs, opens the possibility of school facilities being used for local nonformal education and extension staff training programs and facilitates the involvement of school staff and pupils in village development activities. 5.03 The project carries few inherent major risks because: (i) agricul- tural schools of reasonable design and construction standards have already been built by the Ministry of Education; (ii) though the proposed schools are all located in remote rural areas and delays in construction may occur from time to time due to poor transportation facilities and bad weather, secondary schools and other facilities of similar standards have been satisfactorily built in nearby areas; and, (iii) Afghan supervisory expertise in the Ministry and local construction firms are capable of executing the project efficiently. The addition of architectural and civil engineering experts to the Ministry of Education's project unit would reduce possible risk of delay in project execu- tion due to technical deficiencies in these fields. However, some delays may still occur due to the unfamiliarity of Ministry of Education and project unit staff with IDA procedures. IDA staff would be required to give special attention to their briefing. 5.04 The most serious risk relates to achieving an adequate supply of com- petent agricultural teachers. The success of the proposed agricultural pre- service program in the agricultural secondary schools would depend heavily on the satisfactory recruitment and training of about 270 agricultural teachers. The Ministry of Education's proposals, which are now under preparation, for recruiting and training the teachers would represent a first effort to estab- lish a systematic agricultural teacher training program. IDA approval of the outline of these proposals was a condition of Board presentation, and though these were found satisfactory there are still inherent risks in the implemen- tation of such a program for the first time, despite the technical assistance which is to be provided. Continuous monitoring by IDA staff of the operation of this program would therefore be necessary. 5.05 The government accords the project high priority and would finance it alone if IDA funds were not available. However, implementation would be even more difficult. Without the technical assistance already provided and to be provided by IDA staff during project supervision, and without the - 20 - proposed technical assistance experts, the qualitative features could well be jeopardized. In addition, the main project item would serve the needs of IDA assisted projects in the agricultural sector. For these reasons, and in view of the substantial benefits expected, the project is considered worth the inherent risks. VI. AGREEMENTS REACHED AND RECOMMENDATION 6.01 During negotiations, agreement was reached on the following: (i) the proposed tracer study of agricultural school graduates would be expanded to include an evaluation of students' work attitudes, backgrounds, and achievements while in school in addition to their job placement and progress after graduation, that the study will be initiated within 18 months of the Credit Agreement date and the results communicated annually to IDA for the first 5 graduating classes (para. 4.05); (ii) a special agricultural teacher training program would be in- stituted and that the training of trainers will begin no later than February 1977 (para. 4.07); (iii) pre-investment designs would be completed and sent to IDA for comment within 18 months of the Credit Agreement date (para. 4.10); and (iv) all sites including an additional 100 to 150 acres for each school would be acquired by the Ministry of Education prior to the scheduled start of construction (para. 4.19). 6.02 Additional conditions of effectiveness would be that (i) the govern- ment establish a project implementation unit in the Ministry of Education with a full-time director and a local architect with suitable experience and qualifications (para. 4.18); and (ii) the government start the training of teacher trainers in accordance with a program agreeable to IDA (para. 4.07). 6.03 The project is suitable as a basis for an IDA credit of US$6.0 mil- lion to the Republic of Afghanistan. CORIPAItATIVE ECUeAYZOlA INDICATORS NOVEMBER 10, 1976 Page 1 of 2 I GNP/ ; % GNP :% TOTAL:% DF PUBLIC : gP81. :AV.PRI. I I :SEC ICAPITA: DEVOTED,PUBLIC I EDUCATION iLITER- : PRI. ICOMPLE- :STU- :SCH.TEACH:PROGRESS:1 SEC. :SIU- I * AT t TO EDU.s EXP. 3 RECURRENT . ACY IENROLLiTION tOENTS:SALARY INtION RATE sENRULL:DENIS:H4IGHEIO: I tMARKET3 (PUBLIC:DEVOTEOtEXP ALLOCATED$ RATE :RATIO 3RATE FURePER tRELATION %FROM PRI.:RATIO :PER i ENRULL: POP. :PRICES: EXP;. I TO I TO:, :110 OFS: NET :PRI.SCH.:TEACH: TO GNP/ :TO SEC. NET :TFACH- RATlO: YR: (000) : USS): ONLY :EDU. aPRI. SEC. '.,I.ADULTI (0 ICYCLE(0),ER :CAPITA W 0 C0 il. : l (1) ii (2) 1 ( 3) : C) 5 (5) z(6) : (7) ( 8) : (9) I (10) : (11 t (12) (13) :14) ADVANCED AUSTRIA 73 7.9 3, 910 4. 3 9.9 479 250 200 99 98 93 26 2.0 99 51 19 8.00 CANADA 72 22. 10 5,4`10D 7. 7 t19.4 30 is I19 98 81 98 24 2.0 99 82 1 7 9.00 GERMANY F .REP. 12 -61 00 5,320D 4.2 14.? ... 79** 26 99 1 99 33 ... 99 VI1 22 17.00cy *JAPAN 7 1 108. 30 3,630D 4.3 2O.7 39 30 12 99 99D 99C 25C 2. 0 99C 900 201 28. 000 NETHERLANDS 72 13.40 4,33RD 8.5- 19.10 32 45S 19 99 95 95 29 3.0 97 7 3 2 0 11.00 NEW ZEALAND 73 2.9 3.680 5.2 *. * 39 24 29 99 99 99 26 ... 99 67 1 9 20.0 0 NORWAY 72 3.90 4,6600 7.0 15i.2 a 58 23 1 3 99 99 98 2 0 1 .9 99 76 104 II.Ao SWEDEN 7 3 S.3I'S9 5,) 8l.9 16.0 36 1 4 13 99 99 99 1 7 .. 90 85 1 0 30.00 U.K. 72 55.OD 3. 0600 6 .3 12.7 26 39 22 to 99 ... 26 2.0 ... 63 1 7 11.0 0 U.S.A. 72 210.40 6,2000 6.0 35.4 ... 73** 27 99 99 99 2 5,U 2. 0 .. 93 14U 2 9.0 0 EUROPE GREECE ~~~~7 1 8.90 1,89700 2.2 till 54Y 29Y 14Y 82A 915 TO.. 3Y .. 7v)A 980 030 it.1a0 IRELAND 7 2 3. 00 2. 1900 S. I 3,90 43Y 4IY 14Y 90 97 99A 39 .. 950 75 1 9 7 .000A PORTUGAL 72 9.00 1,410D. 0 .. . 510 .. 7.boy SPAIN 7 1 39.70 1,7100 ;:;B 19.24 49Y 22;1i;0 91A .. 30 ... 290 3 6.000 AFRICA AL GEiRI 7~ 19.7 778 7.9 ... 410 32G 18G s0 76 62E 42E 6.0G 49E 17 25 0i. 00 BENIN 73 2.9 1101 9. 3 32.0 47 2 3 II 1 1 3248 708 904 2i .08 4313 703 394 Q4.001 BOTSWANA 74 0.7 300u 9.0i 20.0 38 20 1 9 25 70x 75 39) 5.0a 241 03X 18 u.30Y BURUNDI 74 3. 9 92 2. 9 19.90 478 438 128 I10 200 307 38 10.0 1 0 20 1I8 1.0 CAMFROON 73 6.2 2 9( 5 .9 20.0 380 29Y 17Y0 7 4 I . 910 I ..by 9 23CY 0.90Cy C.A.R. 70) 1.7 0 1610 '1.ON 20.U S96 19... .. 64CY 25 6910 .. 1 5CY 2749Y U 007 Y CHAD 7 r 0.0or 80D 3.0 10t.0 78 22 Is1 29180 30 6980 19. 0 8 2080 30 0.0140 CONGUCA) .74 1. 3 490O 6.0 1 t.3 40 32 2 1 90? 1330 63 013 6. 0 48 330 2 2 3. 00 EGYPT 74 36.'( 280o 9.1 ... 29 36 20 040 701( 09s a0 . .. 60 390 2 8 I1.10 ETMIOPIA 7 3 26.9 90( 3. 1 20 .0 42 29 1 8 7 171 42 90 3. 0 63 2 30 u .20 GABON 73 u.S 1,31 9.0o 20 .6 25 9 1 1 ... 184180 25C 46C 9.0 18A 20C 211 1.400C0 GHANA 7 1 9. 30 3000 0. 7 24.4D8 380 150 230 ... S6xC Y 62 3010 ... 10 li 1x lACY 0. 70BY IVORY COAST 72 9.80 38(10 6. 3 24 .7 2780Y 338Y 13Y 94 92 570 06 .. . 0 25 12080 K1ENyA 73 12. 4 17(1 6.4N 27 .0 63 I1 II 0 0 73 ... 010 8.0 10' 1 2 23 1. :038Y LESOOHO 79; 1.2 lI1oN i2.11P 23.0 09 1 8 20 40 89 s0 912 7.08 81 1 0 26 1. 00 LIBERIA 79 1.9 410 2.41 3.2 27 19 20 73 58 . . 39 2.0 ... 12 26 1.10AY MADAGASCAR 741 8.6 1-5(0 3. 2 22. I It 24 25 40 68X 3(1 613 t- 5. 0 48 90 26 1. 00 MALAWI 70 41.80 1100O 3. 1 20 .9C . . . . 25 r 960X 60 9,(1 7.0 00 00 20 0 .2610 mALi 74 9 .30 700 4.6N 32.3 36B 52B 128 101 180 220 404 1(1.08 370 A0A 170 0.I060 MAURITANIA 7 U 1.20 2000 4.9 21.0. . . . 0 150 .. 22 .. .. 3 20i MAURITIUS 72 0.80 4100 3. 7 I11.70Q 7s1o4 8 86 9 33 .. . 1 3 0 1.07CY MOROCCO 70 19.9 320) 5.01 16.9 44 0 7 9 26? 94X 2 1 37 ... 31 330 2 1 2. 00 NIGERIA 7 1 71.20 2100 3.2N8 . 40A 244 20A ... 3 9410 ... 301 .. . 4 20C0 0.37CY ROANDA 7 3 3.90 700 3.2C 2 8 . . .00.23 52 ... S I ... ... 2 1 3 0.2310 SENEGAL 7 1 4.00 2800 0.1ON 2?.5DR .38A 42A 54 30 380 . .. 46 .. 10 25 ).713CY SIERRA LEONE 73 2.7 160 3.4 23.4 31t 36 30 I5? 34X 45 32- 4:&E 134 21 0.53BY SOMALIA 75 3.2 100 3.70 30.80 490 160 199 So? 344 86 315 10. 0 60 3 15 0. 10 SUDAN 72 17,00 1300 4.5S t3,2 43 29 28 15 38 75 05 4.0O 25 I1 20 1.23Y SWAZILAND 75 0.15 440 4.9 18.0 37 351 13 15 0 70 s0 38 3. 0 84 19 22 2.00 TANZANIA 70 13.21 1)01 9,18 I 7.0 36 ... 12 63 440 ... 09 ... 7 2 211 0. 30 TUNISIA 73 9.00 4600 6. 3 23.4 37 03 tB 55 72 Bt 'II 6.0 I1 14 21 3. 00 UGANDA 70 10.80 :900 9.2N 17.6CR 400 229 299 254 48010 ... 36 ... 304 4010 21 0.b880 UPPER VOLTA 72 5.70) 700 9.0 23.9 65 30 6 5 to ... 05 181.0 20 2 23 0.0100 ZAIRE 73 23. 4 140 9.2CN 21 .3C S4C 17C 291 1 5 63 38 04A 6.0 43 B 20 0.9680 ZAMBIA 70 4.7 482 9. 3 t4.2 34 lB a 16 43 88 80 07 9.0 20 1 3 22 1 .00 CENTRAL AMERICA AND THE CARIBBEAN COSTA RICA 71I 1.60 7100 5.2 22.7 57 2S 1 2 B9 86CY 65 29 3. 0 sB 2210 25 I12. 1110 DOMINICAN REP.72 04.01 8200 3,0 j3.0 42 24 22 51 80 17 54 3.00 63 13.5 24 7.00 EL SALVADOR 75 3.70 3500D 3.6 23.0 61 5 22 60B 6SC ... 39C0 ... 39 1341 2110 4.3580 GUATEMALA 73 53.1 Igo 1.9 16.0 85 23 14 47 64 26 35 3.0 69 B 25 0.090 MAY41 72 4.40 1300 0.9 6.60 61 it B 200 22 25? 4os 8.0 s0 3 23 1.00? HONDURAS 72 2.70 3200 3.9 26.90 64 13 lB 52 810 lB 17 6.0 is 144 IA 3.00 JAMAICA 72 1.90 9900 6.90Y t9.7 33Y 220 70 86 10640 ... 52 .. .. 3200 19 4 79Y MExICO T0 56.00D 8900D 2.6 9.3 S4 24 1 2 76 7 1 33 0 6 3.3 1 9 2 3 6.3 2Cy NICARAGUA 74 2.00 9400 2.9 14.2 61 13 13 57 65 21 37 2;.0 93 17 20 7.00 TRINIDAD S T. 71t 1.0D 1.3t100 1 5.1 18.9 S3 27 3 2 90 954 87 315 4. 0 I S 49 25 '. S6 A Y SOUTH AMERICA B00"VIA 76 5.8 3133 5.0 17Jw_ .- - in no Z 24. sa ... 43 LAD 38A82L . 10 o oi1 7640 4. 3 ti.0E 43 20 37 79 8ox ... 2710 ... ... 183 1510 A.OOB8 CHILE 72~~~? 10.20 7200 4.6Y t4.8.AT ftV 140 UT9 I.. 19 A .. 3760 ... ... 48800 .. COLOMBIA 70 22.50 4400 4 .0 1. 13 IB 20 is 67 20 36 4.0 90 1 7 1 4 4,00 ECUADOR 72 6.70 3800 3. 7 27.71 41500 42G! logo 69 . 3 7.. .;- lB 14 9.9y1 GUYANA 74 0.7 4100 .58N 14.70 47 35 14 STSA 98 1' 3 . 193 620x 2 4 1.001 PARAGUAY 74 2.40 374 1.0 31.0 85 13 22 S1 $a 26 sqi.9 65 17 *12 8.04 PERu 71 14.50) 6200 A.,9 24.00 S0 22 is 72 so -38 34~0 3 0 70 '30 2300 jt',09 VENEZUELA 7 3 31,12 1,630 4.6 j9.9 -" 39280 Igo 7.7A 01 *44 3 1 2. 4 ... 3 3 ... 2kC COMPARATIVE EDUCATION INDICATORS (CONTO) INOVEMBER 10, 1976 Pae2o a a GNP/ I G GNP ax TOTALtx OF PUBLIC a PRI. SAV.PRI. I a 3EC a aCAPITAa DEVOTEDIPUBLIC a EDUCATION aLITER- a PRI. ZCOMPLE- aSTU- tSCH.TEACHIPROGRESSa1 SEC. iSTU a a AT a TO EDU.a EXR, a RECURRENT aACY aENROLLaTION IDENTS13ALARY INSION RATE 3ENROLLIDENTSaHIGHER: a :MARKET: (PUBLICaDEVOTEDIEXP ALLaCATEDa RATE 1RATIO ZRATE FORaPER :RELATION :FROM PRI.:RATIO iPER IENRULLi aPOP PRICES; EXP. a TOUa ; ?Da T *( ODFS a NET IPRI.SCH.tTEACHt TO GWP/ aTO SEC. a NET ITEACH- RATIO: YRa(004) ai (USS) ONLY a EDU PR.SEC, HI.IADULTS) MX aCYCLE(Z)tER a CAPITA a (5 a (%) :ER a (SI a(1) a: (2) a (3) a(0) a 5 6 l) a() a(9) a(1A) a (11) all2) (103) :(ilo) ASIA AND OCEANIA AFGHA;NISTAN 74 16.3 90? 39P 23? lAM to 26X 24 Al 5.0 78 80 21 1.00 BANGLADESH 73 74,0 so 1.2 20, .. 23 560 ... 98 ... ... 23x 28 CHINACTAIWAN) 73 15.4 b660 3.2 14.0 28- 41' 12 2 82 98C 94 40 14.0 84 61C 26 2,0.O)C INDIA 71 581.9D 120D 2.6VY .247. ... ... ... 29 79.. 3A280 2OAY 4 OOAY INDONESIA 73 ¶24.4D 13OD 1.8 11.o 65 23 14 62 63 4.0 32 5.0 9 12 16 2.00 IRAN 73 30. 1 874) 3.3 i2.6 5106 168 126 50D 71 74A 32 4s.00 B0A 24 32 4.32CY IRAQ 72 1u.40 8540D 6. 7 16.3DR....... 26 61CY ... 22 .... 26XCY 26 6 28CY JORDAN 71 2.59 340 7.1) 8,.8 52 15 21 59 911 76 38 S. 84 SX 22 4.00 KOREA 73 32.9 440: 2,4 20.1 64 26 8 92 97 90 5,3 3.0 7 1 a46 37 6. 00 LEBANON 72 2.90 Q4400 3.4 jA,0 39 40 1 0 68 86 65 1 9 2.0o 63 260 25 23. 00 MALAYSi1A 74 11.7 67n 6.4I 28.40 44 31 1) 1 0C 96F 90 352 4.0D 83SF ((F 27E 3.(OF OMA N 7 2 u.6D 8400 1.7N 3.8 96 - - 2 0 2AX 99 303 7. 0 ... 0.40 9 . PAKISTAN 79 66.2D 121)D 1.6 ¶ 6.2 45 2-5 1 8 2 1 470 So 3 9 2. 0 . .. 07X 1 8 6.00 PAPUA N.,G. 75S 2.6 400 r 5.6 16.1 38 16 24 32 57? 7OP 31 11t.0 90 120? 24 0.90? PHILIPPINES 74 40.20 28)D 2.5 ¶4,9 73 15 12 87 1040 . .. 341 15.0 ... 060 ... 21 .00 SINGAPORE 7 2 0202 1,830D1 3.)1 16,2 44 01 0 5 75A 96y 72A 33 ... 99A 47Y 20l 8.2SY THAILAND 73 39,4 270 4 .ONF 20.7F 6 9 9 0 5 82 87X 93C 3 2 3. 0 U 91C 200 24 2.00 TURKEY 7 2 37.90 641)0 ... 13.ODR ..... .. .. Oxcy ... 34DY ... ... 22XY 27))Y 5.31BY YEMEN 73 S b.3 loll 1 (.9r 4.4 45P 21P 23P 1 0 )50 1 8 36 4 .0 75 20 0 9 oU.058Y YEMEN P.D.R. 7?2 1 . 5 I I (D 2.34 ¶ 2.6 79 1 2 - 1 0 700 3 1 29 140. 0 99 024 2 0 0.08AY SUMMARY FOR DEVELOPING COUiNTRIES: NUMBER OF COUNTRIES! 74 71 69 68 68 69 77 53 76 SI 54 77 73 73 RANGE: (.- (3.8- 120- (0- (0- (9- (10- (17- (19- (1I.8- ( 7- (,- (- (.01- 12.4P 0 32. 3) 96 1 20 40) 98) 1840) 99 1 O 255.0) 99) 75 . 0) 43) 23.0) GUARTILES:UPpER 1 .2 22.) 5 3 1 22 7 5 8 7 7 5 416 8 840 29 2 6 6.0 MEDIAN: 41.1) )8.o 49, 23 1 5 so 7 1 50 38 5 6 3 1 6 23 2.40 LOwER ; 3.0( ¶3,9 38 16 12 21 512 30 33 3 25 9 20 .9 SYMBOLS: ... DATUM UNAVAILABLE A=1970 OR BEFORE MaCURRENT PRICES SOURCESt M AGNITUDE NIL OR NEGLIGIBLE BC1971 N.GDP---- 7QUESTIONABLE Ca1972 PaINCLUDING FOREIGN AID COLUMNOa1 AND 2 WOkLU AANK ATLAS *INCLUDES PART-TIME STUDENTS DtI973 GOCENTRAL GOVT. ONLY OR 1ONI MISSIONS **COMBINED WITH PRIMARY E-1974 R.HINISTRY OF EDUCAIION (MOE) ONLY 3 1 0 14 IBRD MISSIONS F-1975, S-MOE AND STATE GOVT. ONLY AND/OR UNESCU GC0976 TCEXCLUDING CENTRAL GOVT. STATISTICAL UOPUSLIC ONLY YEARBOOiK V=INCLUDING PRIVATE EXPENDITURE 0.INCLUDING OVERAGED STUDENTS = UNSCO SOURCES COMPARATIVE EDUCATION DATA ARE USEFUL IN THE EVALUATION OF VARIOUS EDUCATION SYSTEMS AND ANALYSIS* Of RELATIVE STAGES OF EDUCATIONAL DEVELOPMENT BETWEEN VARIOLuS COUNTRIEs, HOwEvER,ON THE BASIS OF THE PRESENT DATA,CRO3S-NATIONAL COMPARISON SHOULD BE APPROACHED NRITH GREAT CAUTION. DATA PRESENTED IN THE ABOVE TABLE HAVE BEEN COLLECTED LARGELY BY THE BANK MISSIONS FROM GOVERNMENT SOURCES; THE REMAINDER ARE STAFF ESTIMATES OR DATA FROH UNESCO. EFFORTS HAVE BEEN MADE TO STANDARDIZE DEFINITIONS AND WITHIN LIMITS, TO CHACK THE ACCURACY OF THE DATA. NEVERTHELESS,SUCH DATA ARE STILL IMPERFECT IN SEVERAL RESPECTS AND THE BANK IS WORKING TO IMPROVE THEM PROGRESSIVELY ON THE OCCASION OF ITS OPERATIONAL WORK, IN THE USE OF THESE DATA, THE FOLLOWING QUALTFICATIONS SHOULD BE BORNE IN MIND: (1)'EDUCATION' AS DEFINED IN THE TABLE INCLUDES ALL EDUCATION AND TRAINING, FORMAL AND NON-FORMAL) (2)'PRIMARY EDUCATInN REFERS TO EDUCATION AT THE FIRST LEVEL AND 'SECONDARY' EDUCATION REFERS TO ALL EDUCATION AT THE SECONDARY LEVEL REGARDLESS OF TYPE (E.G. GENERAL, TECHNICAL, AGRICULTURAL) I (3)'LITERACY RATES'(COL.6) ARE OFTEN OBTAINED FROM COUNTRY CENSUSES. IN MANYCOUNTRIES THEY ARE ONLY APPROXIMATIONS AND IT IS DOUBTFUL THAT ANY UNIFORM DEFINITION OF 'LITERATE' HAS BEEN FOLLOWED CONSISTENTLY? (43'PUBLIC EXPENDITURE IN EDUCATION'(COLS.3,4 AND 5) REFER TO ALL CAPITAL AND RECURRENT EXPENDITURES DEVOTED TO EDUCATION BY PUBLIC AND QUASI-PUBLIC AGENCIES) (5)"ENROLLMENT RATIDS'(COLS 7, 12 AND 140 REFER TO SCHOOL YEAR AND MEAN THE PERCENTAGE OF ELIGIBLE CHILDREN ENROLLED FULL-TIME IN THE APPROPRIATE SCHOOL, PUBLIC AND PRIVATE BY LEVEL. THEY ARE OFTEN SUBJECT TO A WIDE MARGIN OF ERROR IN THE DEVELOPING COUNTRIE-S OWING TO VARIATION IN THE ACCURACY OF BASIC DATAII.E. AGE-SPECIFIC POPULATION AND ENROLLMENTS). ENROLLMENT FIGURES FREQUENTLY ARE HIGHER THAN THE NUMBER OF STUDENTS ACTUALLY IN SCHOOL. OVERAGED STUOENTS WHOSE INCLUSION IS INDICATED BY FOOTNOTES ALSO CAN INFLATE THE RATIOS. ANNEX 2 Page I REPUBLIC OF AFGHANISTAN THE EDUCATION AND TRAINING SYSTEM I. The Formal School System 1. Afghanistan's modern, formal education system based on the Arabic 6-3-3 structure began to take shape during the 1950's. For over 500 years instruction had been the responsibility of religious teachers (Mullahs) who limited instruction to readings from the Koran. Secondary schools emerged in the 1930's and by 1932, total enrollment in all schools was only 1,350 pupils. By 1962, 265,000 pupils attended 1,500 primary schools, 114 secondary schools and the University of Kabul, and from this modest base, a threefold quantita- tive expansion occurred over the last 15 years. Administration and Organization 2. Formal schooling, from kindergarten through university, is control- led by the Minister of Education. Private schooling represents only about 0.2% of primary and 1.3% of secondary enrollments. Until 1975 the levels of formal schooling were primary (6 grades), lower secondary (3 grades), upper secondary (3 grades), and higher (6 grades). These levels are being restruc- tured under the 1975 educational reform into kindergarten (1 or 2 grades) and primary (8 grades), secondary (4 grades) and higher (2-6 grades). Primary schooling is compulsory and free and commences at about seven years of age. 3. The Ministry of Education is also being reorganized under a Minister and two deputies into 13 departments with highly qualifed presidents and directors. However, the structure remains cumbersome and handicapped by bureaucratic procedures. Decentralization through 28 regional directorates provides a measure of autonomy over internal provincial staffing and supplies. Physical conditions are generally poor in regional offices. Throughout the system, maintenance of buildings, equipment and furniture is virtually non- existent. 4. The school year is phased differently for cold (March-December) and warm (September-May) weather areas of the country. After allowance is made for an elaborate examination system, an effective period of between 180 and 190 days constitutes the school year. The majority of urban schools at all levels operate on a double shift basis. Annual statistics are ob- tained during April in order to provide comprehensive data when both warm and cold area schools are in session. The Afghanistan calendar and finan- cial years begin on March 21; thus, the Afghan year 1353 (1974) is equivalent to the school year covering the period from September 1973 through December 1974. ANNEX 2 Page 2 5. The two official languages are Farsi and Pushtu. Each school is de- signated by the language of the majority of the students. A second language is introduced in grade 4 and a foreign language (normally English) in grade 6. The latter is a language of instruction in some subjects at general secondary schools and the university. Some 69 separate languages are spoken throughout the country. Primary Schooling 6. Preschooling is almost nonexistent but, although no data are avail- able, appears to be expanding in urban centers under the Women's Welfare Society. In 1974, primary schooling was divided in 1,805 rural "village" schools of one, two or three teachers and 1,044 primary schools with up to six grades. Primary schools are either "independent" or "attached" to second- ary schools. Only 3% of "village" school buildings and 18% of primary school buildings are owned by the Ministry. An additional 7% and 3% respectively have no buildings at all; the remainder are housed in mosques, converted houses or stores. 7. In 1974, primary school enrollments, representing 26% of the age- group, totalled about 643,900, of whom only 14% were girls. Kabul city, with 6% of the country's population, accounted for about 15% of primary enroll- ments, of whom a high percentage (38%) were girls. National enrollments of girls represent only 8% of girls in the primary age-group, in contrast to 44% for boys. Enrollments by type of school indicate that about 25% of pupils attend "village" schools; cold area schools have nearly four times as many pupils as warm area schools and that Farsi is the predominant language. Grade 1 enrollment throughout the country, in 1974, increased over the previous year by only 4.8% for boys and 1.7% for girls. This enrollment, including a high proportion of overage pupils, represented 38% of seven-year olds. The average pupil:teacher ratio is high in village schools (50:1) and ade- quate in primary schools (36:1). 8. In 1974, the average age per grade was 1.5 to 2.1 years above the recognized age for the grade. Nine pupil years are required for completion of the six-year cycle and 17.8 pupil years to produce a secondary entrant, resulting in a low efficiency ratio of 0.22. The oral tradition of instruc- tion, a high proportion of unqualified teachers and inadequate buildings and equipment all contribute to such inefficiency. 9. The curriculum emphasizes literary studies with only 18% and 3% of time devoted to math and science. Revisions incorporate grades 7 and 8 pro- gressively into the primary cycle from 1976 as well as introducing practical crafts from grade 5. Since 1967, a team from Teachers College, Columbia University, working with Afghan counterparts have revised subject content at all grade levels and produced a series of new textbooks for primary schools. ANNEX 2 Page 3 Secondary Schooling 10. General academic secondary schooling is dominant in contrast to vocational/technical education. Facilities in the 15 vocational/technical schools are extremely limited. In all schools instruction is largely theoretical and oral as equipment and textbooks are in short supply. 11. Secondary cycle enrollments, representing only 8% of the relevant age-group, totalled 170,900 pupils in 1974; of these, only 11.8% were girls. Enrollments increased at an average rate of 17% over the past seven years. The pupil:teacher ratios at middle and upper levels, 22:1 and 19:1 respec- tively, are reasonable. Nine pupil/years are required to complete the secondary cycle and ten pupil/years to obtain a secondary graduate. Repeti- tion and dropout rates are high in the middle level, averaging 24% and 17% respectively, but more reasonable, 14% and 6% in the upper level. 12. Prior to 1976, specialization into social science and natural science streams occurred only at grade 12. With the elimination of middle level schools, such specialization is being introduced after the first com- mon year (grade 9). In grade 9, 32% of the 40 period week is devoted to math and science subjects. In grades 10 through 12, pupils in the science courses study languages and social science subjects for 45% of the time while arts course pupils receive science and mathematics for only 15% of the time allocation. 13. Vocational and technical enrollments total about 4,500 (1974) and represent less than 1% of the secondary level age-group. Only two of the 15 schools cater for girls; one offers commercial subjects and a newly estab- lished music school is coeducational. Pupil:teacher ratios between 6:1 and 17:1 are low; however, many teachers are not trained either in pedagogy or in a technical specialization. Equipment, except in the Russian built tech- nical school at Mazar, is limited and maintenance on both equipment and buildings is poor. Although some attempt is made to encourage practical activities, the teachers themselves are often not sufficiently competent to instruct adequately and are generally held responsible for damage or mal- function with the result that equipment often is unused. (Details of the agricultural education and training system are contained in Annex 4). Teachers and Teacher Training 14. In 1974, only about 48% of the nearly 16,600 primary teachers were considered qualified (i.e. minimum of grade 12 teacher training). Furthermore, nearly 20% had received only grade 9 schooling or less. How- ever, over 2,500 teachers were enrolled in regular upgrading courses in grades 10 through 13 at teacher training institutes. ANNEX 2 Page 4 15. Preservice training for primary teachers is offered in eight insti- tutes (DMA's) in one-year courses covering pedagogy and academic content equivalent to grades 12 and 13. In 1974, there were only about 760 trainees (of whom only 7% were in full-time attendance) despite an estimated need of about 2,000 primary teachers annually. The institutes are solidly construc- ted with adequate boarding facilites for nearly 1,000 men. Equipment, in- cluding a language laboratory at Kabul DMA, is minimal and often suffers from the same maintenance and usage problems found in schools. While simple art and craft work is evident, little attention is given to specific practical training in manual or traditional crafts or agriculture. The curricula for all teacher training programs are being revised in order to provide a greater emphasis on both practical and pedagogical studies. All institutes have either well equipped and capably staffed laboratory schools on the same site or have access to nearby cooperating primary schools to permit adequate stu- dent teaching and observation. 16. About 65% of the 7,400 secondary teachers are in middle level schools. Less than 25% of secondary teachers are considered trained (minimum grade 14) and only 14% are women. Upgrading and professional inservice pro- grams equivalent to grades 10 through 14 are available for unqualified second- ary teachers. Lack of specialist teachers, especially in laboratory sciences, will continue to hamper adequate implementation of curricula. 17. In 1974, one year of professional training was offered to about 480 selected primary teachers (grade 14) to become teachers in middle schools and to nearly 70 experienced middle school teachers (grade 15) to become teachers in upper cycle schools. Training was conducted at the Kabul Higher Training College (HTC) and in four regional primary teacher training institutes. The Kabul HTC is unsuitable as a training institute as it occupies condemned residential premises lacking laboratory facilities and utilizing rented ware- houses as dormitory accommodation for 120 men. 18. Vocational/technical teacher training is meager: 37 graduates of the Kabul Mechanical School received a grade 13 level professional course in 1974 while less than ten students in the engineering and agricultural facul- ties at the university studied pedagogical courses. 19. The Academy for Teacher Educators enrolled about 30 full-time graduates in professional training courses in 1974. About 230 primary teachers also receive inservice training at grade 13 level. The Academy is poorly housed in old residential premises with inadequate equipment. Higher Education 20. Higher education is provided at the University of Kabul and the Institute of Higher Agricultural Studies (see Annex 4). The university and its associated polytechnic institute offered post-secondary education to over 7,500 students in 1974; only 10% were women. Enrollments have remained stable over the last five years. University buildings are modern and well ANNEX 2 Page 5 equipped with dormitory facilities provided for men only. Courses are con- ducted in 12 faculties and the faculty of education has been absorbed into the faculties of arts and of science since 1973. Education options remain available to a limited number of students. Educational Materials and Services 21. The Education Press, within the Ministry of Education, is the only printing facility (government or private), which has the equipment and ex- pertise to print textbooks and teaching materials in Farsi and Pushtu. Pre- sent need is for an annual production of over three million books, which will increase to about eight million by 1982. Nearly 40 of the technical staff of 190 have receive regional training fellowships in Teheran, two have been trained in Germany and the remainder were trained on-the-job. The in- adequate storage and operational space makes assembly-line procedures ineffi- cient. Most of the machinery is more than 20 years old and insufficient to print the volume and variety of material required. Bindery facilities are virtually non-existent and, by relying on manual labor, have created a back- log of nearly two million volumes. Paper supply, storage and control need to be improved. Modern management procedures need revising in coordination with a general revision of the procedures within the Ministry of Education. Lack of storage, complicated recording procedures and inadequate distribu- tion facilities, both in Kabul and regionally, hamper distribution of com- pleted materials. 22. The Educational Broadcasting Center produces two half-hour broad- casts (in Pushtu and Farsi), per week to assist primary school teachers. A staff of 17 qualified teachers develops scripts and prepares prerecorded broadcasts. Apparent difficulties in reception in some areas, repairs to many of the 1,200 school receivers, effective liaison between curriculum writers and broadcasters, budgetary constraints, increasing radio time through Radio Afghanistan and the development of a dynamic, long-range plan for school broadcasting are problems facing the Center. Present accommoda- tion in residential buildings lacks adequate heating while technical equip- ment is barely sufficient to meet present output. 23. The Audio-visual Production Center, with a total staff of about 60 teachers and an annual budget of over 2.7 million Afs, operates in totally inadequate, unsuitable and condemned buildings. The photography section pro- duces black and white filmstrips and slides, distributes materials from its library and repairs radio and projection equipment. The work of the pro- duction unit includes making science kits, mathematics kits, blackboards, chalk and social studies maps. Improved coordination is needed between the curriculum developers and the production workers. Evaluation of the class- room use of such materials is essential, as is the need to expand and link the operations of the Center with other service units and teacher training facilities. 24. The Science Center revises textbooks, conducts wcrkshops as part of in-service teacher training programs, and produces science and mathematics kits for both teacher demonstration and pupil use in secondary schools. Dur- ing 1975, revisions were made to textbooks in arithmetic, physics and biology at four grade levels. Over 500 teachers were enrolled in 12 in-service train- ing workshops, only two of which were held in Kabul, The Center has produced and distributed nearly 150 science and mathematics kits to all provinces. Ac- commodation is extremely limited in small, unsuitable buildings. Mechanical equipment is meager, with the result that production is improvised and often roughly finished. Kits are made from scrap metal and wood, with the intention that they can be reproduced by innovative teachers in the schools. II. Non-formal Education and Tra=ini Programs 25. The non-formal education and training system is embryonic; several government ministries conduct small training courses for employees or for those who are guaranteed employment upon satisfactory completion of training. 26. Health education and training is conducted by the Ministry of Health in four programs: laboratory technicians, compounders, sanitarians and auxil- iary nurses and midwives. Up to 200 auxiliary nurses who have completed grade 9 are trained for 18 months at the Institute of Public Health. All other courses require grade 12 graduates and are of two to two and one-half year's duration: no data are available on enrollments, staff or facilities for these courses which are conducted by individual departments within the Ministry. Integration of all courses under the Institute and the establishment of re- gional training schools for sanitarians are envisaged. Three-week refresher courses are conducted annually for sanitarians, doctors, nurses and midwives. 27. In-service staff training programs in agriculture are small, spas- modic and unsystematic. The Extension Department of the Ministry of Agricul- ture organizes demonstration days for farmers but little other training is provided (see Annex 4). 28. Adult literacy programs have not been successful and attempts have been made to integrate them into various development projects. Little atten- tion has been given to specific methods of teaching illiterate adults. About 600 adult literacy classes are held annually but no systematic data are available. The Afghan Women's Weelfare Society, a semiautonomous organization responsible directly to the Minister of Education, undertakes training and literacy activities for adult women; The Society also conducts vocational training in social services, secretarial and home economics courses. 29. The Ministry of Defense conducts courses at the military academy. The Ministry of Com-unications at the telecommunications school conducts courses at upper secondary level in radio, telegraphy and carrier telephones. ANNEX 2 Page 7 Aviation and meteorology courses are provided by the Afghan Air Authority. The Ministry of Finance runs a land inventory school. A small hotel manage- ment training school operates at the middle secondary level, producing about 15 graduates annually from a three-year course for hotel workers and tourist guides. Accommodation is in rented premises with limited equipment and there is virtually no practical experience. Some state enterprises operate small training schemes for their own workers. Training is provided in workshops or on the production line and usually covers such areas as sheet metal work, carpentry and joinery, auto-mechanics and machinery repair. Such workshops provide a form of apprenticeship training although no legal basis for such training exists in Afghanistan. Instructors are usually foremen and grad- uates of the mechanical school. Typically, training lasts six to eight weeks and is supplemented by an advisory service covering two to three years. REPIJBLIC OF AFGHANISTAN Administrative Structure of the Ministry of Education,1975 jUniversityl [Women's Welfare Soity Pushtu Acad2Wy [National Commission for UNESCO| 23 PROVINCIALNIDIRECTOl-TFSation Pres ! , _ ! wdS~~~~~~~~~~~~~~~~t dLcatio0: |4 13 DEPARTMENTS-O .Primary, Education Secondary Education VgCj4tipog3cEt1ata= Teacher.MAnig Plnin.g- Constri)cti-gaa: n port , Personnel Ad-ministration Insestin ts Health 2 8 PROVINCIAL DIRECTORATE:S and KABUL CITY 'I1 1- ts- ANNEX 2 Chart 2 REPUBLIC OF AFGHANISTAN EDUCATIONAL STRUCTURE 1975 Age: 7 8 9 10 11 12 13 14 15 16 17 18 19 20 19 20 21 22 23 24 * ~~~~~~~NursinggSchooll Detitr ScAcademy of Teacher Educators Veterinary School 1 14 15 16'-4 Teacher Training Telecommunications * Letters and Meteorology School 1 Science Village and Primary Middle Lover Economics School School Law and Political Science Hotel Manage- Islamic Law ment iiUsic LA^~- * Agricultural Agriculture Mechanical Medicine AIT and Engineering Public Ad- Polytechnic Institute Commercial Pharmacy Craft School 10 11 12 1 2 3 Industrial Manage- Craft School ~~~~~~~~ment Institute Physical Ed. Islamic Schools NOTE: The Faculty of Education was merged with the Faculty of Letters and Humanities in March 1974. Ministries other than the Ministry of Education offer courses of one or two years' duration in specialized subjects. LEGEND: r1 _ Proposed * Including some teacher training. ANNEX 2 Chart 2A REPUBLIC OF AFGHANISTAN Revised Educational Structure, 1975 (in accordance with the Educational Reform) Age: 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Teacher Training General Secondary Schools Primary Schools University Polytechnic Institute Vocational & Technical Schools Industrial Management Religious Schools Note: Ministries other than the Ministry of Education offer courses of one or two years' duration in specialized subjects. REPUBLIC OF AFGHANISTAN Educational Pyramid 1974 UPPE R .;m aa n 0 Total HIC1ER Enrollmenl -18 114 14 128 17 279 13 292 16 ~~~~~ ~~~~~~~~~~~~~~~~~~~~1414 155 1,569 LOWE1 1,51.1% 0.5% 10. 47 14 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~1871 .270 4,141 13 ~~~~~ ~~~~~~~~~~~~~~~~~~2788 316 3,104I4 UPPER SECONDARY 12 13700°660 15, 06 1 i 1 ' X 22~~~~~~~~~~~~~~~~~~~~~~~~~~~~~982&140134 7 7'56 72.!% 5.62t 16T32 140M 166 Female 18,1 1 568 14022147 2530 24,177 LOWER ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~2§,77. 8.0%r 11.8% SECONDARY 9 ~~~~~ ~~~~~~~~~~~~~~~24890 3306 28, 6 T 30307 4269 34A316 13.87. .0 12.6% 429951 6542 49,517 iI 1.,% PRIMARY 6_55554 8006 63 560 5 ~~~~~~~~~~~~~67163 10403 77,566 4 ~~~~~~~~~~~~82942 I13383j 96,325782 268 143 3 ~~~~~~~~~10083 17145 117,976782 268 143 2 ~~~~~~~~104537 19091 123,628 140239 ~~~~~ ~~~~~~~~~~~~~~~~~~~24632 164,871 140 120 100 80 60 40. 20 0 20 40 Including full-time attendance in general, vocational, teacher training and university; but excluding Islamic schools and inservice teacher training. Source: Compiled by the mission from data supplied by the Ministry of Education, Department of Planning and Statistics, February 1976. .,~ ~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~.C REPUBLIC OF AFGHANISTAN Enrollment Growth in Formal Education. 1970-75 1970 1971 1972 1973 1974 1975- Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Primary (Grades 1-6) 464,538 76,144 540,682 494,355 78,809 573,164 514,030 83,679 597,709 532,564 89,358 621,922 551,266 92,660 643,926 Middle Secondary 660,900 109,800 770,700 (Grades 7-9) 70,947 10,752 81,699 80,360 11,409 91,769 90,163 11,664 101,827 95,751 13,048 108,795 97,991 13,690 111,681 78,500 9,600 88,100 Upper Secondary General (Grades 10-12) 21,917 3,984 25,901 30,751 4,642 35,393 39,863 5,183 45,046 45,619 6,044 51,663 48,672 6,008 54,680 2/ Secondary Vocational- (Grades 7-12) 3,955 476 4,431 3,612 498 4,1I0 3,671 417 4,088 4,178 551 4,729 3,951 589 4,540 5,000 600 5,600 Teacher Training-/ (Grades 10-17) n.a. n.a. n.a. 2,674 416 3,090 1,182 160 1,342 1,150 50 1,200 University (Grades 13-18) n.a. n.a. 5,952 n.a. n.a. 7,183 n.a. n.a. 7,440 6,867 781 7,648 6,820 754 7,574 6,900 800 7,700 Source: Ministry of Education, Department of Planning, Annual Reports and UNESCO: Republic of Afghanistan, Quality and Equality in Education. 1/ Estimates of 1975 enrollments are based on planned proportional conversion to 8-year primary and 4-year secondary and other assumptions contained in the draft Seven-Year Plan. 2/ Figures based on available data are probably lower than actual enrollments for 1970-1972. 3/ Courses are normally of one year duration; data are not available for 1970-1972. tD REPUBLIC OF AFGHANISTAN Educational Enrollments, 1974 Distribution Enrollment within % % % Level/Type of Institution Male Female Total each Cycle Female Age Group Total Primary Schools (Gr. 1-6) (7-12 years) Village (up to 3 teachers) 115,751 16,431 132,182 20.6 12.4 5.5 15.9 General Primary 435,515 76,229 511,744 79.4 14.9 21.3 61.9 Sub-total 551,266 92,660 643,926 100.0 14.3 26.8 77.9 Secondary Schools Middle level (Gr. 7-9) (13-15 years) Vocational 262 427 689 0.5 61.9 0.1 0.0 General 97,991 13,690 111,681 65.4 12.3 10.3 13.5 Upper level (Gr. 10-12) (16-18 years) Technical 3,689 162 3,851 2.2 4.2 0.4 0.4 Lyc6es 48,672 6,008 54,680 31.9 11.0 - 5.5 /2 6.6 Sub-total 150,614 20,287 170,901 100.0 11.8 8.3 - 20.6 Higher Education (19-24 years) University & Polytechnic 6,820 1 754 7,574 66.4 10.0 0.4 0.9 Teacher Training: preservice 1,182/- 160 1,342 11.8 12.2 0.1 0.1 inservice 1,760 722 2,482 21.8 29.0 0.1 0.3 Sub-total 9,762 1,636 11,398 100.0 14.3 0.6 1.3 TOTAL 711,642 114,583 826,225 - 13.8 - 100.0 /1 Including 37 in Grade 13 at the mechanical school in Kabul. /2 Total enrollment for secondary schools as percentage of age-group 13-18 years. Source: -Compiled by the Mission from data supplied by the Department of Statistics, Ministry of Education. ANNEX 3 REPUBLIC OF AFGHANISTAN Implementation Problems in the First Education Project (Credit No. 68-AF) 1. The Credit, US$3.5 million, was signed in November 1964. The Proj- ect was designed to help construct and equip seven new school units, grouped in three educational complexes: (i) an academy for teacher educators and a technical training school at Kabul; (ii) a teacher training school, an agri- cultural school and an electro-mechanical school at Kunduz; and (iii) an agri- cultural school and an electro-mechanical school at Herat. Unesco and the Federal Republic of Germany's Government were to provide expatriate teachers and technical school equipment. 2. The conditions of effectiveness of the Credit were not met until about 15 months after signing. Delays were due partly to the introduction of a new government constitution and complicated land legislation which delayed acquisition of school sites, and partly to the agreements with the German Government which were not completed until more than a year after the IDA Credit was signed. 3. Architectural designs for the school complexes were not completed until three years after Credit signing due to delays in selecting consultant architects, agreeing their contract, and finalizing agreement between the Government and the consultants over high cost estimates for the schools. During this period IDA staff attempted to expedite the project through fre- quent letters and supervision visits and a postponement of the Closing Date from March 31, 1968 to March 31, 1970 was approved by IDA. 4. The first bid invitations to construction contractors in mid-1968 resulted in only two bids, both excessive in cost, about 100 percent higher than the consultants' estimates,- and re-tendering was agreed resulting in several bids within the cost estimates. But towards the end of this lengthy period of design and tendering, questions began to be raised within the gov- ernment and by the Germans and Unesco regarding the vocational/industrial training component. It was felt that the level of general education required of entrants was too high, that the training was too sophisticated for the needs of a country which was still at an early stage of development and that the building designs were too expensive for Afghanistan. The government decided to discontinue project implementation in early 1969, when it was also learned that the German Government would welcome the opportunity to withdraw from the project. The main government criticisms were that the project cost was too high and that the project content was now, after the long interval of time since appraisal, not of the highest priority relative to the country's needs. IDA offered to re-appraise the project but, in July 1970, the Government formally requested cancellation of the project on the grounds that it would be better to re-examine all educational needs in the country before proceeding further. IDA agreed. ANNEX 4 Page 1 REPUBLIC OF AFGHANISTAN EDUCATION, AGRICULTURAL TRAINING AND RURAL DEVELOPMENT I. Background 1. Staff development and farmer training for the agricultural 1/ sec- tor are at an early stage of development. There is no formally structured, integrated agricultural knowledge delivery system. Responsibility for staff development is dispersed between the Ministry of Education, the Ministry of Agriculture and other government departments (Rural Development, Cooperatives) and para-statal organizations operating in the agricultural field. The new government is intensifying efforts to increase agricultural output and the in- come of rural farm families. A systematic agricultural knowledge delivery system and a revitalized and expanded farmer extension service is essential to the successful accomplishment of these goals since the government is giving priority to the development of land settlement schemes, cooperatives, increasing the availability of agricultural credit and fertilizers to farmers, and increasing the number of integrated rural development projects through the new Department of Rural Development. The Ministry of Education is also undertaking an important education reform which introduces agriculture into the primary curriculum and expands places in secondary agricultural schools creating new teacher requirements. II. Existing Staff Training Programs 2. The Ministry of Education has responsibility for the pre-service preparation of middle-level staff for the agricultural sector and collabo- rates closely with the Ministry of Agriculture,in developing programs. Grad- uates, however, are few relative to needs and the program requires drastic revision to make it more practical and relevant to meet job requirements. 3. Agricultural education is taught at only 3 agricultural secondary schools (grades 10-12): Baglan, Lashkargah and Farah, enrollments total about 750 pupils. Entrance is based on achievement in the primary school leaving examination and on availability of boarding places. Dropout rates average 32% over the three-year cycle. In 1974, about 220 students grad- uated, of these about 85% were employed by the Ministry of Agriculture and about 15% entered higher training programs at the Institute of Higher Agri- cultural Studies (IHAS) or at the university. General subjects occupy about two-thirds of the curriculum; about five hours per week are spent in 1/ Includes animal husbandry and forestry. ANNEX 4 Page 2 poorly equipped practical laboratories. An almost complete lack of agri- cultural texts in Farsi or Pushtu hinders instruction. School farms are underutilized and little time is allotated for practical farm work in the course time-table. There were 55 teachers in the 3 schools in 1974, about 35 taught agricultural subjects and 14 of these were university faculty graduates. Staff morale is low due to low salary levels, insufficient instructional materials and few incentives. 4. At post-secondary level, the IHAS conducts two-year courses for about 250 students in three options: veterinary science (100 students) credit/cooperatives (60 students) and forestry (90 students). The average dropout rate over the course is a high 38%. Entrance is highly competitive and most students are selected from the top 10%-15% secondary school com- pleters who fail to gain admission to the University, typically about 50% of entrants have attended an agricultural secondary school. The curriculm in all options spans five semesters with about one semester devoted to field work. About 95% of staff are part-time (five to six hours per week). All classrooms, offices and dormitory space for 100 students are rented. The institute has no equipment and no farm laboratory land. 5. At the University of Kabul, the Faculty of Agriculture offers about 25 places with degree options in plant science, animal science, and credit cooperatives. An agricultural education option is almost defunct with currently only 2 students. In addition, the faculty of engineering provides an agricultural engineering option. The average dropout rate over the four-year courses is about 40%. About 180 students graduate annually and all are employed in government departments. In the Faculty of Agricul- ture, students in all options share common courses in the first two years with general subjects predominating. Over the four years, however, about two thirds of the 152 semester hours are devoted to agriculture. Prac- tical work is limited, with virtually no student practice on farm lands. Agricultural texts in Farsi or Pushtu are extremely limited but a sub- stantial English language library exists. Between 30% and 40% of the 73 regular staff are studying abroad, with the remainder teaching 12-18 hours per week. Both faculties are housed in well-equipped, modern buildings fi- nanced largely through USAID. 6. The Ministry of Agriculture, the largest employer of agricultural staff, has neither the staffing capacity nor the facilities to undertake pre-service preparation of agricultural technical staff and is concentrat- ing its efforts on the development of in-service and staff refresher courses for its needs. These, however, still remain sporadic and unsystematized and no data are available on their extent. It is conservatively estimated how- ever that about two-thirds of the existing (1974) 2,850 middle-level agri- cultural technicians (including extension staff) have less than 9 years of schooling and are without any formal agricultural training. ANNEX 4 Page 3 III. Farmer Training and Rural Development 7. The delivery of agricultural knowledge to farmers is unsystematic and fragmented. It involves staff of the Extension Department of the Minis- try of Agriculture, the Department of Rural Development in the Office of the a President, the Agricultural Development Bank, the Afghan Fertilizer Company, the Herat Livestock Corporation, the Helmand Valley Authority, the Paktia De- velopment Authority and other regional land development authorities. 8. The Department of Extension in the Ministry of Agriculture has a Director of Extension in each province who supervises local extension units which radiate services down to village level. Each unit, in principle, con- sists of 10 extension agents equipped with motor scooters or bicycles. The most important function of the rural extension workers is to arrange the dis- tribution of chemical fertilizer and improved seed to farmers. Fertilizer is marketed through the Afghan Fertilizer Company, and improved seeds are ob- tained from seed multplication projects on research stations, from private farmers who contract to supply seed, and from imports. This input distribu- tion occupies the entire field staff for about 6 months of the year. A sec- ondary function is to arrange crop demonstration plots on farmers' properties. For a demonstration plot, an individual farmer is chosen and supplied with improved seed and fertilizer. The farmer himself carries out all the neces- sary operations using traditional methods and receives the product after the yield has been measured by an extension agent. These yields are recorded, but in many cases their accuracy is questionable. 9. There are no reliable data on the present stock of trained agricul- tural middle-level manpower from which farmer extension agents are drawn nor on their specialisms or deployment. The Extension Department in the Minis- try of Agriculture employees some 2,850 middle-level staff; about 1,650 of these are actively engaged in farmer education and training and concen- trate on farm families in irrigated land areas 1/, the remainder provide support services. It is estimated that the present ratios of about 1 ex- tension agent to 500 farm families in more heavily populated irrigated areas and 1 to 200 farm families in less populated irrigated areas is inadequate and that an additional 2,000 middle-level staff would be required to provide an adequate ratio of 1:250 farm families in target irrigated areas. An ad- ditional 5,000 agents would be required to service "dry" land area families. Total additional requirements for farmer contact middle-level agricultural staff reach therefore some 7,000 which may be doubled if a ratio of 1 field agent to 1 middle-level back-up staff member is to be achieved. 1/ About 25% of an estimated total of 2 million farm families. ANNEX 4 Page 4 10. The Rural Development Department has responsibility for integrated rural development projects combining health, sanitation, agriculture, animal husbandry, adult literacy, cottage industries, home economics and coopera- tives. The department is an innovation of the new Republican government covering 6 regions with 18 projects now and growing by about 2 regions an- nually. The department uses a community development approach encouraging local self-help through community councils and providing government techni- cal staff and materials to assist locally originated projects. 11. Finally, the role of the armed forces should not be overlooked in spreading knowledge of farming. Most military garrisons use an attached farm to raise food. Fruit trees, vineyards, reforestation projects and improved cropping techniques are practiced. Nearly all Afghan males undertake 12-24 months of military service and most are exposed to some aspect of improved farming techniques. ANNEX 5 REPUBLIC OF AFGhANISTAN Employment Distribution and Manpower Req_irements (1974-85) by Activity Sector 1974 1985L- 1985 Net Shortage Employment Stock Manpower /2 to be Supplied Activity Sector r Distribution Surviving Requirements- Total Annual Agriculture 3,290,000 2,375,000 4,553,000 2,178,000 198,000 (79%) Industry (incl. 310,000 224,000 429,000 205,000 19,000 Handicrafts) ( 8%) Construction 130,000 94,000 180,000 86,000 8,000 ( 3%) Trade 130,000 94,000 180,000 86,000 8,000 ( 3%) Government 180,000 130,000 249,000 119,000 10,800 ( 4%/) Services 70,000 51,000 97,000 46,000 4,200 ( 2%) Transport 40,000 29,000 40,000 11,000 1,000 (1%) _ . _ __ TOTAL 4,150,000 2,997,000 5,728,000 2,731,000 249,000 /1 3% p.a. attrition rate /2 Assuming that (i) total employvment will grow at about 3.0% per annum; (ii) 1974 employment structure will remain unchanged. ANNEX 6 REPUBLIC OF AFGHANISTAN Ministry of Education (Incl. Kabul University) Budgetary Expenditures, 1971-75 (in Afs millions) Education Level and Type of Budget/Year /1 1971 1972 1973 1974 1975 Primary OrdinaryL2 242 263 340 438 604 DevelopmentL2 10 20 32 41 149 Total 252 283 372 479 753 Secondary Ordinary 206 225 247 255 218 Development 12 14 22 51 39 Total 218 239 269 306 257 Vocational and Teacher Training Ordinary 145 157 181 134 173 Development 14 13 18 39 66 Total 159 170 199 173 239 University Ordinary 217 247 233 181 216 Development 17 21 20 32 53 Total 234 268 253 213 269 Central Ordinary 66 76 82 114 137 Development 2 1 3 7 0 Total 68 77 85 121 137 Total Education Ordinary Expenditure 876 968 1,083 1,122 1,450 Total Education DeveloEment Expenditure 55 69 95 170 307 Total Education Expenditure 931 1,037 1 178 1,292 1,757 Total Government Ordinary Expenditure 4,887 5,283 5,799 6,244 8,202 Total Government Development Expenditure 3,277 4,287 3,571 4,600 9,300 Total Government Education Expenditure as Percentage of Total Central Government Expenditurez Ordinary 17.9 18.3 18.7 18.0 17.7 Development 1.7 1.6 2.7 3.7 3.3 Total 11.4 10.1 12.6 11.9 10.0 /1 Government estimates. /2 Terms are those used by the Government. "Ordinary" equates generally with "recurrent" expenditure and "development" with "capital". However, development expenditures have included in the past a small percentage of recurrent expenditures but it is not possible to separate these. Source: Ministry of Education, Planning Department and Ministry of Planning REPUBLIC OF AFGHANISTAN Projected Recurrent Expenditures on Education, 1985 1985 Estimated Enrollments 11 Unit Costs /2 n Total Costs Educational Level Grades in OOOs Percentage in 1975 Afs Afs OOos Percentage Primary 1-8 1,527 90.6 1,042 /3 1,591,134 49.8 Secondary 9-12 106 6.3 2,993 317,258 10.0 Vocational 9-12 36 2.1 17,744 638,784 19.9 Teacher Training 13-17 8 0.5 20,064 - 160,512 5.0 Higher 13-19 9 0.5 33,952 305,568 9.6 Administration n.a. n.a. n.a. n.a. 183,806 /5 5.7 TOTAL 1,686 100.0 3,197,062 100.0 /1 Assumes (i) gradually improving repetition and drop-out rates, (ii) primary school intake 50% of 7 year olds by 1982, (iii) government's target of 50% promotion rates from primary to secondary level by 1982, and (iv) government's target of annual increase of 20% in total enrollments in vocational education 1975-1982 and 8% thereafter. /2 Assumes a 3% per annum real increase in salaries. /3 Assumes a 10% increase for qualitative improvements. /4 No allowance for in-service training. /5 Assumes a 3% annual growth rate. n.a. = not applicable Source: Staff estimates REPUBLIC OF AGHANISTAN Projection of Capital Expenditures on Education Ministry of Education, 1975-1985 Projected Public Recurrent Total Investment Expenditures on Education Estimated UJnit Capital Required in 1985 Additional Student Cost per Student Place Amount Amount Places Required 1975-85 (1975 Afs) Afs OOOs Percentages Afs OOOs Percentages Primary 756,200 6,200 4,688,440 69.9 1,591,134 49.8 Secondary 18,300 24,000 439,200 6.5 311,258 10.0 Vocational 30,200 38,500 1,162,700 17.3 638,784 19.9 Teacher Training 7,550 40,000 302,000 4.5 160,512 5.0 Higher 1,000 120,000 120,000 1.8 305,568 9.6 Administration n.a. n.a. n.a. 183,806 5.7 TOTAL 6,712,340 100.0 3,197,062 100.0 n.a. = not applicable Source Staff estimates I REPUBLIC OF AFGHANISTAN Government Estimates of Projected Enrollments. 1975-1985 Level 1975 - 1976 1977 1978 1979 1980 1981 1982 1983 - 1984 1985 Primary (grades 1-8) 770,700 807,900 848,300 899,200 962,200 1,039,000 1,122,300 1,212,100 1,309,100 1,413,800 1,526,900 Secondary (grades 9-12) General 88,100 98,200 103,000 105,400 107,500 113,700 109,000 103,400 104,480 105,400 106,400 Vocational 5,600 8,100 9,700 13,000 15,800 20,700 27,000 28,400 30,700 33,200 35,800 Teacher Training (grades 13-17) 1,200 4,400 8,850 11,600 14,200 15,100 8,200 8,000 8,250 8,-500 8,750 Higher (grades 13-18)/3 7,700 7,800 7,900 8,000 8,100 8,200 8,300 8,400 8,500 8,600 8,700 /1 Mission estimatesbased on preliminary enrollment data. /2 Mission estimates, assuming an 8% annual growth rate for primary and vocational, 1% for general secondary and 3% for teacher training after 1982. /3 Mission estimates assuming 1% annual growth rate due to limited facilities and quotas. Source: Ministry of Education, Draft Seven Year Plan REPUBLIC OF AFGHANISTAN Enrollments, Outputs, Pupil/Teacher Ratios and Use Factors in Project Institutions Maximum Course Total Annual Annual Pupil/Teacher No. of Weekly Average Use Factors Institution No. Level Length Enrollment Output Ratio Periods Classrooms Labs/Workshops Agricultural Secondary /2 Schools 7 Secondary 4 years 6,240 / 1,310 12 45 90 56-93 National Teacher Training Complex 11 1 Higher 2-5 years 1,620 a 610 16 40 90 74-95 Regional Te acher Training Institutes 1 5 Higher 2 years. 2,400 1,100 18 40 86 50-90 Educational Mate ials and Services Center 1 /I Engineering design only. L2 Including 750 existing places. /3 Including 600 existing places. ANNEX 11 Page 1 REPUBLIC OF AFGHANISTAN Secondary Agricultural Teacher and Instructional Materials Preparation Program 1. There is no systematic training program for agricultural secondary teachers in Afghanistan. In the past, the faculties of agriculture and en- gineering at the University of Kabul have produced a few graduates with some pedagogic training who have become agricultural secondary teachers. Cur- rently there are only 35 agricultural secondary school teachers in the 3 existing schools, 14 of these are faculty graduates and the remainder are either from the IHAS or are secondary school graduates. All are now exper- ienced and may be considered adequately trained on-the-job. 2. The proposed increase in agriculture school places under the proj- ect calls for an additional 270 agricultural teachers to be produced over the 3 years, 1978-81, as pupil enrollment capacity builds up. Annual addi- tional teacher requirements are 65 in 1978179, 90 in 1979/80, and 115 in 1980/81. 3. The Ministry of Education proposes to mount a special training program to meet this need. The most important features of this program in- clude: (i) designation of the Vocational Training Department of Ministry of Education for overall responsibility for the program; (ii) designation of the IHAS as implementing institution; (iii) selection of 8 of the best qua- lified existing teachers to be trained as teacher educators at IHAS during the first six months of 1977; (iv) selection of the first groups of 65 trainees to be enrolled in a 9 months course beginning September 1977 to be organized partly at IHAS and partly at Darwishan agricultural secondary school. 4. It is expected that about 35% of the trainees will come from university agricultural graduates; 45% from IHAS graduates and 20% from amongst the best graduates of the agricultural schools. The Ministry of Agriculture has agreed to give top priority to the recruitment of faculty and IHAS graduates for the teacher training program. 5. The curricula for the teacher-educator and teacher preparation programs have been agreed with the Ministry of Education. The former would consist of 50% agricultural instructional methods, 40% curriculum development and class programming, and 10% farm and laboratory work. The curriculum for the teacher preparation program has been agreed with the Ministry of Education and includes 40% secondary-level agricultural and adult education teaching methods, 30% technical-practical agricultural in- struction and 30% development of instructional materials. ANNEX 11 Page 2 6. Special significance is attached to the design, development and production of agricultural teaching materials in Farsi and Pushtu which are in very short supply. Besides receiving instruction in method during the teacher preparation program, each cycle of teachers will produce subject script, work books and demonstration packages in sufficient quantity to be- gin instruction at their home schools. AFGHANISTAN - Schedule of Technical Assistance First Year Second Year Third Year Fourth Year Man/Months (1976) (1977) (1978) (1979) (1980) Special- Fellow- Short term ists ships consultancies 2 1 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Project Implementation: Architect 36 9*SSiplEliUplElS *uiiu?sua.1 huu.Wum.au ' Civil engineer 12 .Eh.* 1 luuI muhl* isEh* : : Subtotal 48 Agricultural Schools: Teacher educator coor- dinator 36 uu m,.,a....".'maia. u"'1 ? ? .1 Farm mechanics teacher . , a , a a . a i ' ' , trainer 24 li , . 111111 mm.. a a a . a , Short term consultancies for teacher training pro- gram 12 - a required _ wg.LA_. _ a i Curriculum development 18 I e I a _ a Study travel school 21 a a a a a a a a a a a a principals (7 by 3 mo.ea.) *w * t asp g i o-sw, ' Study travel school 21 farm managers _ (7 by_Lmo.ea.) _ , v s a a , a , , Subtotal 60 a a a a a a a a a a a a a Total 108 60 12 a i a i a a j i a a a a a alloolooll' Specialists smw - "- Fellowsaips _ _ _A. Short term consultancies ANNEX 13 APPRAISAL OF A SECOND EDUCATION PROJECT AFGHANISTAN Project Costs by Type of Expenditure % of Local Foreign Total Local Foreign Total Total --Afghan AFS Millions-- -----US$ Millions------ Construction: Academic and Communal Facilities 87.90 21.98 109.88 2.00 0.50 2.50 288 Boarding 44.73 11.18 55.91 1.01 0.26 1.27 14.6 Staff Housing 12.18 3.04 15.22 0.28 0.06 0.34 4.0 Refurbishing of Existing Facilities 4.88 1.22 6.10 0.11 0.03 0.14 1.6 Site Development 11.83 2.96 14.79 0.27 0.06 0.33 3.° Consultant Architects' Fees 9.09 0.00 9.09 0.21 0.00 0.21 2.4 Subtotal 170.61 40.38 210.99 3.88 0.91 4.79 55.3 Furniture: 10.98 3.66 14.64 0.25 0.08 0.33 3.9 Equipment: 11.37 102.31 113.68 0.26 2.33 2.59 29.8 Subtotal 22.35 105.97 128.32 0.51 2.41 2.92 33.7 Technical Assistance: Project Implementation Unit 1.32 7.48 8.80 0.03 0.17 0.20 2.3 Engineering Design 14.12 3.53 17.65 0.32 0.08 0.40 4.6 Specialists, Fellowships 2.34 13.24 15.58 0.05 0.31 0.36 4.1 Subtotal 17.78 24.25 42.03 0.40 0.56 0.96 11.0 Baseline Cost (Excluding Contingencies) 210.74 170.60 381.34 4.79 3.88 8.67 100.0 Contingencies 74.68 48.97 123.65 1.70 1.11 2.81 32.4 Total Project Cost (In- cluding Contingencies) 285.42 219.57 504.99 6.49 4.99 11.48 Rate of Exchange: US$1.00 = 44 AFS September 1976 ANNEX 14 AFGHANISTAN SECOND EDUCATION PROJECT 1/ Unit Capital Cost and Area per Student (Gross) Type of Facilities Area/Studenti2 Building Furniture Equipment Total m2 -------------- US Dollars --------------- New Secondary Agricultural Schools Academic and Communal 5.7 507 36 414 957 Boarding/Boarder 6.0 438 36 - 474 Staff Housing/Unit 88 7,488 - - 7,488 Secondary Agricultural School Extensions 3/ Academic and Communal 5.5 545 37 414 996 Boarding/Boarder 7.1 468 45 - 513 Staff Housing/Unit 87 8,042 - - 8,042 l/ Average based on varying regional differences; professional fees and contingencies not included. 2/ Not including school farm labs, cost of which is included in cost of buildings. 3/ Includes cost of school farm labs. APF8AIS OF A SECOND EXCATION PROJECT AFG8ANISTAN Cenlisgency Allowances Technical Assistan. T C Consultant xngin e.i. 8 As nc of As % of Ptoject Civil -orko Furnituro Eguionent Architects' Fees DeIsigs Scaislistt Fellowships Totl Fo-ect Cost Total Cost Without Local Pocefc Local Foreign L- r Lo..I Focio Local Forei2n Local Foreign . 0001 Porsion Local Irn o Forein Lo . otroign Total Pro1ect Cost Costing-niea Ccntfngenoies (as 1 of ProJect Cost) Ulf-reoeeo 1/ 10.0 10.0 10.0 10.0 10.0 10.0 10.0 10.0 10.0 10.0 5.0 5.0 5.0 5.0 Price Escalatioi 26.1 26.1 15.8 15.8 1i.8 15.8 18.0 18.0 8.2 8.2 12.0 12.0 12.0 12.0 Total 8. 38.7 27.4 7 4 27.4 7.4 29.8 20.8 18.0 18.0 17.6 17.6 17.6 17.6 Pr.lect Coat (Without CoOtinggenoie) Millions AFS 161.52 40.38 10.98 3.66 11.37 102.31 9.09 0 14.12 3.53 3,22 18,25 0,44 2,47 210,74 170,60 381.34 Millioos USS 3.67 8.01 0.25 0.08 8.26 2.33 0.21 8 0.32 0.08 n u . 0.06 4n7 9 88 - 807 % Foreign Elchaoge 20 25 90 0 20 85 85 45 Conllogoncios (A-oonts) Unforeseen Miltiona AlS 1.15 4.04 1.10 0.37 1.14 10.23 0.91 0 1.41 0.35 8.16 0.91 0.02 0.13 20.89 16.03 36.92 Millions USO 0.36 0.09 0.03 0.01 0.03 0.23 0.02 0 0.03 0.01 0,01 0,02 0,00 o,oC 0,48 0,36 0,84 Price Eselation Millions MFS 46.37 11.59 1.91 0.63 1.97 17.79 1.80 0 1.28 0.32 0,41 2.30 0.05 0.31 53.79 32.94 86.73 Millions US$ 1.06 0.27 0804 0.01 0.04 0.46 0,04 0 0.03 0.01 0.01 0.05 0.00 0.01 1,22 8.73 .97 millionn AFS 62.52 15.63 3.01 1.00 3.11 28.02 2.71 0 2.69 0.67 0,57 3.21 0.07 0.44 74.68 48.97 123.65 m lliono US$ 1.42 0.36 0.07 8.02 0.07 .63 8.86 0 _ .04 0.02 4.02 0.07 0.00 0.83 1.70 1.11 2.81 24.5 32.4 7. Foceigo iochaogc 20 2Z 90 0 20 85 85 40 Total Project Cos. (With Contiogcnclos) Millione AFS 224.04 56.01 13.99 4.66 14.48 130.33 11.80 o 16.81 4.20 3,79 21.46 0.51 2.91 285.42 219.57 504.99 illin U5$ 5.0911 _27 0.32 8.10 0.33 2, 0.27 8 2,38 0.10 9 0.49 0.01 0.07 6,49 4.99 11,48 % Foreign Exchnn8e 20 25 90 0 20 85 85 43 8Kt . f oEchoose: US$1.00 = AFP 44 /I Price escalation Conputed on hsois of following .n--l increases: 1977 1978 19 1980 Civil works and consultant srehitets ' f.s 121 12% 12 ir Furniture and eqoipment 8% 87. 87. 7% Technical asgiatance 8% 87 8% 87. /2 Price escalatien conputed on the proJcct cost including the phyeical mofrenco contingescy e ~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 0 AFGHANISTAN II IMPLME4NTATION SCHEDULE SECONDAWY AGRICULTURAL SCHOOLS LupIeamtation Period e . YEAR (1976) First Year (1977) Second Yea (1976) Third Year (1979) Fourth Year (1980) QUARTER 2 1 1 2 3 4 1 2 3 4 1 3 4 1 2 3 4 Selection of donsultant architects and engineers Acquisition of sites and survey plans A Design development and total project cost estimates Construction documents and final A cost estimates Civil works bidding and contract _ A awarding Construction supervision - - - Lists of furniture designs and l cost estimates Furniture bidding and contract _ awarding Supervision of furniture manufacturing - _ - _ and delivery List of equipment,specifications and cost estimates Equipmsnt bidding and contract awarding _ _mmmA Supervision of delivery of _ _ - equipment and inatallation A - eview and approval by IDA. ANNEX 17 AFGHANISTAN SECOND EDUCATION PROJECT ESTIMATED SCHEDULE OF DISBURSEMENTS (US$ millions) Accumulated Undisbursed Disbursements Disbursements Balance Semester Amount Percent Amount Percent Amount Percent Year prior to Credit Agreement 6.00 100.0 2 0.1 01 1,7 0.10 1.7 5.90 98.3 First Year/2 1 0.16 2.7 0.26 4.4 5.74 95.6 2 0.45 7.5 0.71 11.9 5.29 88.1 Second Year 1 0.51 8.5 1.22 20.4 4.78 79.6 2 0.80 13.3 2.02 33.7 3.98 66.3 Third Year 1 0.93 15.5 2.95 49.2 3.05 50.8 2 1.77 29.5 4.72 78.7 1.28 21.3 Fourth Year 1 0.85 14.2 5.57 92.9 0.43 7.1 2 0.43 7.1 6.00 100.0 0.00 00.0 /1 From project preparation facility. L Beginning from date of Credit Agreement. SEGOD EUCAIONPROJECT AK SPS~~~~~~ I it:Z0 z? `R~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~a~~~05 < 8alkhab¢-n 42+91l1-l-Kumri~~~~~~~Aq ha Kad J¾dZA A W ok .... ' 'l _ ]: A . . _ ff q r g h U n d i E ,> \ / %Pato esor ot r / -N , 45.'. ;jL ,HN rfiii 7'i3SK -t-I`Al CASAL, SHEBRAioz5@IAHA MAIMIAN4 e--- - - A ~ 2BrIch0ral0 Soaorarar khp I---K-d! h 0t~~, Po ol'_ U=U>W;S=-m=->_ \ Cadan e + ; g S :;0 f0,CeSRA .~~~~~~ogtn - ,, ra / Dor, ,sA 00( POKanAshIi '/'-to N Na tv *Sha-g Z- - ; t A b -r~~~~ Shindand < C zt} r arah3gh 1 -// / > S ,,,t L# - horbadtani 0( R Per52 E4;t\ L15 j 0\, t 1 \ ;)< X / g >) ) - ? ~~~~~~~~~~~~~~~~~~~~~~ -/K5100(1 'ASSNA 5' l:i Gorov!4 / A ani Khll\C,V ;A0:PUbROB 0i ". ;:r A A SZ/ I/- N\ X As . AgdTr¢gno C ii W .L Z ^~~0- - -- o p--Sto 0-w ( - Cnaoociatwc V 0 L i. --~~~~~~~~~~~~~~~Iro ; A-< -p. .:' : 0 - N~ ~~B 05' '~~~~~~~' Deba.a-t TorAh, ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~LM tihok $ -K~~~~~~~~5'5'~~ t 20 G ?.IW C0 AF.-ug TA`t /5 ~ ~ ~ ~ ~ < GARDEP ~~~~~~~~~~ 0 02151(001 fAtAL 4415(500(5 SCHOOLS~~~~~~~~~~~~~~~~~~~~~~~~~~~~~op @2 SHAPE -<- - 112) 0 AACVtTOfiAtOE~~~~15t4544y SAnDAL 150000*920_0 Snrad- - amr \bAb O0&S5470311 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~X INOIA~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~0Crbob~I \~oor ASNLECETOONOMIO a~ ~ ~~~~~~~~~~~~~~~~~~~~~~~~A RSOA 5504Wmco 1412510Tt40 M0, OWO~ ~ ~ ~ an Krio ___P0EtAS