Document of The World Bank FOR OFFICIAL USE ONLY Report No. 9188 PROJECT COMPLETION REPORT REPUBLIC OF YEMEN FOURTH EDUCATION PROJECT (CREDIT 1203-YAR) DECEMBER 12, 1990 Population and Human Resources Operations Division Country Department III Europe, Middle East and North Africa Regional Office This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. EXCHANGE RATES Name of Currency Yemeni Rial Year Exchange Rate Appraisal Year Average US$ 1 = YR 4.50 Completion Year Average US$ 1 = YR 9.50 ABBREVIATIONS ASS - Agricultural Secondary School CPO - Central Planning Organization DTC - District Training Center ERDC - Educational Research and Development Center FOE - Faculty of Engineering (University of Sana'a) GTZ - Deutsche Gesellschaft fur Technische Zusammenarbeit MOE - Ministry of Education PCR - Project Completion Report PIU - Project Implementation Unit PTTI - Primary Teacher Training Institute SAR - Staff Appraisal Report SBU - School Building Unit TA - Technical Assistance TSS - Technical Secondary School TTSSF - Teacher Trainers' Salary Supplement Fund UNDP - United Nations Development Program USAID - United States Agency for International Development VTC - Vocational Training Center YAR - Republic of Yemen (formerly Yemen Arab Republic) FISCAL YEAR January 1 to December 31 FOR OFFICIAL US ONLY THE WORLD BANK Washington. D.C. 20433 U.S.A. Officl CA Oivgctcustwal Opwatimas Evakaati December 12, 1990 MEMORANDUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT SUBJECT: Project Completion Report: REPUBLIC OF YEMEN - Fourth Education Proiect - (Credit 1203-YAR) Attached, for information, is a copy of a report entitled "Project Completion Report: Republic of Yemen - Fourth Education Project (Credit 1203-YAR)" prepared by the Europe, Middle East and North Africa Regional Office, with Part II of the report contributed by the Borrower. No audit of this project has been made by the operations Evaluation Department at this time. Attachment This document has e reatricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be discsed without World lank authorization. FOR OFFICIAL USE ONLY PROJECT COMPLET1ON REPORT REPUBLIC QF YEMZN FOURTH EDUCATIOM PROJECT (CREDIT 1203-YAR) TABLE OF CONTENTS Pace No. Preface .................................................................. i Evaluation Summary ......................i....................... l I. PROJECT REVIEW FROM THE BANK'S PERSPECTIVE - Project Identity .........................1....................... Project Background ..1.................. I Project Objectives and Components ..... ............... 2 Project Design and Organization .................................. 3 Project Implementation ...................................... 4 Project Results ....................................... 7 Project Sustainability ..................................... . 9 IDA Performance ................................................. 10 Borrower Performance ............................................ 10 Borrower-IDA Relationship .............. . ......................... 11 Consulting Services ....................... 11 Project Documentation and Data ............... .. ................. 11 II. PROJECT REVIEW FROM THE BORROWER'S PERSPECTIVE Adequacy and Accuracy of Factual Information in Part III ........ 12 Evaluation of IDA's Performance and Major Lessons Learned ... ..... 12 Evaluation of Borrower's Own Performance and Major Lessons Learned ..................... ...................... 12 III. STATISTICAL INFORMATION Related Bank Loans ....... ................ ....................... 14 Project Timetable ....... .................5....................... i Credit Disbursements ....... ............... ...................... 17 Project Implementation ...... ...............8..................... i Project Costs and Financing ................. .. .................. 19 Project Results ................................................ 22 Status of Loan Covenants ........................................ 24 Use of IDA Resources ....... ............... ...................... 28 This document has a restricted distribution ard may be used by recipients only in the performance Of their official duties. Its contents may not otherwise be disclosed without World lbdnk authorization. Table of Contents (contd.) ANNEXES 1 - Participants in Completion Mission ........... ........... 31 2 - Record of Project Progress Reports Submitted .... ......... 32 3 - Table 1. Planned and Actual Completion of Civil Works, Furniture and Equipment Procurement .... ....... 33 Table 2. Planned and Actual Utilization of Technical Assistance by Institution .... ................. 34 Table 3. Instructional Staff in Project Institutions .... 35 Table 4. Planned and Actual Enrollments and Outputs of Project Institutions/Programs .... .......... 36 Table 5. Civil Works Procurement Schedule as Agreed Between IDA and Government .... ........ 37 - i - PROJECT COMPLETION REPORT SEPUBLIC OF YEMEN FOURTH EDUCATION PROJECT (CREDIT 1203-YARI PREFACE This is the Project Completion Report (PCR) for the Fourth Education project in the Yemen Arab Republic, for which an IDA Credit 1203-YAR in the amount of SDR 10.2 million was approved on January 28, 1982. The credit was closed on December 31, 1989, two years behind schedule. It was 99.9% disbursed and an amount of SDR 7,139.12 was cancelled with effect on January 16, 1990. The PCR was jointly prepared by the Population and Human Resources Division of the Europe, Middle East and North Africa Regional Office (Preface, Evaluation Summary, Parts I and III), and the Borrower (Part II). The preparation of the report was facilitated by data collected before and during IDA supervision of the YAR's ongoing Education and Training projects in February/March 1990. The PCR is based, inter alia, on information contained in the Staff Appraisal Report, the Credit Agreement, supervision reports, correspondence between the Bank and the Borrower, internal Bank memoranda and information gathered in the country. - iii - PROJECT COMPLETION REPORT REPUBLIC OF YEMEN FOURT!, EDUCATION PROJECT ICREDIT 1203-YAR) EVALUATION SUMMARY Obiectives 1. The objectives of the project were to: (a) create an institutional capability to assist the Ministry of Education (MOE) and others to resolve qualitative, operational and programm'ng problems of the country's educational system and to provide guidance for planned change of the system; (b) accelerate the Yemenization of the teaching force, (c) increase the outputs from existing Vocational Training Centers (VTCs); and (d) meet the deficit of Yemeni engineers through a low-cost in-country training program. To achieve theee objectives, the project included: (a) the establishment of an Educational Research and Development Center (ERDC), (b) boarding facilities at two vocational training and two teacher training institutes; (c) a teacher salary supplement fund; and (d) establishment of the Faculty of Engineering (FOE) at the University of Sana'a. To assist implementation, the project also included supp-rt for the Project Implementation Unit (PIU). Imolementation Ex]erience 2. Project implementation was satisfactory despite delays of about two years, and its main components were completed at an opportune time to address critical issues in YAR's rapidly evolving education system. Items of specific interest included: (a) Fellowship Training. Implementation of this program would probably have been more efficient if it had been administered and supervised by an experienced technical assistance agency/contractor; (b) Exoert Services. Relying heavily on short-term specialists to implement specialist services programs through a new institution can have serious adverse consequences for the achievement of project objectives; - iv - (C) Delaying factors with respect to the Faculty of Engineering included in particular uncertainties in finding financing for the construction of all ita facilities, because the project included funds for only one out of the three engineering departments envisaged (para 19); (d) The Teacher Trainers' Salary Supplementary Fund was found to be ineffective after being evaluated in 1984 as planned, and therefore discontinued (para. 24); and (e) The Project Implementation Unit was appropriately strengthened and functioned well (para 25). Results 3. The ERDC is fully equipped and operational. Twenty-three researchers are completing their training overseas and should return by October 1991. Their delayed return, coupled with unclear research policies within ERDC, has diminished ERDC's utility as MOE's principal research facility. 4. The Faculty of Enaineerina is in full operation, enrolling some 1,430 students in excellent facilities and well-designed programs in three departments. This may be compared with appraisal estimates of about 1,000 students for the three departments. 5. The boardina facilities at the VTCs and PTTIs have contributed to increased enrollments at these institutions. Sustainabilitv 6. The sustainability of this project hinges on two factors: (a) the staffing and the strength of future linkages between the MOE and ERDC; and (b) the ability of FOE to secure local and bilateral financing to hire and retain qualified teaching staff to produce the numbers of qualified engineers needed for the economic development of YAR. Findinas and Lessons Learned 7. The project experience provides the following main lessons: (a) Fellowships Trainina. The project suffered costly implementation delays due to the lack of planning, organization and monitoring of counterpart training, particularly at the ERDC. In retrospect, it would have been more efficient to implement and monitor this aspect of the project's technical assistance by enlisting an experienced management agency to administer and supervise the project's fellowships. (b) Expert Services. It was observed that the ERDC did not use its full allocation of short-term specialists and the few who were utilized were recruited after considerable delay. As a result, project funded studies ror the institution's work program were substantially delayed. This experience has prompted our observation that a specialist services program, relying heavily on short-term expertise in a new institution, can seriously impede the achievement of project objectives. (c) Financing Covenant. The Goverrnment had difficulty in obtaining the bilateral financing required to fund the FOE component of the project by the date stipulated in the credit agreement. As a result, an amendment to the credit agreement had to be authorized by IDA. In retrospect, we believe that instead of a dated covenant to ensure the timely provision of credit funds, it would have been more realistic to prepare a contingency plan for the phased out execution of works, in the event that the required cofinancing was not forthcoming by a specified otage of the project's implementation. PROJECT COMPLETION REPORT REPUBLIC OF YV9_ FOURTH EDUCATION PROJECT (CREDIT 1203-YAR1 PART I. PROJECT REVIEW FROM THE BANK'S PERSPECTIVE A. Proiect Identity Project Name - Fourth Education Project Credit Number - 1203-YAR RVP Unit: - Europe, Middle East and North Africa Region Country Department III Country: - The Yemen Arab Republic Sector: - Education and Training Subsector: - Engineering & Vocational Education, Teacher Training & Educ.Research B. Proiect Background 1. Sector Development Objectives. At the time of appraisal .' October 1980, the Government's First Five-Year Development Plan reflected a need to urgently develop an educated workforce with the necessary skills to respond to the demands of a changing economy. Accordingly, educational development planning and IDA's response to the Government's priorities, were directed toward expanding basic schooling and promoting training programs to meet the need for semi-skilled manpower. The issues which affected YAR's educational development were mainly (a) a rapid expansion of the primary education system that took place at the expense of efficiency and quality; (b) the undesirable effects of a large expatriate teaching force and an inadequately trained Yemeni one; (c) inequity of schooling opportunity by region and gender; and (d) higher education, characterized by the absence of applied science and technology programs. 2. Policy Context. Specific policy priorities that had a bearing on the project related to: (a) the replacement of foreign manpower by trained Yemenis at all occupational levels (virtually all high-level manpower and 85 percent of the country's primary teaching force were foreign at the time of appraisal); (b) strengthening MC's capacity to set sound education policies and administer programs for quality improvement; and (c) expansion and improvement of vocational and technical education programs to alleviate technical manpower shortages at all levels. 3. While some progress had been made in improving primary teacher training programs, higher education in YAR was at the time of appraisal, -2- characterized by a virtual absence of applied science and technology programs and there was a major demand for degree courses in civil engineering. The Government had been meeting the demand for engineers by recruiting expatriates and funding out-of-country trainin, for Yemeni engineering students, both of which were costly: the average coat of sending a secondary school graduate overseas to complete engineering studies was about US$ 90,000 (based on $15,000 per year) while the annual cost cf an expatriate engineer was about US$36,000. 4. Linkages to Macro Policy Objectives. The proJPLt was thus aimed at addressing two critical links to macro-economic policy objectives: (a) the need to create self-sufficiency in high level manpower production and (b) the development of a policy analysis capability for the MOE. C. Proiect Obiectives and Components 5. Proiect Obiectives. The objectives of the project were complex and ambitious. It would: (a) assist tne MOE to resolve qualitative, operational and programming problems in managing educational change by establishing tiha Education Research and Development Center (ERDC); (b) create an in-country capability to produce engineers by establishing the first phase of the Faculty of Engineering (FOE) at Sana'a Uriversity; (c) improve the supply of trained teachers and skilled workers from rural areas by constructing boarding facilities at VTCs (Taiz and Hodeida) and PTTIs (Ibb and Amran); (d) attract qualified teacher trainers by creating a salary supplement fund; and (e) support the creation of permanent school construction capacity by providing expert assistance and equipment for the PIU. 6. Proiect Comonents. The project included: (a) construction, furnishing, equipping and technical assistance for the ERDC; (b) establishment of FOE at the University of Sana'a through the provision of building designs, civil works, equipment and furniture for the civil engineering department, and associated fellowships for training future teachers; (c) construction of boarding facilities at two VTCs and two PTTIs; (d) a salary supplementary fund for teacher trainers; and -3- (a) technical assistance to the PIU through the continued financing of expert salaries and equipment costs. D. Proiect Design and Organization 7. Through its focus on education quality and university degree level programs, the direction of this project represented a radical departure from IDA's earlier and subsequent lending strategies, which focussed on primary teacher training, and non-formal and industrial skills training. Despite its disparate components, the project was (with the possible exception of items discussed in paras. 10 and 11) effectively designed and well prepared. Its concepts were clearly defined and understood by the institutions and agencies * responsible for implementation, and the project was on a scale commensurate with the absorptive capacity of the sector. 8. The design concepts underlying tha individual components were appropriate at time of preparation and appraisal, and were as follows: (a) ERDC. This project component was designed in support of an institution which was potentially of critical importance. The ERDC was designed as a semi-independent organization, responsible to its Governing Board of Trustees under the chairmanship of the Minister of Education. It was to act as a research institution and think tank, capable of carrying out analytical work and studies in the field of education without being enmeshed in MOE's day-to-day administrative matters. It was therefore well positioned to provide independent policy advice on educational matters to the Ministry of Education and to other concerned bodies; (b) FOE. The Faculty of Engineering was conceived as a cost- effective way to increase the number of locally trained engineering graduates at a modest cost. Accordingly this component supported long-term government policies to reduce the drain on national budgets through overseas training of engineers; (c) Student Boarding. A third major project component addressed equity through the provision of boarding places constructed at Vocational Training Centers and Primary Teacher Training Institutes financed under earlier IDA projects. The concept was to enable students in rural areas to benefit from training at these institutions; (d) The design concept underlying the Salary SupDvlementarv Fund was to accelerate the training of teacher trainers by providing incentives equivalent to 20% of their base salary. It was anticipated that 210 future teacher trainers, to be educated at Eastern Michigan University with USAID support, would not stay at teacher training institutes without such incentives in place. - 4 - 9. In terms of organization, the project had an appropriate blend of centralization and decentralization. The PIU, appropriately strengthened through provisions of the project, was responsibie for architectural designs, procurement, and overall project administration. Desired decentralization was achieved in terms of training program designs, curricula and implementation of project studies. 10. In retrospect, the project design may be faulted for not establishing a strong administrative mechanism to monitor .nd facilitate implementation of technical assistance, especially fellowships. This weakness contributed to delays in the preparation of students foL overseas training and unnecessarily prolonged their overseas training. These delays were costly because the students spent on average about 12 months (33%) in excess of the budgeted time mainly in completing language training courses before their actual study programs commenced. As a remedial measure, both ERDC and FOE started using the services of AMIDEAST and the British Council as training agents during the later part of project implementation (mid-1986) to ensure better implementation of their fellowship program. 11. Article IV, Section 4.07 of the Development Credit Agreement contained the covenant that in order to complete the development of the Faculty of Engineering, the Government would provide all the necessary financial resources on its own, or from unspecified bilateral resources no later than by FY1984. When the Government was unable to do so within the stipulated time period, the Credit Agreement was amended in October 1983 to provide the Government with additional time to secure the funding for investments which it did with its own resources. E. Proiect Implementation 12. The project was originally scheduled to be completed in mid-1987 after a five and a half year implementation period. By that time, about 85 percent of the project had been completed, and all project items were at least partially operational. The remainder of the project was completed over the subsequent two years. During implementation, a close collaboration and cooperation developed between the PIU, MOE, ERDC and the FOE with respect to the preparation of architectural designs and for the procurement and installation of project financed equipment and furnishings. Overall, the project was well implemented and, despite the lengthy implementation delays of the FOE, its main components were completed at an opportune time to address critical issues in YAR's rapidly evolving education system. Except for the increase in costs of the FOE buildings, the project costs (see Table 5) were close to the original estimates. The increase in project costs from $18.17m to $24.90m is mainly due to (i) an increase in the construction program by $4.9m so that the FOE could establish Departments of Electrical Engineering and Architecture; and (ii) additional financing amounting to US$l.6m to finance equipment and furniture for these departments, which was provided by the GTZ and the British Government. These increases caused local costs to increase (by US$0.97m) while foreign costs increased by US$5.7m. 13. ERDC. The construction of ERDC was completed only seven months behind schedule, and at costs close to original estimates. The facilities are well-designed and constructed, although at present somewhat under-utilized because of delays in the completion of fellowship programs (para.16). 14. There were major delays (60 months) in the completion of ERDC's equipment procurement because of late and sometimes piecemeal identification of its equipment needs, especially in computer related fields. 15. ERDC management's reluctance to use the short term experts originally included in the project design 2/ adversely affected project implementation in .that the center did not become exposed to all the educational research concepts originally envisaged. Savings generated from the shortfall were used for fellowships (when completed in late 1991, 37 researchers will have been trained under the project, compared with an appraisal target of 23). 16. ERDC's fellowship training took much longer than anticipated at appraisal (Annex 3, Table 2) because of delays in identifying suitable candidates and preparing them for their training (para. 10). originally, the fellowships training was to have commenced in early 1982, but out of ERDC's thirty-seven long term fellowship recipients, only six had departed by late 1984. The majority left in mid-1987, close to the original Closing Date of the project. This situation resulted in implementation delays and delayed the completion of their study programs beyond the project Closing Date, which further exacerbated ERDC's shortage of qualified researchers. 17. With respect to its priority work program, which had been agreed at appraisal, ERDC completed most of its four studies, albeit well beyond original target dates of mid-1983 or earlier as follows (Part III, Table 9 discusses their impact on future projects): (a) The two studies on (i) enrollment dynamics, and (ii) teacher supply and retention were completed and made available to the MOE in mid-1985. The conclusions of these studies facilitated the preparation of the Teacher Training project (Credit 1773- YAR); (b) Because of delays in getting the vocational and technical education study underway, the scope of the review and revision of the curricula for teacher training and vocational training institutions was reduced to include only the teacher training portion of that study and was used for developing the curricula for the senior PTTI. The vocational training component of the study was carried out by GTZ financed consultants during the preparation of Credit 1645- 2/ As shown in Annex 3 - Table 2, only 4 experts out of the planned 17 were actually hired. These experts were used mainly to provide long term operational support rather than diversifying and enriching ERDC's work program through short-term consultants. -6- YAR (the Technical Training Project); (c) Tne school inventory study was expanded in scope to become a full-scale school inventory and school mapping project which is still underway and continues to be sponsored by the Government. 18. The last two studies were delayed because of (a) lack of advance planning for data collection, (b) inexperience in costing the studies (in particular, the school mapping study), and (c) lack of computer facilities to process collected data (para. 14). An additional contributing delay factor was ERDC's reluctance to make full use of its resources that were allocated under the Credit for short-term expert services (para. 15). 19. Faculty of En@ineerina. There were major delays of about four years in completing the construction of the FOE. Delaying factors included in particular uncertainties in finding financing for the new construction facilities, which eventually included buildings for the departments of both civil engineering and electrical engineering _/. Ultimately the Government decided to fund the entire FOE construction program from its own resources, which permitted IDA funds to be used to partially equip the Department of Electrical Engineering. Because of these delays during a period of rapid construction cost increases, and a large increase in the construction program, the cost of the construction of this component (US$8.8 million) far exceeded the original estimates (US$3.9 million). The exceptionally well-designed and well built facilities are well utilized with an enrollment far exceeding appraisal targets (para 29). 20. The FOE's building facilities are also well equipped and furnished. Although there were delays in obtaining funding for constructing the facilities, bilateral support was eventually obtained from the German and the UK Governments (about DM 3.0 million and 60,000 pounds sterling) to finance electrical and civil engineering research and testing equipment, which supplemented the teaching equipment financed by the IDA Credit. 21. As indicated in Annex 3, Table 2, the planned and actual specialist services and fellowships programs were identical with SAR estimates in terms of numbers of consultants used and staff trained, but slightly higher in terms of man-months utilized. Specifically, about 32 more man-months of specialists time were used than were planned, and about 48 more man-months of fellowship training was utilized than planned. 22. A data base at the Ministry of Civil Service and Administrative Reform monitors the number of government-supported Yemeni engineering degree students abroad by discipline and expected date of return, as well as the number of new students proceeding abroad for engineering studies. Data from this system would permit cost comparisons between in-country and overseas training. If the cost (US$14.3 million) of FOE's training facilities (which can accommodate 3/ A department of Architecture has also been created, but is currently squeezed into the facilities originally designed for the two engineering departments. - 7 - about 1,400 students) is depreciated over (say) 20 years, the per graduate depreciation cost (for five years) is about US$2,500. If we add to this the estimated annual public cost of training an engineer in-country (US$10,000 for a five-year period), the total annual cost per locally trained graduate is about US$12,500. This may be compared w'th the public cost of providing fellowships to an engineer abroad at a cost of some US$90,000 for a six-year period. 23. Boardina Facilities. Construction of the boarding facilities for the VTCs and the PTTIs went smoothly. The well built facilities were completed in 1984 within the original cost estimates, after an average delay of only three months beyond SAR estimates. Three of the boarding facilities are being utilized as originally intended while the VTC at Taiz was absorbed into an existing technical secondary school. 24. The Teacher Trainers' Salary Suaglementarv Fund was evaluated by mid- 1984 as stipulated in the Credit Agreement, to determine the effectiveness of the incentive supplement for teachers. The evaluation report concluded that the Fund created dissatisfaction among teachers not covered by the Fund, and the Ministry therefore discontinued the Fund. Subsequently, the MOE introduced appropriate salary incentives in its budget and (after consultatiol. with IDA) used the remainder of the Salary Supplement Fund to cover the cost of in-service training for ten teacher trainers who had completed master of science degree courses overseas. 25. The Proiect Imylem_entatin Unit was appropriately strengthened through technical assistance support and provision of equipment for the unit. The unit was responsible for: (a) designing ERDC and the boarding facilities; (b) organizing the construction program; (c) procuring furniture and equipment; (d) keeping records, including accounts; and (e) maintaining liaison with the various project entities and IDA. F. Project Results 26. ERDC. The ERDC is operational with 54 professional staff and has the following 12 staffed research units: planning and finance; statistics; curricula; educational techniques; documents and publishing; teacher training and preparation; psychology and social research; higher education; school administration; general education; non-formal education; and school buildings. ERDC's staffing remains weak, however, because of delays in carrying out its own staff training program (para 16). Of the 37 researchers whose fellowship programs were financed under the credit, 23 are still studying abroad. 27. During the early years of project implementation, ERDC had a good working relationship with and strong links to the MOE (the Minister of Education was the Chairman of the ERDC's Governing Board -- para 8.(a)). Despite staff shortages, approximately 25 research studies have been prepared for the MOE. Because of their wider interest, some of these studies should be made available, not only to educational establishments in the country, but also to bilateral and multilateral organizations to avoid duplication of effort and to promote recognition of the Center as the Government's principal agency for educational research. The Center's major ongoing work priority is an enhancement of the school inventory study, which was funded by the project, and has now been enlarged to encompass a school mapping project of 200 districts throughout the country. Approximately 400 reports will be prepared for the MOE before this insitiative is completed. The information will then be summarized in two reports (a diagnostic report and a future plan report) for each school district catchment area. 28. During the later years of project implementation, ERDC has worked intensively on programs commissioned or used by entities other than the MOE 4/, with the result that ERDC's work activities have often been perceived by the MOE as being isolated from the MOE's priority work programs. As a result, a substantial part of the work that ERDC has carried out is not being used by the MOE. 29. Faculty of Enaineerin. The Faculty of Engineering is fully operational and enrolled 1,430 students during the first semester of 1989/90. This may be compared with an enrollment of 35 students in 1983, and appraisal estimates for a Faculty-wide capacity of 750 to 1,050 students _/. Departments of civil, electrical and architectural engineering have been established at a total cost of YR 72 million as compared original appraisal estimates of about YR 20 million for a department of civil engineering only 6,, All three departments are operational in well-equipped premises. The cost overruns were caused by unexpected general cost increases and a substantial area increase (about 5,500 m2 in the size of the new facilities) over appraisal estimates due to the addition of a department of electrical engineering and a department of architecture. The cost overruns (see Table 5 for details of cost estimates) were financed by the Government (for civil works) and through bilateral funds (for equipment). German bilateral funding of approximately DM 3 million as well as assistance from the British Government in the amount of 60,000 pounds sterling was obtained to purchase equipment and furniture for the electrical engineering department. 30. The boarding places for the VTCs at Hodeidah and Taiz as well as the PTTIs at Ibb and Amran were instrumental in increasing enrollments at these institutions. Specifically, enrollments at the VTCs rose to 484 new students (from a planned enrollment of 440), even though the Center at Taiz was merged with a secondary teacher training center, thereby reducing the planned enroll- ment figure. The number of boarr -r at these institutions was 238 in 1989 compared to 56 in 1983. For the Is, new enrollments stood at 1209 students by late 1988 (compared to a plan of 360 students). Total numbers of boarders for the two institutions rose to 515 compared to a plan of 216 students. 4/ The school mapping reports are being used by the electricity authority of Yemen as a basis for designing their distribution network. 5/ The SAR envisaged three departments -- .v'il, electrical and mechanical engineering. 6/ In US$ terms, the cost difference is much less pronounced, because of the sharp devaluation of the YR during implementation. -9- 31. The Project Implementation Unit is playing a useful role in the monitoring and implementation of the ongoing education and training projects in YAR (Education V, VI, and the Technical Training and Teacher Training projects - Credits 1340, 1470, 1645, 1773-YAR). It also serves as the Government's school building unit (SBU). G. Proiect Sustainabilitv 32. The sustainability of this project hinges on two factors: (a) staffing and the strength of future linkages between the MOE and ERDC; and (b) the ability of the FOE to hire and retain qualified teaching staff to produce the numbers of qualified engineers needed for the economic development of YAR. These points are further elaborated below. 33. The ERDC. Because of its hitherto weak staffing (para 16), uncertain work priorities (para 27) and tenuous linkages with the MOE, ERDC needs to review its operational policies and procedures with a view to securing its long-term sustainability. At present, the Center sets its work priorities in relative independence from MOE's priorities. It also competes -- frequently unsuccessfully -- for work assignments subsequently awarded to researchers at the Faculty of Education and those in the MOE. In order to become a long- term, viable entity, the Center needs to strengthen its staff qualifications and improve its linkages with its main client -- the MOE. This will include in particular: (a) enticing overseas trainees to return to and remain with the ERDC by providing a meaningful and interesting work-program upon their return; (b) helping government agencies, including in particular the MOE identify priority work programs and studies within the education sector that are of particular relevance to the country's educational and economic development; (c) assisting MOE (and the Faculty of Education) in carrying out technical analyses of the above priority work programs and studies, thereby enabling the MOE make the necessary political decisions and establishing ERDC's reputation as the country's premier and unbiased research facility for the education sector; and (d) securing ERDC's financial viability through implementation of the above research contracts with the MOE, thereby ensuring a steady income stream and a commitment for continued government funding for the center. 34. Faculty of Enuineerinc. The FOE is by now a well established institution with an enrollment exceeding appraisal estimates by a substantial margin (para 29). The Faculty attracts a large student body, but in order to safeguard institutional quality, future enrollments must be controlled by - 10 - restricting the large number of admissions each semester. If unchecked, overcrowding will inevitably reduce quality of graduates, which will crucially affect the future viability of the Faculty. One initial indicator is, however, good: the 38 graduates of the FOE have all obtained good employment in a mix of private and government enterprises. 35. The Faculty continues to be highly dependent on foreign aid. Thirty- one of its expatriate staff are being funded by the State of Kuwait. The services of these foreign experts will be required at least until the full complement of 25 engineering teachers return from ongoing training overseas in late 1991. (Ten of these were financed under the IDA credit). Bilateral aid is being used to train future teachers, including those needed for the establishment of an otherwise unfunded department of mechanical engineering. 36. To augment its operational budget, the FOE provides minor consulting services, mainly materials testing. It should however also improve its contacts with local industries to further strengthen consulting opportunities, to ensure the adequacy of on-the-job training, and to better position its graduates for relevant jobs. H. IDA Performance 37. Perhaps the most note-worthy feature of IDA's performance in the early stages of the project was the development, appraisal and acceptance of a heterogeneous project design, which nevertheless resulted in the completion of several high priority, quality components. During implementation, IDA performed well by responding promptly to requests from the Government to: (a) terminate an unsuccessful component (para 24), (b) change the financing pattern for the FOE (para 19), and (c) finance equipment for non-project activities, supplementary to the original objectives (para 19). Requests for Closing Date extensions and various house-keeping items were also handled promptly. Project supervision was generally timely and there was good staff continuity, especially during the later stages of the project, which facilitated follow-up between identification of issues and recommendations for effective solutions. Staff continuity was also important with respect to actions which required prompt IDA actions, such as reviews of procurement documents, approvals for expenditures, and advice on improving the PIU's daily operations. 38. On the downside, IDA may be faulted for not persuading ERDC of the utility of implementing its short-term experts program and the fellowships training program in a timely fashion. IDA also did not have much of a success in assisting the Government with obtaining bilateral funding for the FOE which later necessitated an amendment to the Credit Agreement. I. Borrower Performance 39. Prior to credit effectiveness, the Government acted promptly in expediting actions required to set in place the planned project activities. The project was declared effective within four months of Credit signing -- an - 11 - unusually prompt response in YAR's complex approvals setting. Necessary legislation was also enacted in a timely fashion to create the various governing bodies for the ERDC and FOE; and persistent efforts were made to obtain local and bilateral funding for the three FOE departments. An interim assessment was made on the teachers' salary supplementary fund, as stipulated in the Credit Agreement, which proved to be of critical importance in deciding the future of the fund. During supervision, IDA missions also received a consistently high level of support from the PIU, MOE and CPO. 40. With the exception of the unrealistic (and subsequently amended) covenant concerning the Borrower's obligation to bridge FOE's financing gap (para. 11), all other covenants, including accounting and audit covenants, were met on time. Quarterly progress reports of a high quality were also submitted to IDA routinely. 41. Implementation weaknesses included delays in carrying out ERDC's fellowship training programs, non-implementation of the short-term experts program (para 15) and delays in completing project studies (para 17). J. Borrower-IDA RelationshiD 42. As may be deduced from the above text, the relationship between the Borrower and IDA was excellent during project implementation. K. Consulting Services 43. The FOE made good use of its expert aervices for the design of buildings, preparation of equipment lists and teaching staff. The ERDC, however, did not use its allocation of short-term experts. Its long-term experts performed well, but more in the capacity of long-term staff concentrating on regular administrative work than as innovators. L. Proiect Documentation and Data 44. With the exception of the covenant on future investment funds (para 11), the Credit Agreement was appropriate for its purposes. The SAR was well documented and a valuable tool for Government in implementing the project. Action programs, prepared by supervision missions, were used regularly during the later stages of the project and were valuable monitoring tools. The availability of well documented progress reports, prepared by the PIU, has been an invaluable resource to visiting supervision missions and in the preparation of this report. Data for the PCR were readily accessible. - 12 - PART II. PROJECT REVIEW FROM THE BORROWER'S PERSPECTIVE A. Adeauacv and Accuracy of Factual Information in Part III 45. The statistical information presented in Part III was collected by responsible personnel at the pertinent institutions, comprising directorates of PTTIs and Technical Education, ERDC and FOE. Subsequently, the data was compared and verified with, inter alia, existing records at PIU, quarterly progress reports and aides memoire, working papers, credit documents and appraisal reports. B. Evaluation of IDA's Performance and Lesson Learned 46. The performance of Bank personnel was acknowledged to be highly professional, revealing no interference of personal proclivity. Mission members always proved to be well-qualified, and capable of assisting in technical and legal problem-solving. Supervision missions often acted as catalysts to help implementation of the project's progress more quickly. Correspondence from EM3PH at the Bank was gratifyingly prompt and efficient. Similarly, the responsible officers of the disbursement division were generally responsive and co-operative. While the mission appropriately adheres to the World Bank standards for architectural design, these standards are sometimes incompatible with local traditions and preferences. This discrepancy was most often faced in the design of per/student area, and corridors in boardings and other educational facilities. 47. Two maior lessons were learned. Firstly, it is recommended that an officer from the disbursement division accompany a mission at sufficient intervals, for example every three to four years. The purpose of this would be for the division to become familiar with local financial operations and implementation methods. The officer would also exchange suggestions with PIU and provide the accounting department with guidance and expertise in solving financial problems. The second major lessons learned is that architectural specifications would preferably not be generalized to all countries so as to allow more flexibility in approving designs. C. Evaluation of Borrower's Own Performance and Lessons Learned 48. Throughout the period of implementation, the pertinent institutions remained co-operative with each other and committed to their efforts of working towards a successful outcome of the project. However, lengthy governmental procedures caused a delay in approving the award of the civil works contracts and providing the duty tax exemption for furniture and equipment. 49. Particularly with the FOE equipment purchase, there were two steps in the procurement process that proved to ensure the acquisition of high-quality - 13 - state-of-the art equipment, and eliminated the acquisition of defective parts or equipment. Firstly, the specifications in the bid documents stated that a particular item be made by a manufacturer famous for high-quality or its equivalent. Secondly, an inspection was carried by experienced agencies after installation. For example, the agencies discovered a re-built pumping unit in a new hydraulic universal testing machine. 50. The lack of a comprehensive equipment list for procurement of the ERDC, a new institution of the country, presented problems of continuous orders and bidding of trivial items. 51. The original estimation of fellowship program duration was sometimes inaccurate due to variations in the education systems and requirements from country to country and university to university. This resulted in continuous requests for extension of duration and funds. 52. The maior lessons learned were: First, the estimation for the duration of a fellowship should only be a guideline and the actual study should be determined through regular progress reports by the administrative agency (e.g. AMIDEAST, British Council). Second, items in an equipment list that are available locally and at a reasonable price should be presented on a separate bid from items that may only be obtained from outside the country. Third, quarterly progress reports usually indicate very little change in progress. It requires much effort to provide it quarterly and would be much more efficient and meaningful to produce it bi-annually. In any case, PIU is in the process of making a program for computerizing all the components of the project progress reports. - 14 - PAR III. STATISTICAL INFOUMATION A. Related Bank Loans Table ls IDA Credits Rol-vant to the Proiect Credit No. Year of Project Title Approval Purpose of Project Status Comments Cr.421-YAR 1973 .Teacher Traininq Closed PPAR in 1983 noted Education I .Vocational Trng. 12/80 institutional .Non-formal Educa- improvement within tion and Trng. MOE in planning, .Agriculture Sec. administration and School curriculum develop- ment; execution was satisfactory. Cr.611-YAR 1976 .Teacher Training Closed PPAR ln 1983 Education II .Basic Trng.Centers 06/82 reported a timely .Education Materials full implementation Production Center with effective basic training in rural development. Cr.1340-YAR 1983 *Teacher Training; Ongoing Implementation is Education V .Vocational Training; ratisfactory. .District Training Uncommitted funds centers; are being used to ,Basic Training support additional Facility (Village PTTIc and to re- Units). habilitate institutions financed under Credits 421 & 611-YAR. Cr.1470-YAR 1984 .Primary Teacher Ongoing Civil works delays Education VI Training (PTTI) have caused project .Teacher quality implementat,on to improvement through lag. Uncommitted Senior PTTI; funds are being used .Non-formal Training; to rehabilitate IDA- .Staff Development for funded institutions NIPA. under Cr.421 and 611-YAR. - 15 - Table 1t (IDA Credit. Relevant to the Progect cont'db Credit No. Year of Project Approval Pur),se of Project Status Comments Title Cr.1645-YAR 1985 .Polytechnic Trng. Ongoing Delays experienced Techn.Trng. .Technical Secondary in civil works have Schools; inflated project .Vocational Trng. costs higher than .National Tech. anticipated at Training Board. appraisal. Cr.1773-YAR 1985 .Primary Teacher Ongoing Start-up of civil Teacher Trng. Training Institutes; works has been .Secondary Teacher slow due to delays Training. in the award of tenders. The start- up of technical assistance has also been delayed. B. ProJect Timetable Table 2. PLANNED. R$VISED AND ACTUAL DATES OF PROJECT TIMETABLE Item Planned Date Revised Date Actual Date Identification Mission 05/79 06/79 06/79 Preparation Mission 09/79 09/25/79 09/29/79 Preappraisal Mission 10/79 - 05/80 Appraisal Mission 10/15/80 10/21/80 10/25/80 Post-Appraisal Mission - - 07/01/81 Credit Negotiations - - 12/02/81 Board Approval - - 01/28/82 Credit Signature - - 02/05/82 Credit Effectiveness - - 06/15/82 W-F - 16 - Table 2 (cont'd) Item Planned Date Revised Date Actual Date Project Completion 06/30/87 12/31/87 12/31/89 1/ Credit Closing 12/31/87 12/31/88 12/31/89 Credit Completion 01/16/90 3.02 Comments on Proiect Timetable: The original Credit Closing Date was December 31, 1987. All the project institutions and facilities were in place and operational. However, as there were unutilized funds, additional equipment lists were prepared and procurement took place between 1984 and 1989. Two extensions of the Credit account were therefore necessary - the final extension was made on August 11, 1989 to facilitate the payment of project equipment which had been shipped by the suppliers but which had not arrived in YAR before the planned completion date for final disbursements. 1/ Except for a small -ortion of the fellowships program, funded from other IDA Credits and ocheduled for completion in late 1991. - 17 - C. Credit Disburemeents Tablo 3: CUMULATIVE ETSNATED AND AC5UAL DISBURSEMENTS (US$Milliou) IDA FY 82 83 84 85 86 87 88 89 90 Appraisal Estlmate - 1.3 6.2 10.5 11.5 11.9 12.0 - - A8tual 0.2 1.2 2.8 3.9 4.? 8.2 9.8 12.1 12.1 Actual as % of Estimate - 92% 45% 37% 41% 69% 82% - - Date of Final Disbursement - January 16, 1990 3.03 Comments on Actual Disbursements: The Credit was disbuised ln SDRs. At appraisal the SDR rate was 1.072 to US$1.00. By 1988, the equivalent SDR/US$ rate was 1 SDR = $1.34. The original credit amount was SDR 10.2 million of which SDR 10.19 milllon was disbursed. A balance of SDR 7,139.12 was cancelled effective January 16, 1990. YEMEN Fourth Education Project 14- 12- 10- =0 8 6- 4- 2- 0 1982 1983 1984 1985 1986 1987 1988 1989 1990 Estimated vs Actual CumLative Disbursements Appraisal Estimate Actual Disbursements - 18 - D. Proisect Imlementation Table 4: PLANED AMND ACTUAL COMPLETION DATES OF COMPONENT8 Planned Actual Months of Project Components Completion Completion Delay Civil Works: . ERDC 09/84 04/85 7 . Student Boardino Facilitieos . VTC, Taiz 03/84 07/84 4 . VTC, Hodeidah 03/84 02/84 -1 . PTTI, Ibb 03/84 03/84 - . PTTI, Amran 03/84 12/84 9 .FOE 1 06/87 10/88 16 Furniture & Eauilment . ERDC 12/84 12/89 60 . FOE 12/87 12/89 24 . PIU 06/85 06/88 36 Technical Assistance Expert Services: .ERDC 05/86 06/89 37 -PIU 06/85 10/89 52 .FOE 06/86 06/89 36 Fellowshipas .ERDC 12/85 10/91 S8 .FOE 06/86 01/91 55 work Program/Studies .Enrollment Dynamics 09/82 06/85 33 .Teacher Supply/Retention 05/83 06/85 25 .Curriculum Review/Revisio:. 04/83 05/89 73 .Educational Facilities Inventory 06/83 10/89 76 Teacher Trainers'Salary Suipolement Fund 09/86 12/84 -21 3.04 Comcents on CoMletiom Datoe of ComoonentS: Furniture and equipment was procured in phases as funds became available. The first reallocation was made in September 1985 from the civil works category to the equipment, furniture & goods category. A second phase was procured when savings were identified towards the erd of implementation. Funding for expert services by the State of Kuwait is still in progress at the FOE. Of the thirty-seven research fellowships allocated for the ERDC, fourteen have completed their training. The remaining twenty-three researchers will return only in the Fall of 1991. The Curriculum Review study was modified as the GTZ completed a part 3f it that dealt with vocational training. The school inventory study wus absorbed into a full scale school mapping project - 19 - supported by the government. The TTSS fund was discontinued after an evaluation of the program in mid 1984. E. Proiect Costs and Financinq Table 5: PROJECT COSTS (US$ million) Estimated Costs Actual Costs Local Foreign Total Local Foreign Total Category Costs Costs Costs Costs Cost Costs Civil Works 3.22 3.13 6.35 6.05 6.05 12.10 Furniture & Equipment 0.20 1.85 2.05 0.75 6.64 7.39a/ Technical Assistance 0.81 3.93 4.74 0.83 4.16 4.99 Salary Supplement Fund 0.36 - 0.36 * .32 - .32 ERDC Work Programs 0.23 - 0.23 * .10 - .10 Total 4.82 8.91 13.73 8.05 16.85 24.90 Contingencies 2.26 2.18 4.44 - - - 7.08 11.09 18.17 8.05 16.85 24.90 * These costs are shown as planned at appraisal. Table 7 shows actual SDR amounts which are the final allocations as shown in the credit agreement. a/ This figure includes financing provided by the GTZ and the British Government. 3.05 Comments on Proiect Costs: The project was implemented as planned, and generally close to original estimates. The large construction cost difference is in part due to sharp general rise in construction costs and in part because of additions of facilities. Tehe Government has provided facilities for an Architectural, and an Electrical engineering department in addition to the Civil engineering department, originally planned. - 20 - Table 6: PROJECT FINANCINO (US$Mlllion) Planned Source of Funds (SAR Renort) Revised Final IDA 12.00 12.00 11.99 Government 6.17 8.10 11.31 Other Sources - a/ a/ 1.60 b/ Total Project Costs 18.17 20.10 24.90 a/ No exact amounts were estimated for cofinancing b/ German and British bilateral aid 3.06 Coments on Proiect Financina: The Development Credit Agreement for the project specified that the Government should obtain bilateral financing for planned civil works at the FOE (departments other than the civil engineering department which IDA had originally agreed to finance). After delay in attempting to obtain this financing, the Government carried out the civil works from its own budget, but was able to obtain approximately $1.6 million in German and British bilateral assistance, which the Government used to purchase additional equipment and furnishings for the electrical engineering department of the FOE which were not included in the original cost estimates. - 21 - Table 7: ALLOCATION OF CREDIT PROC8ED8 Original Revised Actual Category Allocation Allocation Disbursement ------ in SDRc--------------- (1) Furniture, Equipment, Books 2,000,000 3,250,000 4,276,046.33 (2) Civil Works 3,090,000 1,840,000 2,028,698.96 (3) Technical Assistance/Training 3,710,000 3,710,000 3,530,885.50 (4) Work Program (Part A) 260,000 260,000 85,224.29 (5) Salary Supplementary Fund 520,000 520,000 272,005.80 (6) Unallocated 620,000 620,000 - TOTAL 10,200.000 10.200,000 10.192.860.88 3.07 Comments on the Allocation of Credit Proceeds: When the Government decided to finance construction of the FOE buildings from its own funds, the credit was amended by reallocating SDR 1.25 million from Category 2 (Civil Works) to Category 1 (Furniture and Equipment). At accounts closing (January 16, 1990) an amount of SDR 7.139.12 was cancelled with effect from December 31, 1989. The total amount of funds in the Unallocated category was reallocated to the Furniture and Equipment category. - 22 - P. Project Results Table 8: DIRECT BENEFITS OF PROJECT Estimated at: Indicators Anoraisal Closina Date a/ Full Develonment Enrollments (Ref.Annex 3) . VTC - Taiz 160 98 160 , VTC - Hodeidah 280 386 280 , PTTI - Ibb 210 674 210 , PTTI - Amran 210 535 210 Staff Uporadina/Trainina , ERDC 13 39 F FOE 10 10 No.of Graduates . FOE 30 38 150 b/ SDecialist Assistance . ERDC 71mm . PIU 174mm . FOE 122mm a/ Actual as at the Credit's Closing Date. b/ FOE will exceed the targetted ciutput of graduates by 1993 according to current enrollments. - 23 - Table 9: PROJECT STUDIES Name/Description Purpose Status Impact Efficiency of To identify key Completed USAID Primary Education factors contributing provided to low efficiency of financing Prim.Educ.in each to further governorate. develop the PTTI system. Teacher Retention To identify measures Completed Gov't. for accelerating the reviewed training, recruitment Teachers and retention of Yemeni Salaries and teachers at all levels incentives of the educ.system. in 1985 and its findings resulted in the design of the Teacher Trng. Project - Credit 1773-YAR. School Inventory To conduct an inventory Completed Expanded to and evaluation of exist- a gov't.school ing school facilities to mapping reduce the number of project. incomplete schools and IDA study under-utilized schools, used in with a view to initiating expansion of a medium-term school primary location plan. education. Curricula Review To review and revise Completed Further studies curricula of all teacher have built upon training and vocational the groundwork training institutions. laid by this study. 3.09 Comments on Proiect Studies: The studies were instrumental in the pre- paration of future projects, e.g., the Teacher Training project preparation work utilized information from the study on the Efficiency of Primary Education. The Curriculum Review/Revision study prepared by the ERDC was reduced in scope as the GTZ prepared a part of the study on vocational training. The School Mapping study was, on the other hand, drastically increased in scope as the government used it to implement a school mapping project which encompassed 200 school districts. - 24 - Table 10 Page I of 4 6. Status of Loan Covenants Table 10 COMPLIANCE WITH LOAN/CREDIT CONDITIONS Marco 30. l990/Y.Saran YAR - Education IV _ (ODate) (Task Nanager) (Credit Number 1203-YAR) 1 1 I Status of Comoliance I I I I I I I I I I Source I Conditions I Action I Conditions 1 1 I Description of Covenant I of I Not I Pending I Net I Discussion V I I Covenant J/ IComplied I I I I . _ I I I I1. a. Establish in a bank ISect. 3.02 I I I X I I acceptable to IDA a Sala-ISchedule 4 1 I I I I ry Supplement Fund in IParas. 2b3 I I I I I accordance with the pro- I I I I I I visions of Schedule 4 I I I I I I to the Credit Agreement. I I I I I I I I I I I . I I b. Naintain records adequatelSect. 1.02 I I I X I I to reflect in accordance ISchedule 4 1 1 1 1 I with consistently main- IParas. 2b3 I I I I I I tained sound accounting I I I I I I practices, the operationsl I 1 1 I of said Fund. I I I I I ! I I I I I I I c. Not later than 06/30/85 ISect. 3.02 I I I X I Evaluation resulted in tenmi- 1 I make a mid-tenn evalua- ISchedule 4 1 1 1 I nation of program. I I tion to assess the IParas. 213 I I I I I I effectiveness of the I I I I I t Salary Supplement Fund inl I I I I I attracting teacher I I I I I I I trainers into the train- I 1 1 1 ing institutes. I I I I I I I I I I I I I d. By June 1984. take nece- ISect. 3.02 I I I X I As of end of 1984. hE M I ssary steps to incorpo- ISchedule 4 I I I I provides own funding to cover I I rate progressively the IParas. 213 I I I I expenditures related to I I expenditures related to I I I I I teacher trainers salary I I the Salary Supplement I I I I I supplement. I I Fund in the recurrent I I I I I I I budget of MOE commencing I I I I I I with fiscal year 1985. I I I I I I I leading to full budgetingl I I I I I of said expenditures forI I I I I t fiscal year 1987 and I I I I I I thereafter. I I I I I t I _ I ____I 11 Undertakings of both the Borrower and guarantor are to be covered whatever given in the form of covenants in the Loan/Credit. 6uarantee or Project Agreements or in other written form (e.g.. supplemental letters; agreed minutes of negotiations). However, only the conditions most important to the success of the project need to be reviewed- all or most of the 'special conditions' of the Loan/Credit listed in Section III of Annex IV of the President's Report will generally fall in this category. V List causes of non-compliance and the remedies being pursued or cross reference should be made where this is adequately discussed In the Form S90 or In another Annex. In the case of dated covenants or other conditions upon which action is still pending. an indication should be given of the progress being made toward fulfillment of each of the conditions. UUiIV -25 - Page 2 of 4 COMPLIANCE WITH LOAN/CREDIT CONDITIONS March 30. 1990/Y. Saran Education IV (Date) (Task Manager) (Credit Number 1203-YAR) I I I Status of Comoliance I I t I t I I II I Source I Conditions I Action I Conditions I I I Description of Covenant I of I Not I Pending I Met I Discussion / I I Covenant I/ I Complied I1 1 I I I I I~~~~~~. II 12. Commencing December 1983, ISect. 4.03 I I I X I Information provided to the I I make available to IDA I I I I I IDA mission in April 1989. I I annually the data of total I I I I I I enrollments, number of I I I I I t I annual ac*nissions. examina- I I I I I I tions passing rates and I I I I I I number of students residing I I I I I I in the hostels for each of I I I I I I the VTCs and the PTTls. I I I I I i I I I I II 13. Not later than 12/31/82, ISect. 4.04 I I I X I A data base system has been I I establish in the CPO a I I I I I implemented at the Hinistry off I a system to monitor I I I I I Civil Service and Adcinistra- I I annually: (a) the number of I I I I I tive Reform for this purpose. I I Government-supported Yemeni 1 1 1 1 I engineering degree students I I I I I I abroad by discipline and I I I I I I name of country and the I I I I I I expected date of their I I I I I ; return; (b) the number of I I I I * new students proceeding I I I I I I abroad for engineering I I I I I I I studies. I I I I I i IIII 14. Undertake that the Board of ISect. 4.05 I I I X I A Faculty Council with the I I Studies to be constituted I I I I I above representation has been I I for the Faculty of Engineer-I 1 I I I established. I I ing in the University shall I I I I I I I include representatives of I I I 1 I I * at least 2 of the following:1 I I I I I i (a) HOPW; (b) CPO; (c) Yeme-I I I I I I I ni General Electricity Cor- I I I I I I I poration; (d) Tihama Deve- I I I I I I I lopment Authority. I I I I I I IJ Undertakings of both the Borrower and guarantor are to be covered whatever given in the form of covenants in the Loan/Credit. Gua-antee or Project Agreuemnts or in other written form (e.g.. supplemental letters; agreed minutes of negotiations). However, only the conditions most important to the success of the project need to be reviewed; all or most of the "special conditions" of the Loan/Credit listed in Section III of Annex IV of the President's Report will generally fall in this category. V List causes of non-compliance and the remedies being pursued or cross reference should be made where this Is adequately discussed in the Form 590 or in another Annex. In the case of dated covenants or other conditions upon which action is still pending, an indication should be given of the progress being made toward fulfillment of each of the conditions. vW21 - 26 - Table IO Page 3 of 4 COMPLIANCE WITH LOAN/CREDIT CONDITIONS March 30. 199Q/Y. Saran YAR - Education IV (Date) (Task Manager) (Credit Number 1203-YAR) I I I Status of Coamliance I I~~ ~ ~~~~ 1 I II I Source I Conditions I Action I Conditions I I Description of Covenant I of I Not I Pending I Met I Discussion V/ I Covenant l I Complied I I I t t t I t I5. Not later than 06/30/84. ISect. 4.06 I I I X I The civil engineering depart- I I furnish or cause to be I I I I Iment of the FOE has been I I furnished to IDA an interim I I I I I established with IDA I I report in a form satisfac- I I I I I assistance and is fully I I tory to IDA on the estab- I I I I I operational; electrical I lishment of the Faculty I I I I I engineering and architectural I I of Engineering. Such reportl I I I I ergineering departments have I I to include, inter alia. the I I I I I been set up; other dqpartmentsl I future requirements of I I I I are planned for the future. I I foreign exchange resources I I I I I i to complete all departments I I I I I I i of such a Faculty. I I I I I i i ~ ~ ~ ~ ~ ~ ~~I I I I I 16. Before 06/30/83. enter into ISect. 4.07 I I I X I The buildings of the Faculty I i agreement satisfactory to I I I I I of Engineering have been I i the Association to ensure I I I I I completed and are in use. I i the foreign exchange and I I I I I I i local components of the I I I I i financing of the completion I I I I I I of departments at the I I I I I I Faculty of Engineering avai-I I I I I i lable starting 01/01/84; I I I I I i if by 06/30/83, part or allI I I I i of the aforesaid funds of I I I I I I i such financing shall not I I I I I i have been ensured to the I I I I I I i satisfaction of the Associa-I I I I tion. the Borrower shall I I I I I i include all funds needed fort I I I I i the completion of depart- I I I I I I ments at the Faculty of I I I I I I I Engineering in its budgetaryl I I I I I allocation starting I I I I I I 01/01/84. I I I I I °/ Undertakings of both the Borrower and guarantor are to be covered whatever given in the form of covenants in the Loan/Credit. Guarantee or Project Agreemnts or in other written form (e.g.. supplemental letters; agreed minutes of negotiations). However, only the conditions most important to the success of the project need to be reviewed; all or most of the "special conditions" of the Loan/Credit listed in Section III of Annex IV of the President's Report will generally fall in tnis category. 3V List causes of non-compliance and the remedies being pursued or cross reference should be made where this is adequately discussed in the Form 590 or in another Annex. In the case of dated covenants or other conditions upon which action is still pending, an indication should be given of the progress being made toward fulfillment of each of the conditions. 4fl(ltV - 27 - Iable 1I Page 4 of 4 COMPLIANCE WITH LOAN/CREDIT CONDITIONS March 30. 1990/Y. Saran YAR - Education IV (Date) (Task Manager) (Credit Number 1203-YAR) I Status of Ccmwliance I 1 I Source I Conditions I Action . I Conditions I I Description of Covenant I of I Not I Pending I Net I Discussion V 1 I I Covenant I/I Complied I I I I 17. Undertakes to provide to thelSect. 4.08 1 1 I X I The four studies that I I Association, upon completion! I I I I made up the EROC work program I I the results of work programsl I I I I have been completed. The I I of the ERDC referred to in I I I I I school inventory study was I I Part A (ii) of Schedule 2 ofl I I I I enlarged to a full scale I I the Credit Agreement for I I I I I school mapping project which I I review and conments by the I I I I I is being supported by the I I Association. I 1 1 1 1 Government. I I I I I I I I I I I . I I I I I I ~ ~~I . I I I I I I I I ! I ! ~I . I I I I~~ ~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ . I J. Undertakings of both the 8orrower and guarantor are to be covered whatever given in the form of covenants In the Loan/Credit. Guarantee or Project Agreements or in other written form (e.g.. supplemental letters; agreed minutes of negotiations). However, only the conditions most important to the success of the project need to be reviewed; all or most of the "special conditions" of the Loan/Credit listed in Section III of Annex IV of the President's Report wsill generally fall in this category. V List causes of non-compliance and the remedies being pursued or cross reference should be made where this is adequately discussed in the Form 590 or in another Annex. In the case of dated covenants or other conditions upon which action is still pending, an indication should be given of the progress being made toward fulfillment of each of the conditions. 4eM(14)V - 28 - H. Use of IDA Resources Table 113 STAFF INPUTS BY STATE OF PROJECT CYCLE IN SWs Stage of Planned Revised Final Proiect Cycle HQ Field BQ Field HQ Field Preparation To Appraisal 30.0 15.0 - - 38.3 12.0 Appraisal - Board Approval 40.0 20.0 - - 46.0 15.0 Board Approval - Effectiveness 5.0 - - - 2.9 - Supervision 15.0 25.0 10.0 38.0 16.8 47.6 Total 90.0 60.0 10.0 38.0 104.0 74.6 3.11 Comments on Staff Inputs: Supervision time was underestimated as the original closing date of the project was December 31, 1987. The Credit closed on December 31, 1989 (credit account closed on January 16, 1990). An average of 8 staffweeks ias planned for each year the project was supervised. The actual staffweek of supervision time spent was seven staffweeks. - 29 - Table 12l MISSION DATA ! STAORGS OF PROJECT Staff Overall Month/ No.of Weeks Performance Mission Year Persons a/ Field Status b/ Identification 06/79 2 (GE/A) 3.0 Preparation 09/79 3 (GE/TE/A) 6.0 Preappraisal 05/80 2 (GE/A) 3.0 Appraisal 10/80 6 (A/E/GE/TE/EP/MS) 13.8 Post-Appraisal 07/81 1 (A) 1.2 TOTAL 27.0 Supervision I 06/82 1 (A) 1.9 1 Supervision II 11/82 2 (A/GE) .9 1 Supervision III 07/83 1 (GE) 1.4 1 Supervision IV 08/83 2 (A/GE) .9 1 Supervision V 01/84 1 (EP) 2.6 1 Supervision VI 02/84 3 (A/EP/TS) 1.3 1 Supervision VII 08/84 3 (A/GE/TE) 1.4 1 Supervision VIII 03/85 1 (TE) .3 1 Supervision IX 12/85 2 (A/E) .9 1 Supervision X 06/86 4 (A/GE/TE/EP) 5.0 1 Supervision XI 04/87 4 (A/GE/TE/EP) 6.7 1 Supervision XII 10/87 2 (GE/OA) 3.1 1 Supervision XIII 03/88 3 (GE/OA/PS) 4.6 1 Supervision XIV 10/88 4 (GE/OA/A/TE) 5.6 1 Supervision XV 03/89 3 (GE/A/OA) 3.8 2 Supervision XVI 08/89 5 (GE/A/OA/PS/TB) 7.2 2 TOTAL 47.6 PCR 03/90 2 (A/OA) 3.3 a/ A- Architect; E- Economist; GE- Gen.Educator; TE- Tech.Educator; EP- Education Planner; OA- operations Assistant; PS- Procurement Specialist; MS= Media Specialist. b/ Performance/Implementation Status -- 1 - Problem Free or Minor Problems 2 - Moderate Problems; 3 - Major Problems - 31 - Annex I REPUBLIC OF YEMEN Proiect Completion Report Fourth Education Proiect (Credit 1203-YAR) Participants in Comnletion Mission International. Development Association (IDA) Y. Saran, Technical Educator, Tack Manager S. Sigurdeson, Senior Implementation Specialist P. Maughan, Operations Assistant Ministry of Education A. Abdul Hafez, Director General, PIU A. Taher, Co-Director General, PIU A. Hamis, Assistant Director General, PIU A. Kharama, Procurement Officer, PIU M. Al Muwaada, Technical Assistance Officer, PIU B. Abdul Kader, Accountant, PIU Educational Research & Development Center (ERDC) M. Shahari, Director, ERDC I. Abdu Kasem, Technical Coordinator, ERDC M. Sarhan AlMiklafi, Head, Research Unit, ERDC Faculty of Engineering. Sana'a University A. Faisal Omar, Dean, Faculty of Engineering M. R. Al Eryani, Vice Dean, Faculty of Engineering A. Karim Daer, General Director for Financial Affairs A. Ghanem, Chief, External Procurement Dept. H. Al Nehme, Coordinator, Faculty of Education - 32 - Anex 2 ,PZPUBLIC OF YEMEN Ptoieoti Complet ion Report Voutth Edugation Proiogt iCredlit 1203-YARI Record of Proiect Progrgesa Reoorta Submitted (by Quarter) PER1O2 ENDING DamE SuBMITTED 1. 09/82 10/25/ 82 2. 12/82 3. 03/83 05/15/83 Al 4. 06/83 08/03/83 S. 09/83 10/29/83 6. 12/83 01/01/84 7. 03/84 05/30/84 8. 06/84 09/03/84 9. 09/84 11/15/R4 10. 12/84 03/09/85 II. 03/85 06/05/85 12. 06/83 08/20/85 13. 09/85 05/07/86 14. 12/85 05/07/86 15. 03/86 06/04/C6 16. 06/86 08/06/86 17. 09/86 05/06/87 l8. 12/86 05/06/87 19. 03/87 20. 06/87 21. 09/87 22. 12/87 23. 03/88 10/23/88 a 24. 06/88 11/04/88 25. 09/88 04/11/89 26. 12/88 04/11/89 27. 03/89 08/05/89 28. 06/89 29. 09/89 30. 12/89 03/11/90 £ a/ This report incorporated the status of the project for the proceeding period(s). Except for the delays in 1987 and 1989 in submitting the information for the report, the quarterly progress reports submitted were well documented and submitted on tLme. - 33 - Annex 3 Table 1 REPUBLIC OF YEMEN Proiect Comoletion ReBort Fourth Education Proiect (Credit 1203-YARg PLANNED AND ACTUAL COMPLETION OF CIVIL WORKS. FURNITURE AND EOUIPMENT PROCUREMENT COMPLETION DATES Civil Wo_ks Furniture and Eauiument Institution/ Months Months Buildina Planned Actual Delay Planned Actual Delay ERDC: 09/84 04/85 7 12/84 12/89 60 Boardina Facilities: , VTC, Taiz 03/84 07/84 4 - - - VTC, Hodeidah 03/84 02/84 -1 PTTI, Ibb 03/84 03/84 - P eTTI, Amran 03/84 12/84 9 - - - Faculty of Enaineerino: * Civil Eng. Dept. 12/84 10/88 46 12/87 12/89 24 Proiect Imolementation Unit: - - - 06/85 06/88 36 Comments Comoletion Dates: Equipment procurement began in 1984 and continued through 1989 as funds became available following a reallocation, in September 1985, of funds from the civil works category to the furniture, equipment and goods category. - 34 - Annex 3 Table 2 PLANNED AND ACTUAL UTILIZATION OF TECHNICAL ASSISTANCE BY INSTITUTION Specialist Assistance Fellowshiio Trainina Institution Planned Actual Planned Actual No. MM No. MK No. MM No. MM ERDC (17) 71 ( 4) 132 (23) 466 (37) 605 PIU ( 9) 174 ( 6) 180 - - - - FOE ( 9) 122 ( 9) 154 (10) 300 (10) 348 TTSSF - - - - - (10) 408 Totals (35) 367 (19) 466 (33) 766 (57) 1361 Comments on the Utilization of TA. ERDC did not use its full quota of short-term consultants but were allowed to send more fellows for training. Fewer consultants were used for a longer duration at less cost than anticipated at appraisal. Approximately 37 researchers have been sent on fellowships and 14 had completed their programs of study by the project's closing date. The remainder are expected to return in late 1991. - 35 - Annex 3 Table 3 INSTRUCTIONAL STAFF IN PROJECT INSTITUTIONS FACULTY OF ENGINEERING ------------- Full Time Staff ----------- Instructional Teacher Assistants Department Staff (PhD Level) (M.S./B.S. Level) YEMENI NON-YEMENI YEMENI NON-YEMENI Civil Eng. 3 11 15 3 Electrical Eng. 4 7 12 - Architectural Eng. - 6 3 - Mechanical Eng. - 2 3 - Sub-total 7 26 33 3 Part-time Staff 3 1 1 1 TOTAL 10 27 34 4 Comments on Staff at the FOE. In addition to the 75 technical and professional staff shown above, there are also some 35 administrative staff and about 20 lab technicians who support the technical staff. Although the table shows five staff for the mechanical engineering department, this department has not as yet been established but courses in that field have begun to teach relevant mechanical engineering subjects to civil and electrical engineers. Expatriate salaries are being financed by the State of Kuwait and average about US$30,000 per staff year. - 36 - Annex 3 Table 4 PLANNED AND ACTUAL ENROLLMENTS AND OUTPUSTS OF PROJEC= IN-TITUTION8PROGRAMS Enrollments Boarders Outuuta Institution/ Proaram Planned Actual a Planned Actual * Planned Actual % Boardina Facilitiest . VTC, Taiz 160 98 61% 108 - 98 91% 60 27 45% . VTC, Hod-idah 280 386 138% 108 140 130% 70 74 106% . PTTI, lbb 210 674 321% 108 226 209% 56 104 186% . PTTI, Amran 150 535 357% 108 289 268% 40 103 258% FOE . Civil Eng. Dept. 750 1450 193% - - 40 34 85% 3.04 Comments on Enrollnents and Outouts: The numbers of students enrolled and those graduating exceeded the planned capacity at each facility except for the VTC at Taiz which wao merged with a secondary teachers' center also at Taim - a new VTC was constructed with government funds nearby. The lower than planned output at the FOE is due to delays ln civil worksl however, the students now enrolled at the FOE will far exced the planned output by 1992. - 37 - anea Table 5 CIVIL WORKS PROCUREMENT SCHEDULe AS AGREED BETWEEN IDA AND ggEMENM T Tender Contract Civll Work. Institution Date _ ianed Initiated Building Planned Actual Planned Agtual PlannS Actual ERDC 05/82 04/82 09/82 11/82 09/82 12/82 Boardino Facilities: • VTC, Taiz 11/81 04/82 03/82 11/82 10/82 02/83 • VTC, Hodeidah 11/81 04/82 03/82 11/82 10/82 02/83 • PTTI, Ibb 11/81 04/82 03/82 11/82 10/82 02/83 • PTTI, Amran 11/81 04/82 03/82 11/82 10/82 02/83 FOE Civil Eng. Dept. 10/82 07/83 12/82 08/84 01/83 10/84 Except for major delays in the award of contracts and subsequent completion of the FOE. other facilities were completed with marginal delays only. The quality of construction was quite good and the design of buildLngs impresLve.