Document of The World Bank FOR OMCIAL USE ONLY Report No. 9569 PROJECT COMPLETION REPORT KOREA PROGRAM FOR SCIENCE AND TECHNOLOGY EDUCATION (LOAN 2427-KO) MAY 17, 1991 Population and Human Resources Division Country Department II Asia 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. GLOSSARY KAIST = Korea Advanced Institute of Science and Technology KCUE - Korea Council for University Education KEDI = Korea Education Development Institute KNUTE = Korea National University of Teacher Education KOSEF = Korea Science and Engineering Foundation MOE = Ministry of Education MOST = Ministry of Science and Technology OSROK = Office of Supply, Republic of Korea PCR = Project Completion Report SEDC Science Education Development Committee STB = Science and Technology Bureau voa OmCLiL uu ot4L THE WORLD SANK Washington, D.C. 20433 U.S.A. Ogce of Directn.-CAngwal Op.AtInn4 sivalIut14 May 17, 1991 ,MORANDUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDONT SUBJECT: Project Completion Report: KOREA - Program for Science and Technoloav Education - CLoan 2427-ROI Attached, for information, is a copy of a report entitled "Project Completion Report: Korea - Program for Science and Technology Education (Loan 2427-KO)" prepared by the Asia 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 rtcted distribution and may be w by recipients only in the performnnce of their ofical duties. Its contents may not otherwise be disclsed without World dank authorization. roa oFFIciA uSE oNLY PROJECY OOMPLE?ION REPORT PRORAMFORSCINCEBUDYUCMOLOY DUCATION (LOMN 2427-So) ilable ef Contents Pr*faco ... ............... Evaluation Summary LLL S. PROJECT REVEW ROM DANK I S PERSPECTIVE A. Project Identityy B. Project Background 1 C. Project Objectives and Description . . . . . . . . . . . 2 D. Project DesLgn and Organization . . . . . . . . . . . . 2 Z. Project Implementation . . . . . . . . . . . . . . . . . 3 F. Major Results of the Project . . . . . . . . . . . . . . 5 G. Project Sustainability................ 7 H. Bank's Pervormance DurLag Project Cycle . . . . . . . . 7 S. Borrower's &erformance During Project Cycle . . . . . . 9 J. Project Relationships . . . . . . . . . . . . . . . . . 9 X. consulting Servicos . . . . . . . . . . .. . . .. . 10 L. Project Documentation and Data . . . . . . . . . . . . . 10 1I. PROJECT REVIEW FROH BORROWER'8 PERSPECTIVE Ministry of Education's Report . . . . ,.. ... . 11-27 Korea Advanced Institute of Science and Technology's Report 28-35 Korea Science and Engineering Foundation's Report . . . . . 36-38 III. STATISTICAL INFORMATION A. Related Bank Loa nss ..... ......... 39 B. Project Timetable . . . . . . . . . . . . . . . . . . . 42 C. Loan Disbursements . . . . . . .. . . . . . . . . . . . 44 D. Project Implementation........... .... 46 E. Program Costs and Financing . . . . . . . . . . . . . . 47 F. Project Results . . . . . . . . * . . . . . . . . . . . 51 0. Status of Loan Convenants . . . . . . . . . . . . . . 66 H. Use of Bank Resources . ...... 77 LiST OF ANNEXES Annex 1 - Action Program on Sector Policies and Institutional povelopment: 1984-90 .............. 68 Annex 2 - Participants in Completion Misnion . . . . . . . . . . 74 Annex 3 - Record of Progress Reports Submitted . . . . * . . . . 75 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 authoAzation. - L - PROJECT COMPLETION REPORT PROGRAM FOR SCIENCE AND TECHNOLOGY EDUCATION (UM N_2427-KO) pREFAC This is the Project Completion Report (PCR) for the Program for Science and Technology Education in Korea for which Loan 2427-Ko in the amouft of US$100.0 million was approved on May 29. 1984. The loan was closed on schedule on June 30, 1989. The last disbursement was made on January 9. 1990 and total disbursements were US$96.5 million or 96.5% of the loan amount. The PCR was prepared by ASTPH (Preface, Evaluation. Summary, Parts I and III) and the Borrower (Part I). The Borrower was requested to consolidate the separate reports of the three project Lnstitutions into one report but this was not done. The three separate reports therefore constitute Part II of the PCR. Parts I and III were submitted to the Borrower in September 1990 but no comments were received. The three reports constituting Part II were received in the Bank in December 1990. Preparation of this PCR was started during a Bank miscion in March 1989. and is based, inter alia, on the Staff Appraisal Report; the Loan Agreement; supervLsion and progress reportui correspondence between the Bank and the Borrower; and internal Bank cemoranda. - iii - PROJECT COMPLETION REPORT KOREA 2ROGRAM FOR SCIENCE AND TECHNOLOGY EDUCATION (LOAN 2427-KO) EVALUATION SUMMARY Obiectives Mi) The principal objective of the program was to assist in raising the quality of science and technology education to standards required for an industrial system that would be more skill-and knowledge-intensive and would employ more advanced technologies. The strategies for achieving this quality improvement objective includes expanding science and technology programs selectively; strengthening research; raising average standards of programs in science, engineering and science education at both undergraduate and graduate levels; and improving secondary-level science education with a more experiment-oriented curriculum. Major steps taken by the Government weret new and revised policies guiding the development of science and technological education, institutional changes for strengthening sector management and strengthening the financial position of some private institutions, a major source of higher level manpower supply (para. 4). Implementation Experience (ii) Despite the complicated nature of the project involving two ministries and many project institutions, and requiring significant policy and institutional improvements, the project was implemented satisfactorily. There were no cost or time overruns. The Government's education policy was strengthened and planned institution building was achieved. Guidelines and criteria were adhered to. Quantitative and qualitative targets were largely reached and in some cases, exceeded. The exception is the target studentlfaculty ratio of 20:1 which was not reached in 1989, but only reduced to 30:1 from 36sl in the mid-eighties (para. 10 and Table 8 III (c)). (iii) Possible delays in project implementation due to the complexity of the project, which were seen as a potential risk at appraisal, did not eventuate. This outcome was due largely to the early involvement of the borrower in project identification and preparation, the built-in flexibility for making changes after joint annual and mid-term reviews, the simplification of equipment procurement review procedures and the Government's strong commitment to the project objectives (para. 11). (iv) Two unforeseen events affected project implementation. First, the Government reserved $5 million of loan proceeds for meeting possible deficits in equipment contracts caused by exchange rate fluctuations and the consequent need for additional payments in dollar terms in excess of amounts at time of - iv - contract signing. The actual total deficit was less than anticipated and there was insufficient time to utilize the unused part of the reserv˘ before loan closing. The unused amount therefore contributed to the cancellation of about $3.5 million or 3.52 of the loan. This was not a major setback but the unused amount could have been reduced and possibly eliminated if appropriate action had been taken such as allowing additional equipment purchases by MOE or permitting KOSEF to finance more research grants (para. 12(a)). Second, the initial enrollment of the newly established Korea National University of Teacher Education (KNUTE) fell behind planned figures due to an unexpectedly low demand for teacher education. However, remedial measures resulted in the enrollment target being met in 1989 (para. 12(b)). Results (v) The objectives of the project were largely met. Policy achievements were impressive: the shift of emphasis from quantititive expansion to quality improvement, improved manpower monitoring, use of accreditation for quality control, promotion of research, changes in college admission procedures, increased emphasis on experimentation, raising faculty qualifications and remuneration, concentration of resources for graduate education in key universities and increased financial assistance to private institutions (paras. 14 - 15 and Table 8). Institutional changes were equally impressive such as the accreditation work by the Korean Council for University Education (KCUE), establishment of the Science Education Development Committee (SEDC), and the Science and Technology Bureau (STB) within the Ministry of Education, the creation of a new teacher education institution to provide graduate programs (KNUTE), increased research responsibility at the Korean Science and Engineering Foundation (KOSEF) and the increased role of the Korea Advanced Institute of Science and Technology (KAIST), (para. 16). (vi) The project has had a significant impact on education sector development, resulting in a better science and technology education subsector as a whole, improved practically-oriented science and technology education programs now also in many private institutions, a new college admissions procedure affecting attitudes towards learning in high schools and a stronger science education foundation among high school students (para. 17. Sustainability (vii) Improvements introduced under the project are likely to be sustainable. The major reason for the expected outcome is strong Government commitment as demonstrated in the many policy and institutional changes made during implementation. Other reasons include the adequacy of project design alloving for further developments and improvements, availability of government resources and institutional support. Experience and competence of local staff provide further assurance about future sustainability (para. 18). Findings and Lessons Learned (viii) Bank staff contributed towards project success through substantial assistance in project design and preparation. The flexible approach at both the project design and implementation stages also contributed to the project's satisfectory outcomes. Both points shuuld constitute positive lessons learned for the future. Other findings and lessons learned were: - higher staff-week input at the upstream stage of the project cycle leads to lower staff-week requirements at the implementation stage. - effect of exchange rate fluctuations must be closely monitored; - a coordinator for the preparation of the Project Completion Report '.s needed for multi-ministerial projects; - staff continuity, if feasible, would be useful for smooth implementation; and - a Specifications Review Division should be highly productive for preventing and reducing procurement problems. (paras. 19 to 22). PRflJCT COMPLETION- REOR EQBM PROGRAM FOR SCIENCE AND TRCHNOLOGE EDUCATION (LOAN 2427-xo) PART . PROJECT REVIEW FROM BANK'S PERSPECTIVE A. Project Identity - Project Names Program for Science and Technology EducatLon - Loan No: 2427-Ko - RVP Unit: Asia Region. Country Department TT - Country: Korea - Sector: Education - Subsector: Science and Technology B. Proigct Backoround 1. Sector Develoment Obiective. (At the time of project appraLial). In support of the Government's strategy for a planned transition from a labor- intensive industrial system to more skill-intensive, hlgh technology production, the education sector's objectives were: to promote the technological development of Korean industry through an increased supply of higher quality scientific and technological manpowerg improve science and technology education at both graduate and college levels and strengthen the foundations of science and technology wlthin society through improvement of science education at the secondary level. 2. Policy Context. In recognLtion of the need for placing more empharis on quality improvement than on the increase Ln supply of trained personnel, the Government's education policy shifted to: (a) expansion of training capacity in selected fields only# (b) qualitative improvements through (i) stricter quality control, (Li) more emphasLi on research, (111) improving the supply and qualiflcations of faculty, (lv) resolving the shortage problem of facilitLes and equLpment, and (v) raLsing the qualLty of new entrants at the admission stage; and (c) strengthening sector planning and broadening the financial base of private educational instLtutions. 3. Linkaaes Between Proiect. Sector An Macro Policy Obioctive. The project was largely successful in linking project, sector and macro policy objectives (Part III). It succeeded generally in meeting the overall sector development objectives as set forth in para. I above and contributed towards the transition of industrial development to the stage of a more knowledge- intensive industry. This is supported by a recent series of science and technology advancement projects which have been assisted by the Bank. The policy goals set out in para. 2 above were also largely attained. The exceptLon was that the goal of lowering student/teacher ratios had not been totally achieved, although the original goal may have been over-ambltious. -2- C. Proi2et Obiectives and DescriDtion 4. Project Obiectives. The principal objective of the project was to assist in raising the quality of science and technology education to standards required for an industrial system tha't would be more skill- and knowledge- intensive and would employ more advanced technologies. The quality improvement objective translated into a strategy tos expand science and technology programs selectively, strengthen research, raise average standards of programs in science. engineering and science education at both college and graduate levels and improve secondary level science education with a more experiment-oriented curriculum. To implement thli strategy, the government tated in a P-licy Letter to the Bank that it would (a) introduce new and revised policies guiding the developmnt of science and technology education; (b) effect institutional changes to strengthen sector managementu and (e) improve the financial position of sector institutions by reducing the investment gap between public and private institutLons. To effect its implementation, the Government proposed an Action Program with respect to planned policy and institutional changes and inclided a schedule for implementing the measures proposed. Amendments to Supplemental Letters in 1985 broadened the eligibility criteria to permit more science and technology institutions to benefit from the project, and increase the participation of private institutions. 5. Proiect Compone.ts (as in Schedule 2 of the Loan Agreement). The project consists of financing for national programs and sub-projects in science and technology education to be carried out by eligible institutions as set forth in the following Parts: I. For the Ministry of Education: Part A - at the graduate training and research, and college levels; Part B - at the Secondary Level, and Part C - for Sector Planning and Finance; and II. For the Ministry of Science and Technology (MOST) part D - expanding the programs, and strengthening the management of the Korea Science and Engineering Foundation (KOSEF); and Part E - strengtnening graduate education at the Korea Advanced Institute of Science and Technology (KaIST), and improving collaboration among graduate schools and research institutes. D. Proiect Design and organization 6. The project was well designed and prepared, based as it was on several studies namely: the "Sector Survey of Science Education in Korea", IBRD Report No.3775-KO, January 1982, the "Study on the Development Plan of Korean Science Education" MOE Report, April 1982, and the "Proposed Plan for the Second IBRD Education Sector Loan," MOE submission to the Bank, August 1983. The timing was appropriate as it supported the ongoing transformation of Xorean industry from an earlier, more labor-intensive stage, to a more -3- recommended contract awardso no irregularities ln equLym nt procur mont were found and the workload on bank staff had been reduced; policy changes were bolng carrled outi agreed guLdolLns had boon observed, and thero were no majrr concerns on possLble serLous tlme and cost overruns. Under these cLrcumstances, a second sector loan was felt to be justLfLed. The operation was also justLfLed because of the need to contlnue to strengthen the sector policy framework beyond Ln. 1800-Ko. 8. There was an overaLght at the tlme of appralial for not havlng requested the MinLitry of Finance to coordlnate the task of preparing the Project Completion Report (PCR). The three major parts of the project were MOEo KAIST and KOSEF, the latter two beLng under the jurLidLctLon of the Mlnlitry of Science and Technology (MOsT). Thexefore it was a cross- minioterial project. As one mLnLitry had no authorlty over another, there was a need for a co-ordlnator to oversee the preparation of the PCR. The absence of a co-ordlnator led to three PCRo belng produced, not one PCR as stlpulated in the Loan Agreement. Furthermore, the timlng of one of the three PCPs recelved by the Bank was slx months behlnd schedule, and this caused delay in the preparatlon of Parts I and III of PCR ln the Bank. E. Proiect ImPlementation 9. Conroarison of "Planned" versus "Actually Performed" Ln Proigct Implementation. A feature of this project was the unusually small dlfference between "Planned" and "Actually Performed" in project implementatlon, although the project was complicated (two mLniLtries and two major agencies), the demand on the Government for pollcy and lnstitutional changes wasa heavy and the guidelines and criteria cuntained in Sectlons 3.05 and 3.06 of the Loan Agreement were strict (see Supplemental Letter dated June 15. 1984 and its three annexes). The major difference was that the average student/faculty ratio of around 36:1 in science, engineering and science education departments was not reduced to the target ratio of 20:1. By 1989. the ratio had been lowered to about 30:1 (Table 8, p. 5) and this represents a solid achievement over five years. It ls probable that the target ratio was over-ambitious but steady progress is continuing to be made in reducing the student/faculty ratio. As a whole, the project was implemented satisfactorily. (See Table 8 on Project Results and Part III Annex I on compliance with Planned Action Program). The Government's education policL was effected (para. 2 above)l planned institutional building was achievedj guidelines and crit-oria were adhered to; quantitative and qualltative targets were largely reached and in sume cases, exceeded; and there were no cost or time overruns. 10. Proiect Risks. The risk seen at appraisal was delayed implementa- tion, because the project was complex to execute and would impose a signi- ficant management burden on Government. However, the project was implemented successfully without delay. This was largely due to three factors - the early involvement of the borrower in project identification and preparation, the built-in flexibllity for making necessary changes after joint annual and mid- term reviews and the simplification of equipment procurement review procedures. These factors were reinforced by the Government's commitment to the project objectives as evidenced by the Policy Letter signed by the Minister of Education. - 4 - 11. 3~1~ugpfUnfrap orsnKtrsAt ragt Imp.There were two unforeseen factors which had some adverse effect on project Lmplementations (a) lluatugtions in exhAn*am ra_ee during the implementatlon period, 1984-88. caused dLicrepancies between the estimated dollar equLvalent of contracts slgned ln currencies other than US dollars and the actual payments in dollar equivalents. Theoretically, the errors should more or less have canceled each other out, as some estimated costs would be higher than the actual due to favorable changes in exchange rates, and some ostimated costs would be lower than the actual due to unfavorable changes in exchange rates. Unfortunately, most ot the MO0 contracts were showing deficits versus original figures calculated on the basis of previous exchange rates. The Government therefore reserved $5 million of loan proceeds for the deficlt and advised the Bank accordingly. However, by loan closing, the total deflcit turned out to be only $2.7 million rather than $5.0 million and by that stage, there was insufficient time to utilize the unused amount of the reserve (about Us$2.3 million). This amount was therefore undloburoed and cancelled and the borrower therefore did not benefit from the full disbursement of the loan. However, this problem was not significant enough to make the project unsuccessful, although it could have been avoided if remedial measures had been taken ln time such as, using this amount for more qulpment purchases by MOB or allowing 108EV to use Lt for research grants; and (b) The Korea Nattional University of Tiacher Zdsation (KNUTm), established in 1985, suffered from lagging enrollments due to an unexpectedly low demand for teacher education caused by an unanticipated backlog of unemployed teachers. As a result, both the teaching staff and graduate school enrollment fell behind planned figures. The remedial measures taken by the Government to increase the number of applicants aimed to provide some incentivas to the graduates from XNUTE in job placement, such as priority in assignment. The measures were expected to increase the competitiveness of KNUTE in comparison to the other % adu%te schools of teacher education and thereby increase the pool of qualified applicants by KNUTE. The remedial measures produced results. Since by 1989, the full enrollment capacity of 2,000 had been reached, one year behind the target date. 12. Actions or Decisions not Taken which Affected Project Implementationo There was some cancellation of the undisbursed loan at the time of closing (usS3.47 million) I/ and this could have been avoided. The 1/ The major cause was the $2.7 million not actually used within the $5.0 million reserved for exchange rate losses (para. 12(a)). KAIST also had about $0.1 million of its loan alloeation canceled. The remaining (about $0.67 million or about 1% of the loan) was due to underspend4ng of funds for technical assistance at MOS caused by the use of lesc- ostly local consultants instead of consultants from overseas. - 5 - Government could have allowed flexiblilty Lu the use of the loan proceeds by different project agencLes by permLttLng the transfer of funds between the agencies. Had some funglblilty been allowed ln the use of loan proceeds. ROSEF could have used the amounts unspent by HOE and AIST. The amount was not large (Us$3.47 mllion), but overall disburement performance would have been lmproved if the unspent loan funds had been utliLzed by KOSEN. To bulld ln fungibLlity between agencies ln the *ame minLstry was difficult and even more so between mLniLtries, glven the exLstLng strict internal audltlng rules. However, by lnvolving the audltors Ln advance, this problem might have been solved. Also, MOE could have notified partlcipating project inetitutLons of the availabLlity of some funds as soon as the surplus was detected. Had these actLons been taken, the unused amount would at least have been reduced and possibly eliminated. P. Maior Results of the Proiect. (refer to Part III Table 8 for Project Profile at Completion). 13. Proiect ObiectLves. The objectives of the project were largely met. Policy achievements were very satisfactory. Institutional developments were achieved as planned. Management development was generally satiefactory, strong in procurement of goods and services, but slightly behind in disbursement and the preparatLon of the project completion report. Quantitative targets were met or exceeded except in the student/teacher ratios in science and enginee:ing colleges departments. Qualitative targets were also met or exceeded in terms of performance indicators, but the real judgement on quality improvements will come in the future from employers of the outputs of the science and technology education subsector and by the growth rate and the changing structure of Korean industry, to which, among other factors, scLentists and engineers w$i1 make a major contribution. 14. Policy chances and institutional develooment. Policy changes and institutional development were achieved substantially as planned. Furthermore, although not explietly contained within the Policy Letter, the policy on quantity and quality had changed. In the early eighties, through an over-generous annual admission quota, the supply of graduates was deliberately designed to exceed demand so as to retard the wage increase spiral. From the mid-eighties, the pollcy shifted to slower and more selective growth rates of enrollment quotas with emphasis on quality improvement. The change is a healthy development, and perhaps is due partly to the continuing dialogue between Government and Bank staff over recent years, in which Bank staff were consistently advising the Government to place emphasis on quality rather than on quantity. Supporting policies were improved manpower monitoring, use of accreditation for quality control, promotion of research, changes in college admission procedures, increased emphasis on experimentation in the curriculum, raising faculty qualit.cations and remuneration, concentration of resources for graduate education in key unLversities and increased financial assistance to private institutions. 15. To implement these supporting policies, existing institutLons were given more assignments and new institutions were established to fill gaps. The Korean Council for University Education (KCUB) conducted accreditation work from September 1985 and submitted its first evaluation report one year - 6 - later. The science Education Development Committee (S8DC) was establshed in September 1985 and a new Science and Technology Bureau (BTB) was formed in MOR wlth two diviLsons, one for sciance educatLon and one for vocational education. KNUTE was established ln March 1985 and enrollments had reached the target of 2.000 in 1989. The role and responsibility of ROSBB had been expanded for promotlon of more research in the flilds of science and technology through increased research grants from government and endowments accompanied by better monitoring of research results. KAIST was assigned an increased role Ln produclng doctorates and masters in science and engineerLng. 16. Imoact of Project. The impact of the project on sector development iL both broad and deep. Thli can be illustrated as follows: (a) Korea now has a better science and technology education subsector. Faculty qualiflcations have been raisedi their teachlng load reduced; more research undertaken; equlpment standards have been substantlally raisedt course work more experimentally oriLntedg and quality of entrants to both graduate and undergraduate courses improved; (b) instead of offering more practically-oriented science and technology education only in national universities where the laboratories were better equipped, the quality of these programs in many prlvate higher education inetitutions was also improved through financial assistance; (c) the new college admiseions procedure was implemented from the 1988 academic year with two major changes. Under the previous system, all students sat for the college admissions examination first and then submitted their applications to NOE indicating their priorities regarding universities. Success or failure of the student to be admitted into a higher education institution depended solely on the examination result. The universities were then allocated the students to be admitted without direct participation by the universities. Under the new procedures, the students apply first to the universities they wish to attend and then take the examinations thus reversing the previous procedure. The change is designed to erable universities to participate more directly with the students who are applying for admission. Furthermore, criteria for admission now include not only the examination result, but also high school scholastic and non-scholastic records and interviews. In the long term, the new procedure will assist in transforming secondary level education from rote learning for the purpose of passing the college admission exam only, into one with emphasis on in-class studies and out-of-class activities, practical work in laboratories and equal weight for all subjects taught irrespective of whether they were to be tested in the college admission examination. The pressure of over-studying and tutoring before examinations will also be reduced. The procedure will be further improved in 1993 through the introduction of aptitude tests and individual college examinations} and - 7 - (d) the foundation of science education was improved at the secondary level through hlgher equipment standards at 800 high ochools, establihment of regional science centers, introductlon of a more experimentally-orLented ourrLculum and retrainlng and upgradlng sceLnce teachers and laboratory assistants. 0. Proiect SustainabilLty 17. Strong Government commitment to the improvements achieved under the project indlcate that they wlll be sustaLned in the future. Moreover, thLs commitment is demonstrated more forcefully by the accomplishment of addltlonal Lmprovements not speclflcally requlred under the project such as: (a) reversal of the policy of rapld expanslon of graduates Ln scLence and technology in favor of one of selectlve expansLon and greater emphasLi on quality lmprovement (para. 15)1 (b) additional changes Ln college entrance procedures to be completed by 1993 (para. 17)g and (c) a general reform of the senior secondary school curriculum whlch is taking place between 1988 and 1992 (a fact revealed during the preparation of the proposed vocational education project). Other reasons supportlng sustainabillty includes: (a) the adequacy of the project design whlch allows for further developments and improvements, such as the use of KCUE for contLnuous evaluation, and the monltorlng of science education developments and improvements by STBi (b) avallabillty of government resources such as the phased increase of research grants for KOSEF from the Government budget to replace loan proceeds, and the contlnuing financial assistance to private instLtutions; and (c) institutlonal support from institutions such as SEDC and the Korea Educational Development institute. The high degree of experience and competence of local staff provides further assurance of the sustainabillty of the project's accomplishments. H. Bank's Performance During Proiect Cycle 18. Maior Strenaths and Weaknesses. Bank performance in relation to the project was in general satisfactory, particularly regardlng preparation and appraisal which followed a Bank sector review of education in science and technology. The design of the project was complex and involved major policy issues and institution building objectLves. Bank staff contributed towards its later success through, for example, substantial assistance-in the preparation of the policy letter, action program, guidelines and criteria. Through lessons learned during the appraisal of the flrst sector loan (Loan 1800-Ko), the appraisal team adopted a flexible approach to project design. For example, rather then relying on specific covenants to measure project outcomes (such as student/staff ratios), a number of appropriate indicators were included in the Action Plan and monitored during project supervision. This flexible approach was continued during implementation by allowing amendments to Supplemental Letters in response to emerging project needs (para. 4). A minor weakness related to the preparation of the project completlon report. The Bank did not fully understand the difflculty of producing a project completlon report from two ministrLes and three agencles. The problem was not detected early enough to: (a) remedy the problem of the lack of a coordlnator, and (b) prevent the delay in producing the PCR. - 8 - 19. Lessons Learned. The principal lessons learned or again conflrmed from . .5 project are as follows (a) A sector loan. if well prepared and appraised after sector work and efficiently Lmplemented, could contribute slgniflcantly to achliving sector development objectLves. (b) Bank staff should be flexlble Ln thelr approach to project deslgn Lssu-e. (c) Hlgher staff-week lnput at the upstream stage of the project cycle for more effectlve preparatlon and appraiLal would lead to lower staff-week lnput for supervisLon during implementation period (Table 12 of Part III)l another cause of the lower input for supervision could have been the walvlng of the prior review requLrement for procurement. (d) For multl-mlnlsterlal projects, the MlnLstry of Flnance should be requested to be the co-ordinator for the preparation of the P-R. (e) Projects implemented during a perlod of wide exchange rate fluctuations should be closely monltored. partlcularly in the year before the Closlng Date. Thli would help to ensure that loan funds which had been reserved to cover currency fluctuatlons but not utillzed for thls purpose, would be dlibursed before loan closing, thus precludlng the need for cancellation of loan proceeds. (f) Table 12 shows that the total number of staff weeks in flild ia only 17.5 for ten supervisLon mls-ions durlng the total implementation perlod of five years. For seventeen persons on supervlsion in the field, the average per person is only about one staff week. Due to the sector loan nature of this project, a large portion of the staff's time in the fleld was devoted to policy dlalogue, annual review, mid-term review, ex-post review of procurement actions and sample checking of the full documentatlon for statements of expenditure used ln connectlon wlth speclal accounts. The time left for visltlng project instltutlons was therefore negligible. Thli leads to several outcomes, namelys (a) actual operations Ln the lnstitutions concerned were not observed; (b) the vlews of the lnstitutions regarding the project were not known, or at best, were gained second hand through the MinLstry of Educatlont and (c) the views of employers at locations where the univeraLtLes were sLted and their graduates were employed also were not known. In vlew of the successful implementation of the project and its emphasis on pollcy and lnstltutional improvements, the above outcomes do not necessarily reflect on the effectLveness of project supervision. However, useful insights could have been galned lnto the impact of the project from a sample of project institutlons if additlonal time had been allocated to Lnstitutional vislts during supervision missions. -9- I. Borrower's Performance Durina Proimgt Cycle 20. Maior Strenaths and W.akngaues. WLth the experience of implementing five Bank/IDA loans and credits includLng one sector loan over 15 years, the borrower's performance throughout the project cycle from sector work to project completion was ln general hlghly satisfactory. The procurement agency, the Office of Supplyp Republic of Korea (OSROR), which had been strengthened through the addition of the Specifications Review DLvision ln the Foreign Procurement Bureau, performed faultlessly on equipment procurement. Two minor weaknesses were: the preparation of three PCRs Lnotead of a consolidated one and the cancellation of about 3% of the loan (para. 20(d) and 21. Lessons Learned. This project verified again the importance of continuity. Accumulated expertise over time was used despite many staff transfers. A national procurement agency has advantages over separate procurement offices in various ministries and agencies. The Specifications Review Division of OSROK. responsible for procedural revliws over and above the usual technical review, was a very useful innovation introducod by the Government. It serves as a preventive measure for possible procurement problems rather than a curative one. J. Proiect Relationships 22. ImDact of Relationshios on Proiect Implementation. The relationship between the Bank and the ministries (MOE and MOST) continued to be cordial and this had a positive impact on the smooth implementation of the project. The relationships between the Bank and project institutions under NOE was, with few exceptions, remote since there were a large number of such institutions (e.g., 800 high schools). While MOB served well as the bridge between the Bank and project institutions, Bank staff did not visit a reasonable sample of project institutions during implementation, partly due to the lack of time allocated during supervision mission (para. 20(f)). Although there was no obvious problem caused by the lack of institutional visits, they would have broadened the Bank's understanding of the project's impact. The contact with industry by the bank during project implementation period was nil. Again, useful insights regarding the project's impact on the ultimate beneficiaries would have been gained from visits to employers. The relationship between KAIST and industry was excellent; 41% and 19% of KAIST graduates respectively with masters and doctorates went to work in industrial entities and this, in turn, proved the relevance of the training to industrial needs. KAIST also collaborated well with research institutes (one of the project objectives) which led to 27% and 42% of masters and doctoral graduates respectively joining research institutes after graduation. On the research promotion Side, KOSEF maintained excellent relationships with the universities with practically all of its grants being awarded to professors. K. Consultina Services 23. Role. Performance Level and Imolications of Involvement. The consulting services component was le than 1% of the loan. However, at MOE. the contribution of local specialists was significant, e.g., ten study reports - 10 - were produced which were utlilzed Ln sectoral planning and ln some cases, led to follow-up projects (Table 9). For XAZST# the actual use of specialists had exceeded planned figures--the total staff months for 93 experts were 53 versus the planned 50. KOSEF had employed only one overseas specialist, and had spent only about a quarter of the fund allocated on technical assistance ($400,000). This did not adversely affect 3O(IF's work, because there was adequate local experience and competence available for reviewing research proposals and evaluating research papers. L. Proiect Documentation and Data 24. Adeauacy of Staff Acoraisal Reoort. Maior Workina Payers and the Legal Agreement. Project documentation and data, including working papers relating to project preparation and appraisal, were adequate. The staff appraisal report was most useful for the Bank and the Borrower during implementation. The data relevant to the preparation of the PCR were readily available from the Bank, but not all relevant data were available from the borrower at the time for preparing the PCR (para. 8), although this problem was partly alleviated by the use of Bank data. A possible improvement to the Loan Agreement was that there could have been three "Unallocated" categories instead of one for the three major executing agencies (para. 9). - 11 - II PROJECT REVIEW FROM BOR OWER'S PERSPECTIVE (By MinLitry of Educatlon, November 1990) A. Proigct Summary obiective of the Proiect 25. The basic objectlve of the science and technology educatlon sector program (the 6th IBRD Education Loan Projects 2427-RO) was to $mprove the q%ality of science and technology educatlon in Korea, ln contribution to the country's scientific skill, knowledge and technologtcal requLrements in the 1980s and beyond. The sector program, preceded by the 5th IBRD Education Loan Project (1800-o),* lncluded the pollcy and Lnstitutional changes and selective investments, designed to selectively increase the graduate level education in science and engineering fields; strengthen the rsuearch capability of graduate level educatLont improve the overall quality of the undergraduate currlculum in the field of science end science education; and increase sceLnce class hours in the secondary schools so as to introduce a science curriculum with emphasis on laboratory work. The components included: (a) control the quality of graduate and college level education; (b) concentrate graduate education ln a few key lnstitutlons; (c) strengthen an LnstLtutLon for research funding and promotion; (d) improve collaboration between academic institutions and research institutes; (a) establlsh an institution for advanced training and research and development ln sclence education; (f) adjust the college admissions procedures to reward student achievement Ln school, including performance ln laboratory-based assignments; (g) introduce new secondary science courses with a greater emphasli on practical work; (h) strengthen monitoring and evaluation proceduresl (l) recruit and upgrade teaching staff and (j) improve facilities and equipment. 26. The $100 million loan was to be equivalent to 14% of the total estL- mated investment program for science and technology of $711 milllon. The overall program, of whlch a part was financed under the present loan, comprlsed flve national programs including accreditation asistance, research grants, staff development, equipment for secondary schools and regional science centers, and analytic studies, and about 60 subprojects for equipment requirements of specific graduate schools and colleges. $78 million was appropriated for the MOE-supervised projects. 27. At the graduate and college levels, by 1990. student/faculty ratio was to average 20sl average teaching load was to be approximately 10 hours per week; about 50% of all faculty were to be on full time appointmentsl and t.'ke proportion of faculty holdlng a doctorate was to reach 65% in science, and 50% in science education and in engineering. The shortage of laboratory facilities was to be reduced to 15% of the officlal standard. At the secondary level, all students Ln general high schools were to study four science subjectas 140 experimental units were to be Lntroduced in these courses; about 20% of instructional time in sclence was to be devoted to experimental science; and the overall deficit in laboratory facilties and scLence equlpment was to be narrowed to about 15% each. By 1990 the science and technology education sector was to graduate approximately 7,000 students per year at the graduate level in scienco or *ngineeringq 18.000 students at - 12 - the college level in science educationh and 480,000 students per year from general high schools with an improved science curriculum. As a result of these programs, these graduates would be of higher quality and work in the fields of evident national priority. Plans for improvement of Facilities and Equpiment 28. Rigidity in the Laboratory Facilities Standard for Colleges and Universities has been considered to be an obstacle to the Zxpansion Plan. To eliminate the obstacle, government undertook a task to revise the Standard List of Laboratory and Practice Equipment for each department and completed a study on Optimum Standard Lists of Laboratory and Practice Equipment for College Education in April, 1986. 29. Based on the Lists, the minimum standard for laboratory facilities of national and private institutions was upgraded by Notification 87-4 of MOE on February 12, 1987. Standards for research facilities of graduate program are not determined at the moment, but reports from studies on improvement plan have been submitted. The improvement of the research facilities of graduate schools essential to a development of high-quality science and technology manpower would be reviewed here extensively. eurrent Status of Research Facilities in Science and Technoloav 30. Laboratory experiments for undergraduate science students are essen- tial to acquire the practical knowledge and the equipment are essential for that purpose. So far, education loans have provided most of the funds for the purchase of equipment in higher education in Korea. 31. Approximately $370 million have been invested for the purchase of equipment, of which half are spent on natural sciences (23% of total) and engineering (27% of total) combined. Quantity of the equipment installed under the loan project amounts to 67,600 pieces to make the availability ratio less than 50% of MOE's facilities standard. 32. This ratio is somewhat higher for national and public institutions than for private institutiens. Considering the durability of the eqipment, those purchased under the education loan project before 1980 should be worn out and replaced by now. Availability of equipment in research laboratories and graduate research facilities is 26% and 76% respectively, far below the standard. A bold investment plan is necessary for acquisition of research laboratories. Acquisition of equipment has depended largely on foreign loans, but continuous funding from domestic sources is to be requested in the future. Develo=ment of Research Facilities in Graduatg Education 33. The graduate education improvement project is being promoted with emphasis on the demand and supply of the research facilities by 1991 based on the 6th 5-year Econo-Social Development Plan of Korea. Budgetary neds per faculty for procurement, inotallation, and maintenance of research eulpments were estimated to be $115.000. One of the recommendatlons for the development of graduate education is selection of the field for an Lntensive support of - 13 - graduate-oriented institutions. Basic research institutions of the fields are recommended. The estimated budgetary demand in the areas of the advanced science and technology is approximately $700 million. It was analyzed that the project could be achieved most effectively by selective and concentrated investment to the university affiliate research center. Standardized Inventory Manaagement System of Education Facilities 34. As prerequisite for the improvement of advanced science and technology, basic scientific experiments and workshop education should be carried out faithfully at undergraduate level as well as the vigorous and specialized research activities of faculties at the graduate level. 35. Among the many impediments towards the goal are definitive shortages in the required laboratory equipment and failure to manage the effective operation. In order to solve the problems, it is desirable for the public (national) colleges to take the standardized inventory management system, which is currently adopted as an effective measure in the government offices, and establish the standard lists of experiments and inventory of the laboratory equipment within the limit of practical realization. They should also take action to insure the funding necessary to acquire the standard inventories reflected in the governmental revenue. Once the standardized inventory systems are adopted b"; the national institutions, they can be elastically appropriated to th- private institutions as well. 36. The Study used the following criteria to decide the standardized inventory of the laboratory equipment: all the items in college experimental laboratory facility standard notified by MOB were taken as the objectives, and the necessary quantity of the equipment was calculated on the assumption that the one laboratory class unit was 30 students. 37. Questionnaires formulated according to the criteria were sent to the selective sample institutions *A standardized inventory was drafted from each department in science and engineering. Since research faclIlties and equipment are characteristically diversified and specialized, standardization is considered to be unreasonable. Accordingly, financing for the research equipment should be decided after reviewing the individual research capability of the faculty member. Instead of the standardization, whether the eqipment is utilized effectively to the research goal should be reviewed and managed closely. These measures would insure the savings of public funds and maximize the research capability to educate the high-quality science and technology manpower. Joint Utilization Plan of Educational FacLlities 38. Problems brought about from the acquisition and ut$ilzation of the research equipment are increasing since the current advancod science require highly precise research equipment. High price of the research equipment puts the pressure on the revenues for equipment purchase. Also the level of precision of the equipment makes maLntenance and operation extremely difficult, not within the reach of individual researcher. - 14 - 39. Therefore, the establishment of the center for joint utillsatLon of the reaearch facilities le not only the solution eassentLal to overcome the lack of economic capabillty and management sklll of the researchers, but also the catalyst in modernizLng the science administratLon system ln equlpment maintenance and operation. Selectlon of the emphaeszed-fLnancLng field following the establishment of the center for joLnt utilizatLon ln the form of research institute would provlde an important opportunity to declde the short- and long-term dlrection for the natlonal sclentlflc development pollcy ln the future. 40. Formulas for the centers may not be necessarily unlform, but could be divereified to meet the nation's reallty. In the report, the reglonal centers for facillty utilization that accommodate a varlety of quipment for joint utilization were revlewed, regardless of the formulas of the center and the field of emphasized-flnancing. Characteristic, establishment method, and management plan for each regional center were reviewed and data from the exemplary centers would be used as basLc materials for the future policy development. Mid- and Long-term AcouLsition Plan for Research Facilities 41. Since Korea's investment ln research facilities has been realLzed with the Lntermittent forelgn-based education loans to date, purchase of the many equlpment iteme was seldom made with contlnuous long-term planning. 42. Due to the characterLitLcs of the loan, the implementation procedure was so complex and the supplementary expenses were so high that minimum 2-3 years were required from the time of item selection to the acquisition, resulting that, in some cases, equipments already turned old-fashioned were purchased with unjustifiably high price. Therefore, the acquisitLon of facilities in the colleges should be made wlth domestic public revenue wlth continuous long- and mid-term planning. 43. Astronomical amounts of resources would be required to upgrade the research and educational facilities of all the colleges to the level of international quality standard. Viewing the limitation of the national financing resources, it is hardly recommended to support all the colleges evenly. Accordingly, financlng for the facllities acquisitlon should be carrled out selectively to utilize the limited national funds to the maximum efficiency. 44. In order to establish the criteria for selection of the support institution and the extent of financing, colleges were categorLzed lnto three groups according to their educatlonal goals (1) lnetitutions with emphasis on undergraduate education, (2) instLtutions with emphasie on undergraduate educatlon, wlth some degree of graduate educatlon and research capability, and (3) institutions with emphasis on the graduate education and research. The flnancial support was made to improve the educatlon quallty of group (1) institutions to the level of developed countrles and to increase, cumulatlvely, the number of group (2) and (3) LnstitutLons. Under the strategy to increase the number of qroup (3) instLtutions to 20-30% of total to meet the social demand by the year 2000, the mlnimum necessary revenue is - 15 - estimated to be 30 billion won in 1990 and 420 billion won ln 2000. This amount is enough assuming that the revenue for facilities acquisition is 20% of the total investment for all the collegeo. In addition, practice of joLnt utilization of the expensive reoearch equipments would improve the quality of the science education. Monitorino System for School Science Education 45. In order to evaluate science achlevement in both primary and secondary school education and analyze the educational environment to prepare the basic materials for the development plan of science education, Science Education Development Committee on the request of MOE implemented annual studies on "Development of Improvement Plan and Education" from March 1986 to December 1988. In the summary report, the study team constructed "Models for Status Survey and Establishment of Developmnnt Plan" and "Instrument doveloped for the Evaluation and Survey of Science Education." With these models and instruments they made a concrete investigation into the analysis of science achievement and the conditions for science education. In the category of the analysis of science achievement are included knowledge, inquiry skills, basic experimental technique and skills, and attitudes toward science. 46. In the conditions for science education are included high school science instruction, instructional conditions and materials, college entrance examination system, R&D in science education and science teacher training, administration, finances, supervision and text compilations. 47. The study report is well conceived, includes valuable information resulting from a thorough survey, and provides important advice. The government takes it seriously and considers all the recommendations of the report. Following is the summary of the report. Four research objectives were formulated for the etudy of science education conducted for the first time in Korea. (a) To prepare national assessment framework and basis of curriculum improvement through formulation of goals and objectives of science education. (b) To prepare standards and criteria of supporting system in science education for the planning of science education policy, administra- tion and finance. (c) To identify problems of science education based on nationwide status survey and comprehensive analysis of the survey data. (d) Suggestion for improvement plan and monitoring system of science education. 48. A model for the establishment of development plans and monitoring system was developed as shown below. According to the model, development task is identified from the gap between the ideal science education system and the current status of science education. The development procedures, which include selection of development projects and their planning and execution - 16 - strategies, are established to iron out the gap. Outcomes of the project execution would be evaluated by the monitoring system and would give a constructive feedback into the prior steps 49. A plan for improvement of science education should be conceived as a long term plan and cchemed in a way to keep pace with the societal development of the nation. It has its ultimate goal at science learning achievement of students. Toward thia goal, it requires to achieve improvement in the instructional conditions, teacher dev,lopment, school facilities, outside assistance, support, equipment, teachLiq assistants, and supporting materlals. Following eight development tasks are identified and corresponding projects are established in the report: Reform of the science education and establishment of supervislng systems R & D and International Research Activities in Science Educations Support of Institutions for Training Science Education Professionals; Upgrading Qualities and Enhancement Morale of Personnel in science Educationl Promotion of General Conditions for Science Instructions; Support of Environment beneflcial to Science Education; Promotion of Related Enterprises; ard Establishment of Assesment Systems for science Education. 50. Studies on the evaluation and environment of high school science education were conducted using the instruments developed for that purpose. These will be used as base materials for future studies and policies on the development of science education. - 17 - Ideal Science Current Status of | Education System | Sclence Sducation Identification of development Tasks SelectLon of _ Developmnt Project Establishment of Development Projects Planning of the Projects | Execution of ...- Development Projects stablishment of Development Strategies _ * Establishment of Monitoring System Recruitment and Uparadina of Teachina Staff Current Status of Colleoe Faculties in the Field of Science and Technoloov 51. The teaching staff in the colleges of natural sciences and engineering and at the departments of science education in colleges of education were projected to more than double from 6,040 in 1983 to 14,730 by 1990 in the IBRD staff Appraisal Report on the 2nd Sector Loan Project (para. 2.07, Table 2-1). The criteria for recruitment of new teaching staff at that time were that such increase was required for achieving student s teacher ratio of 20s.l Estimated according to the Statistical Yearbook of Education, the number of faculty is approximately 10.895 as of 1989. The slight increase in the number of faculty indicates a conslderable effort in the faculty recruitment. But still the figure is short of approaching 14,000. the project goal of the year 1991. The total number of students ln natural sciences and engineering is 401,227 whlch makes the estimation of student : teacher ratlo to 37.l. This ratio is far short of 20:1 which is the project goal of the year 1990. But the number would be considerably improved to 30:1 if only the project institutions are considered oxclusively. The ratio is 18:l for scLence education only. It is fortunate that other educational environment in nationwide colleges (universities) have been considerably improved. The weekly teaching load had decreased to about 11 hours by 1987 and the percentage of full-time faculty in all the teaching responsibliLties is improved to 54g. - 18 - Academic Dearees Held by the Faculty 52. The proportion of faculty with doctorate degree as of 1989 1i 77% ln natural sciences, 76% in engineerLng, nd 75% Ln college of education. These flgureos corresponding to increase of 30% from 1984. far exceed the project goal (65% for natural sclences and 50% for engineering, showing a gradual improvement of otaff quallty. But for the teachers' college, most of the faculties are holding masters degree. Teacher ln General Hiah Schools 53. In-trainLng of the teaching staff ln colleges of natural sciences and engineoring and secondary educatlon L as important as currlculum development. One of the main goals of the 2427-KO Loan Project li the faculty development. A major evaluation crlterla for faculty development li the number of publications, which has boen LncreasLng markedly over the tlme period of five years. The number of research publications and participating faculty Lncreased by 50% and 37% respectively. Total research fund is estLmated to be 11.000 million won, increased by about 2.5 fold. Procurement of Educational Facilities Current Status of Educational Faclilties in Colleges 54. Acqulsition of laboratory facilitles and workshop equipments are prerequListes to the improvement of sclence and technology education. The number and olze of laboratories improved a bit, but are still far short of the goal. The number meets only 74% and sLze 66% of the requirement. Continuous investment in laboratory facilities li essentLal to the quality improvement of science and technology education in the future. 55. For most LnstLtutLons, the availability dld not improve conosderably. Thio iL because the college laboratory facilities and equipment standard were upgraded in February 1987 under the improvement plan for facillties and equipment. The standard for some private colleges was not altered, so that availability ratio lmproved by approximately 5-10% from that in 1984. But installation of the new equipment procured by the 6th IBRD education loan markedly improved the utilization rate, which was verified during the on-the-spot survey. Scientific EguiDment of General Hioh Schools 56. Availability ratio of laboratory facilities is over 80% to the requirement. The degree of improvement quantity-wise increased conoiderably for the five-year span. On the other hand, it increased only 45% amount-wise. This indicates that the goal achievement approached only in quantity with low-quality equlpment and not enough usable items have been acquired. More investment in the secondary technical schools as well as general high schools is essential to form a flrm foundation of the quality improvement in science and technology education. - 19 - Acauimition Plan for Laboratory Facilities in Graduate Sghool 57. Factors for quality improvement of graduate education in science and technology included upgrading of staff qualifications, pollcy of graduate educatLon, and acquLsLtLon of research facliltles. Among them, lt is the shortage of research facliltles that io most ln need of lmprovement. Although the urgently needed basle equlpment li coneldered to have been acquLred from the 6th Educatlon Loan, there is stlll much to be lmproved. More Lnventment for graduate-orlented research facliLtLes, particularly ln the basic and high-tech sclence flolds (such as new materials, semL-conductor, and genetlc englneering) should be preceded before Korea's industries are upgraded lnto the pace of developed countrles. Until recently Korea depended heavlly on the foreign loan for funds necessary to purchase sclentlfle equipment (IBRD education loan supplled 71% of the revenue source in publie (national) instltutions and 49% in private schools for purchase of equlpment and facilities over the tlme perlod 1984-1989), and the trend is expected to continue for some time. It would be advisable to give the pollcy consideration to allocate at least more than 10% of publlc loan to education sector considering the effect of sclence and technology educatlon on the development of the lnformatlon-orlented LndustrlalLzed society. Effect of the Proiect on Science Education PolLices Development of Science Education PolLcLes 58. Science and technology wlll play an important role ln exploLting the nation's industrial structure. That requires major investments and polley development in scientific and technologLcal lnfrastructure and ln manpower development. Direct investment has been made to purchase laboratory equlpment at undergraduate and graduate programs in scLewce and technology, science education in the colleges of education, scienee high schools, and general high schools. Additionally, nlne research project& have been lmplemented for the development of science education policies. The outcomes will be conducive to the future education sector plans. Imorovement of Graduate Education and Faculty D -.y%lonm9.eft 59. Laboratory equipment that has been procured under the loan projects are very conducive to the graduate eduzation and aculty research actlvltles. The number of publications has been lncreasing rcmorkably for the period of the 6th IBRD Education Sectoz Loan Project, indic-ktlng that faculty research is improving in substance. The number of faculty holding a doctorate degree increased appreciably and overseas trainlng programs have also contributed conslderably to the improvement of staff quallflcatlons. Trainino System of Hiah-Oualitv Manoower in Science anqJ Technoloav 60. Plans for strengthening manpower development ln sclence and technology should be determined in accordance wlth the demand of industrles, research lnstitutes, and educational lnstltutlons. For that purpose, plans for establishment of trainlng system for the high-quality manpower ln advanced sclence and technology have been studled. Under the plans, graduate educatlon - 20 - is improving substantially durLng the period of 6th IBRD Education Sector Loan Project and the number of graduate students worklng for hLgher academic degrees are Lncreasing gradually. Status Analysis and amrvmnt Policy of School Science Education 61. As a prerequLilte for overall quality improvement of science educatlon ln primary and secondary schools, problems and impediments have been apprehended through the status analysis. An a result, urgent problms and lmportant projects requiring long-term investment were brought up concretely. They will form foundations for the development of sclence educatlon policy to upgrade the natlonal *tandard of sclence in the 21st century. Performance of Government Resoonibilities 62. At the time of Loan Agreement, the Korean Government prepared an Actlon Program ln Sector Policies and Institutional Development to improve the quallty of education programs in sclence and technology. Graduate Trainino and Research Underoraduate and Graduate Proaram Accreditation in SLence and EnoineeriO9 63. Government requested Korean Council of Unlverslty EducatLon (KCUu), an association of 311 colleges and universities in Korea, to conduct reviews and evaluation of undergraduate and graduate programs in order to establish a proper educational goal and quallty control of the educational system accreditation. Accreditatlon was conducted for 1 year beginning September 16, 1985. Models by department for conduct of accreditation and questionnaLres for accreditatlon were developed. Accreditation reports were submitted on September 15. 1986 after computerized analyLsi of the collected information. Graduate-oriented ProaraMs in Science and EnaLneerLna 64. In order to improve the quality of graduate programs in seience and englneering, a few selected institutions would be assisted intenslvely. Individual characteristics of the project institutions would be reflected on the expansion plan for facilities and equipment. Towards this goal, the Government was to prepare a long-term development plan as a prexsquLsLte for the selection of graduate-oriented universities. A profesesonal study team was organized in December 1984. A report on long-term development plan of graduate programs in science and engineering (371 pages of text and 41 pages of annex) was prepared in July. 1985 and the recommendations have been reflected on the government policies. Graduate Proarams and Research Development in Science Education 65. Government established the Korea National University of Teacher Education (KNUTE) and started to admit the students in March, 1985 to improve the quality of scLence educatlon by strengthening the graduate programs ln science educatlon. In the first year of operation, the University planned to enroll about 1,500 students yearly including about 700 at the graduate level. - 21 - Of these, approximately 250 were to pursue the masters and doctorate degreo in science education. As of May, 1989. 1,963 students are enrolled ln undergraduate program of NUIT. 66. At the moment, 137 (out of 247 quota) are enrolled ln the master's program and 49 (out of 84 quota) are enrolled ir the doctorate program whlch started operatlon ln March 1986. The graduate programs and research development ln science educatLon have not been as well underway at the moment as would be desired. To moet the trlple goal of research, teacher education, and re-training of teachers, the KNUT! should make every endeavor to recruit more students Ln the graduate programs. Science Education at Underaraduate Level Improvement of the Present CondLtions for Colleg2 Education 67. The Government had prepared faculty developent and faculty recruitment plans for colleges of educatlon, colleges of natural science and colleges of engineerLng and lmplemented plans accordlng to the followlng goals for 1990 s average student : teacher ratio would fall to 20:1 s average teaching load would be 10 hours per week; at least 50% of faculty would be on full-time appointments; and the proportion of faculty with doctorate degree would be 65% in colleges of natural sclence and 50% ln college of education and colleges of engineering. 68. As of 1989, accordlng to the StatLstical Yearbook of Education, the average student : teacher ratio is 23:1 for colleges of natural science and 51:1 for engineering, indicating large difference between natural scLence and engineering. When we take only the project instLtutions into account, the student t teacher ratio is 32:1 in the colleges of natural scLences. 33:1 ln the colleges of engineering, and 18:l ln the colleges of education (28:l in the national colleges of natural sciences). These numbers are considerably approaching the project goal. 69. Fortunately, other educational conditions of all the colleges and universities have been improved : average teaching load is about 11 hours per week; 69% of faculty are on full-time appointments. The proportlon of faculty with doctorate is 76% for national universities in natural sciences and 80% ln engineering which is higher than the overall average 56%. PreDaration of an Improvement Plan for Facilities and EauiLment 70. Government had prepared the revised equipment lists by subject area in order to solve the problems indicated from the lmprovement plan for facilities and equipment : the rigld facillties guidelines, inexperience ln the usage of the facilities, shortage of accessories and parts, and selection of the equipment requirlng a high maintenance cost. 71. The study team, organized in November 1985, initlated a study on the proper standard for laboratory faclilties and experimental equlpment at col- lege level and drew up a tentative guideline (7 areas) an Aprll 30. 1986. Equipment for colleges of educatlon is primarily for science oducatlon and - 22 - science teaching. Approximately 30 colleges of natural science and 20 colleges of education were to be assisted under the program. 72. The shortages in laboratory facilities were to be reduced to about 15%. The shortages in equipment for teaching and research would be reduced to about 30% by 1990. Laboratory work was to increase from 10% to about 30% of class time. Secondary Science Education 73. Government had adopted a plan to increase the study of science subjects, particularly at the high school level; to improve curricula and instructional materials; to strengthen the skills of classroom teachers; and to upgrade facilities and equipment of general high schools and regional science centers. Its concrete achievement goals were the creation of the Science Education Development Committee (SEDC), staff strengthening of the Science Education Division (SED) of the Science and Technology Education Bureau (STEB), study on the improvement of science education, improvement of college admission procedures, and staff development for secondary science teachers and laboratory assistants. Actions taken under the program up to now are listed below. Creation of SEDC 74. SEDC was to be organized by June 30. 1984 in order to establish an agency to oversee the design and implementation of the new science curriculum with greater emphasis on experimental and practical science work. Towards this goal, the Government created SEDC with 8 members on September. 5, 1985. Its function was to advise on the implementation of the 6th IBRD Education Loan Project in short terms as well as on the long-term science education policy making and implementation. The past performances are listed below: Feb. 5, 1986 Discussion of programming of research and development project for 1986. July 25, 1986 Evaluation of status analysis and development of science education at high schools. Sept. 23, 1986 Discussion to improve ways for development of basic science education projects in the 6th 5-year plan. March, 1987 Discussion on ways for overseas training of secondary science educators. June 1, 1987 Promotion of a study on the establishment of the status analysis, development, and monitoring system of secondary science education. April 30, 1988 Promotion of a study on the establishment of the statu system of science education at school. - 23 - Staff Immrovement of Scienee Education Division 75. In order to implement the disparate functions of curriculum design, material preparation, teacher retraining, and evaluation and feedback, the staff of the SED of GEB was set to increase to 15 by June 30. 1984. Toward this goal the Ministry of Education was reorganized and divisions involved in the administration for science education were enlarged on August 25. 1986. Namely, Science and Technology Education Bureau was newly established in the reorganization and Science & Technology Education Division was divided into Vocational Education Division and Science Education Division. The staff was increased to 16 staff with addition of 7. Contents of increase were 1 division director. 2 assistant directors, 1 senior researcher of Education, and 3 other general staff. Improvement of College Admission Procedure 76. Government was to introduce, by June 30. a plan for monitoring the secondary science program and a plan for improving teachers' assessment skills. Government requested SEDC as its first assignment to analyze actual conditions for high school science education and study ways of development and establishing new system to check related progress (March, 1986). A project completion report was completed on December 16, 1986. Contents of the study were: examining rationale of science education and itemizing purposes thereof, developing criteria and apparatus for evaluation of learning achievements grasping problems and searching ways for development. Integrated reports from the studies on science education for secondary level (Dec. 30. 1987) and elementary school (Dec. 26, 1988) were published. ImRrovement of College Admission Procedure 77. In order to establish a basis for improvement of science education, the Government had a plan to adjust college admissions procedure to enable individual colleges to select students by taking account of student'o overall performance on the entrance examination, as well as achievement on the science and mathematics component of the entrance examination and on the school record. Since 1981 college admission procedures have taken into account the school record. In most cases, however, only a total score is made available to colleges and decisions on admission are made without detailed information of student's prior achievement in science and mathematics. Government evaluated the entrance examination system and developed a modified approach with a view to providing selecting colleges the students' scores in mathematics and science as well as the students' school record. Findings of the study were planned to be implemented in the admissions cycle for the 1987 academic year. 78. A new college admission procedure was implemented from the 1988 school year. The biggest change was a change in system to application- prior-to- examination procedure. Examination factors were sum of the written test results, high school records (to share 39% or more in the total cridit), and interview credit. Each school is in charge of the admission procedure. Preparation of the examination is supervised by National Institute of Educational Evaluation. Examination subjects are same as before (9 subjects) - 24 - but subjective style examination should be taken at around SO% of the total credit. Acoording to the nature of departments, each instLtutLon may designate selective subject and distribute additional points among subjects within 10% of the total credit. During the present education loan implementation period, the government is planning to establish the newly improved college admission procedure by December 1989. ln consultation with the KCUE, so that the college admLision system would contribute basically to the development of the secondary level education. The new college admission system, which would be operative from 1993 school year. includes the evaluation through the college aptitude test, high school performance records, and examination given by indlvidual college. The aptitude test would be given twice a year by which the students' capability to obtain the college education would be evaluated. The allotment of the high school performance records would be increased to more than 40% of the total credit. Each college would be responsible for its own specific entrance examination, but the number of subjects tested would be limited to no more than two. The improved admission procedure. properly managed, would be a sufficient incentive for schools, teachers, and students to place more emphasis on science. Staff Develooment for Secondary Science Teachers and Laboratory Assistants 79. Government planned to prepare a national program for retraining and upgrading secondary science teachers and specialists and recruit approximately 700 additional science teachers per year and attain a level of 2 laboratory assistants per general high school (project implementation April. 1984 - April, 1989). The number of science teachers was increased by 2,417 and laboratory assistants were reinforced by 517. The rate of reinforcement for teachers in natural sciences was 44%, slightly higher than 40% increase for overall subjects. Eleven fold increase in the number of laboratory assistant would be expected to be of great help to the laboratory management. Problems of the Implementation Procedure 80. Problems in the implementation of the present loan project are derived from the complexity of the implementation prccedure. It takes about two years from Loan allocation to equipment installation. Often the most modern equipment at the time of request for purchase becomes old-fashioned left out of progress in science and technology. Price increase and the changes in foreign exchange rate in the midst of the project implementation may bring about the decrease in the quantity of the equipment from original plan. It takes about two months from receipt of shipping documents to delivery of the shipping due to the complicated procedures between the project institutions, the HOE, and OSROK. 81. Since the application forms for IBRD Education Loan Project were too complicated and voluminous compared to the forms for other loan, it took lots of time and manpower for the preparation of the application form. 82. There are too many sorts of paper required for customs clearance of the equipment imported under the loan, which are, in detail, import declaration, supply notice of import goods, shipping documents, recommendatlon for tax reduction, confirmation on goods to be imported, confirmation on us- - 25 - of goods lmported, registration card of tax-exempted imported goods, and copy of business license and eto. A large scale reductlon of such papers is recommended. Problems in EcuLDment Installation and Utilization 83. Problems in equipment selection and utilization lndicated ln the 5th IBRD Loan Project have been improved somewhat in the present loan project. Feaclbillty of the research project was reviewed ln the process of subproject evaluation. Installation cost (5% of equlpment purchase) was provided, though not in sufficient amount. However, a few problems in the equipment utilization are yet to be improved: (a) due to changes in price and the foreign exchange rate ln the midst of project implementation, purchase of accessories and parts were not sufficient or equipment was replaced with those of lower quality. (b) expensive equipments that could have been used jointly were purchased in duplicatlon and equipment, that required a large sum of operating cost, were selected. (c) the most grave problem in usage of equipment is lack of maintenance expenses and operation technicians. It is worse in the case of high-priced and sophisticated equipment. As there is no quota of operation technLcians, graduate students or research assistants are in general doing the job. But lack of continuity and professionalism prevent the full utilization of the equipment. Problems Due to the Changes in Foreian Exchance Rate 84. Many equipment contracts were signed in currencies other than US dollars. The US dollar equivalent of these contracts was therefore different at the time of contract signing and the time of actual payment because of the fluctuation in exchange rate of currencies. 85. Recently, most changes were not in favor of the US dollar. To make up the excess over-disbursement, the loan reallocation plans were discussed. The consequence was that the sum total of actual payments would exceed the original amount at the time of contract signing by about US $2.73 million. Problems in the Implementation of the Government Covenants ImDrovement in student : teacher ratio 86. Student : ratio was set to average 20:1 by 1990 as an achievement goal, but this goal seems to be far beyond practical reach. According to the educational statistical yearbook, the ratio is 38:l for colleges of natural sciences and 46sl for engineering. - 26 - Intearitv of Korea National University of T2achbr 3ducation 87. The University, whleh opened in 1985, is unLque in adapting an integrated approach to pre-service teaching, reaearch and in-service trainlng activities. The University is to be a model institutLon with the prime aim of improving the quality of teaching in Korea. However, Ite University has not been able to recruit all the required teaching Ptaff aa4 the graduate school enrollment did not reach the full quota. Although, it made a policy, as a remedial measure, to improve the quality of applicants at the undergraduate level and to treat the graduate favorably in job placemont, the prospect is not very bright due to the societal factors such as the backlog of unemployed teachers. Utilization of the Various Studies for the ImorovemSnt of Science Edueation 88. Variety of studies have been implemented as a part of education sector plan over the time period of the present loan project. They ar-s a study on long-term development plan of graduate level education in natural sciences and engineering, a study on the planning analysis and monitoring system of the teacher evaluation in science education, and etc. Recommendations suggested from these studies have yet to be utilized. In other words, the time and method by which they are adopted would decide the future direction of the science and technology education. Enforcement of Financine to Private Institutions 89. It is one of the most urgent issues that Government set a plan to strengthen the financial base of private educational institutions and support them to meet their goals to improve the quality of education in Korea. Due to he lack of public support, there was a financing gap of about 40% of total spending on education and training in Korea. Hence, investment for faculty recruitment, acquisition of research and experimental equipment, and books and facilities are too scarce for the educational conditions to be improved desirably. Since the share of private institutions in science and technology education is about 75%, without a definitive plan for financing to private institutions, the improvement of the quality of science education in Korea would be greatly retarded. Financing to private institutions is meager in the present loan project. It is in the public interest that Government adopts measures to improve the financial base of private educational institutions. Recommendations 90. Following problems have been identified during project implementation: (a) Prolongation of the implementation period due to the complexity of the implementation procedure. (b) Fairness in the international competitive bidding and difficulties in regulating specification of the equipments. - 27 - (c) Limitation in utilization of equipment owing to the lack of both equipment operator and repairing cost. (d) Problems in equipment procurement due to the foreign exchange rate fluctuation. (e) Problems concerning the quality control of the substituted Korean-made equipments and unjustifiably strict facilities and equipments. (f) Substantiality of Korean National University of Teacher Education. (g) Limited financial support to private institutions. 91. Some of the above problems were improved compared to the period of the 5th project implementation period. For others, continuous policy consideration and new investment should be followed on. 92. Although the project objective have not all been reached, it id a fair judgment that many project, have been implemented on schedule. Entering into the society of advanced industrial structure and information of the year 2000, Korea's demand in high-quality research manpower in science and technology is expected to grow. For improvement in effective science and technology education, following points related to this project should be emphasized. (a) The quantitative growth of higher education may have been receptive to the growing national level of education and the national aspiration for higher education, but it failed to meet the societal demand of quality manpower and might lead to waste of social and individual resources. The long-term purpose of higher education should be, therefore, aimed at quality education and at supply of high-quality manpower to meet the demand of society. (b) Graduate-oriented universities should be supported to surwagthen graduate education for creative academic activities. Educational investment should be made to expand both the graduate research facilities and the research professorship program for upgrading R & D capability at graduate programs and to support university affiliated research institutes. (c) For widening the manpower pool in science and technology, substantial devolopment of education in basic science and technology should be promoted beginning with the relevant curricula of elementary and secondary education. (d) For enrollment policy, it is desirable to curtail enrollments at the undergraduate level, thus reducing the output and alloviating the employment problem, but to expand graduate education, especially the Ph.D. programs. The expenditures saved from smaller undergraduate enrollment might meet the required funding for the expansion of the graduate level education. - 28 - PROJECT REVIEW FROM BORROWER' SPERSPECTIVE (By Korea Advance Institute of Science and Technology, November 1990) 1. The Role of the KAIST ln the Korean National Educational and Economic Develooment Plan 93. Korea's economic development and social progress during the last three decades have been called remarkable and well-known. since 1960, Korea has developed from one of the poorest countries to a middle income, newly industrlalLzing country. Impressive social gains have been made. Health, education housing and public oervlco hrAve improved signifLantly. 94. The remarkable feature of Korea'"s economic dovelopment is the fact that its human resources in favorable social and political environment enabled the country to make the impressive achievement ln virtual absence of exploitable natural resources. Human resources consists of quantitative and qualitative aspects. Investment in educatlon is the prlncipal source of improvlng the qualitative aspect of human resources, namely, human capltal. Slnce population growth has slowed down during the last three decades while education standards improved, the maln source of Korea's economic development has been the improvement of its human capital through investment in educatLon and health. 95. Education is expected to continue to play a pivotal role in Korea's economic growth in 1980'.. However, it has to undergo structural change in line with the structural change occurrlng in the economy. Due to shifting comparative advantage and growing international protectionism, structural change and export diversification are thought to be necessary for Korea's sustained rapid economic growth ln 1980's. New exports in skill-intensive and high technology fields must be vigorously developed. For this purpose, the technological capability of Korean industry needs to be upgraded. This in turn requires an increase in the numbers and an improvement in the quality of trained scientists, engineers and technicians by emphasizing the seience and technical education, in particular, at a higher level. 96. In the past, education in Korea emphasized wLdespread provision of basic education and vocational trainlng. This emphasis recorded an impressive achievement and significantly contributed to the country's economic growth. Korea's achievement in this field Ls unlque among developing countries in that almost 100 percent of labor force is literate and 90 percent of productlon workers have completed secondary or primary education. 97. Having succeeded ln the propagation of basie education, Korea is moving toward a system of mass partLcipatLon ln college education, estimated at 31 percent of the corresponding age-group by 1981. As the plnnacle of a developed educatlon system, graduate education provides the tralned faculty and serves to set and malntain standards at the college level. 98. If Korea is to achieve the planned structural change to more sk$il- intensive and high technology production, however emphasis should shift from college education to graduate education in science and technology. - 29 - 99. The Korea Advanced Inetitute of Science and Technology (KAIST) could make a significant contribution to the advancement of graduate educatlon in science and technology as a unique graduate education and research center for scientists and engineers. The KAIST was unique in two respects. Flret, it was the only Lnstitute in Korea designed solely for graduate education and research ln science and technology. Second, it included a research lnstitute formerly the Korea Instltute of Science and Technology, withln the system of graduate education. It is belleved that the most effective method of training scientists and engineere of high caliber is to have a setting where educatlon and research reinforce each other for the advancement of science and for the tralning of scientists and engLneers. 100. The close cooperation in research and training has been establlshed in KAIST, which is newly reorganized ln 1981 by mergLng KAIS, a graduate education institute, with XIST, a research instLtute. As a graduate training lnstltute, it not only enables a group of the most highly quallfled researchers in Korea to train good researchers but Lt also provldes a stlmulus to sclentists at KAIST to keep thelr topics on the frontler of their discipllnes and tlmely in terms of Korean natlonal needs. Although lt covers only a limited range of academic and professional fields in science and engineering, KAIST has demonstrated its capacity to produce capable scientists and engineers. Its graduates have moved lnto academlc employment as university faculty as well as industrial and research organizatLons. 101. If KAIST is to play a critical role in this time of transition of Korean economy from labor-intensive to more skill-lntensive and high technology production, a greater degree of emphasis should be placed on doctorate and post-doctoral program than in the past. 102. The three tiers approach to the graduate programs of KAIST, e.g. the regular master's program, professional engineers program and doctorate program are augmented by the post-doctoral program. The post-doctoral program consiets of two parts. one is to provide educatLonal and research perlods at KArIST for those who have completed doctoral courses of study at Korean universities and abroad. Another is to send KAIST faculty abroad for professLonal contacts wlth their counterparts ln advanced countries so that they may be kept informed of the latest advances in their dLsclplLnes. 2. Obiectives of the Loan AoolicatLon 103. KAIST's main objectLve ln seeklng an IBRD loan of US$10,000,000 was to improve and expand the exlstlng and addltional Ph.D. program, to lnstltute a new post-doctoral program and to refresh the research and educatLonal skill of its faculty. The funds were sought (1) to send the faculty abroad to keep them in touch wlth the frontier of knowledge ln their dlseiplines ln advanced countries, (2) to provide the foreign exchanges required to entlee Korean Ph-Do abroad to come to KAIST as post-doctoral fellows, (3) to recruLt new faculty froea Korean scientists and englneers reslding ln advanced countrles, (4) to purchase research and teachLng qulpment for new departments and new faculty, and flnally (5) to purchase forelgn books and journals for the library. Addition of the Department of Applied Mathematles to the College of Science and that of Department of Clvll EngLneerLng to the College of - 30 - Engineering had already been approved. All new faculty members joining XAIST were provided with US$20,000 each for purchase of equipment for each new member 8s laboratory. 104. KAIST recognized that an educational and research institute wau as good as the caliber of its faculty and research staff'. 105 At this time of rapidly expanding technology and scientific knowledge, it was essential that KAIST enable its faculty to be in constant touch with the frontier of knowledge in their respective disciplines. For this purpose, KAIST sought to send every member of its faculty to institutes of learning and research in advanced countries in four or five year intervals. In the past, if a faculty member could not seocure a paid position abroad, he had been unable to go to the institute of his choice due to financial constraint. KAIST sought to remedy this situation by the funds obtained through the IBRD loan. 106. KAIST considered research skill and experiments as an integral part of all graduate education and, in particular, Ph.D. education. 107. The teaching arm of KAIST, formerly KAIS had acquired a US$11,600,000 loan from the U.S. Export-Import Bank in 1978. The loan had mainly been used to purchase U.S. made quipment to implement the establishment of masters of engineering program. KAIST needed to upgrade and expand further equipment and facilities required to improve and expand its existing and additional Ph.D. program. 108. As the institute which offered graduate education and included a prestigious r:esearch institute within its educational system, KAIST was the only institute which could offer post-doctoral training to scientists and engineers. KAIST's post-doctoral program would recruit fellows from within Korea and Koreans abroad. The IBRD loan was sought to provide foreign exchange to enable KAIST to recruit promising Korean Ph.Ds abroad successfully. 109. The post-doctoral program, enabled them to know their homeland at a professional level. This played a significant role in attracting Korean scientists and engineers to Kore-n universities and research institutes. KAIST hoped to play a leading role in reversing Korea's brain drain by means of its pout-doctoral program. 110. At the same time, KAIST planned to use a part of the IBRD loan to actively recruit Korean scientists and engineers in advanced countries for its faculty positions. An effective recrultment program contributed significantly to improving the caliber of KRAIST's faculty. 3. Effect of the Proiect 111. KAIST has established an education program for producing about 4,000 doctorate degree holders in advanced science & technology by the year 2,000. as part of the government's "Science & Technology Manpower cultivation Plan". - 31 - 112. Execution of the education program for the SBRD Loan (2427-Ko) Project resulted in reinforcement of the necessary educational/trainLng equlpment, and modernlzation of test equipment for supporting basic & sophlstlcated research, whlch will serve as a cornerstone for the science-oriented society ln the futuro. 113. In partlcular, more than 640 kinds of educational equlpment were purchased durlng the Project perlod, and more than 90 professore benofltted from overseas research & study sabbatlcals based upon the I8RD Loan, whlch also enabled the Project to make a great contribution to the substantial development of the inetltute, especially in the educatlonal area. 114. The effects of thie IBRD Loan project (2427-Ko) can be suammarLzed as below. - Establlihment of a contlnuous in-house oducatlon system for the elite ln science and technology, in order to achieve an advanced industrlal society. - Contribution to industrial development by transferrlng R & D results and technology, obtalned through roinforcement of research capabilitles, to hlgh-level applied sclence & technology, as well as lmprovement in the research level of baslc science. - BEtablishment of the instltute as a world-class graduate school ln science & engLneerLng, thus able to play a central role in relnforcing the bases for advanced sclence and technology. - 32 - TABLE 9 STUDENTS"' RaOISTRTION RECORD & PLhN (Unit: Person' Class \ Year '13-' 16 as '8N 'a8 '89 '90 '91 '92 '93 Realat- -1,.289 483 487 615 612 7i0 800 860 900 students Master's Progrna Research 551 48 41 33 41 50 50 60 S0 Students Sub-tota I 1.840 531 528 548 5$3 800 850 900 910 Regular 463 187 230 239 250 300 300 400 400 Student Doctorate Research 176 84 66 76 10 80 80 80 t0 Progrsas Student Sub-total 639 271 296 315 330 380 380 480 480 Total 2.479 802 824 863 883 1.110 1.2311 1.3 1.430 The ears 199 and thereafter represent lfture plans TALEit STUDENTS' GpADUATION RzCoRD & PLAN (Unit: Person) Class \ Year '8-86 'N 'I7 I'n '89 '9I ' 9 I92 '9 he 3 tIr6 1 430 14 417 60 497 727 776 pregfu losssfek IS 197 103 41 S. 39 31 39 47 students 6 o* .Sb-total 1.40 640 5U33 S1Z S 50 M 6 " 3S Regulr 1in _9 104 i 105 16. 184 191 209 Stedent Decterste Research S 17 22 29 3 67 64 66 76 Progrms Student kb-tstal 164 72 121 133 131 2I7 m 28 217 276 Total 1,564 j620 654 646 6421 1481 796 1,-0231.099 * The years 1990 sad terfterief represent future ples - 33 - TABII 3* UMBER OF PROFESSORS AND RECORD OF THESIS PUBLICATION, BY YEAR (U.lt: Perses. Thesis: Title) Year lot '82 '83 -4 '6 '86 I'l __6 Total No of Professors 83 90 103 117 136 143 150 156 - Domestic 129 131 149 163 20 193 21 2t t 1.443 Theses Publisked Overseas 110 113 192 183 274 192 31 J 335 1.817 Total 239 244 341 346 474 465 5 6301 a . 2 TABLE 4s NUMBR OF sTUDzTs a FUTURz PLaNs (Unit: Person) Class \ Year 'N6 '57 I'l 89 1'" lit 92 Regular 915 949 10641 1,276 1,144 1.664 Nosier's Pregran Research 220 153 123 114 12is 1 14 Students Sub-total 1.135 1.112 1.116 1,155 1,399 1.704 1.613 Roeglari 579 654 790 933 1.049 1.116 1.277 Student Doctoraet Resfer 312 372 436 493 546 56 S Pogram Studes Sutotal 891 1.0I 6 1,.2U$ 1.42$ 11.59 1.16 1t.56 Total 2,S26 2.165 2,346 1.61 2.93 3 .360 3.60" No 3f Prof. 143 150 156 11 2t 0 2I 307 Students: Prof. 14:1 14:1 15:1 13:1 113:1 I 1I:1 12:1 *?e years n0 sod thereafter represt f1tsre votes. - 34 - TABLE 5s GRADUATINO STUDENTS ' EMPLOYNENT RECORD, BY YEAR o Masters (Unit: Person) Agency \Year '7S-'83 -4 '8s5 '16 '87 '38 Total 3 Eduestiou 345 15 10 2 7 3 38 .1 Institute Researek 638 20 210 203 127 IS 1.285 26.9 Institute __ Coverment 110 It 9 9 4 6 149 3.1 Ageacy I Industril lS 267 238 190 223 235 1.938 40.5 Entity_ __ Doctorate 289 95 137 144 172 177 1,014 21.2 Course I I Others I I - - _ I 9 0.2 - - -1. -- - Total 2,075 412 604 14 533 51 4.784 100 o Docton (Unit: Parses) 4oeucy \Year '71-'3 '64 'SI _ '871 '111 Total Eductilo. 45 16 31 24 33 50 1in 36 lnstitluteI Resou eb 31 20 24 35 71 35 232 42 les I lutel Ceveuummt 13 1 I - 15 2.? lad_strlal 2i 6 _ 10 I?1 42 104 115.0 Otbers . [ . - I I 0.1 Total 110 43 64 72 12 Ft 55 too - 35 - TABLZ is RESEARCH CONTRACTS , AND ASSOCIATE FU S, BY YER (Unlt:WI,000 ( ) Resesrch case) Year Special Entrusted Basic Subistal Resecrtch Resserch Research '72-'8l1 1.457.386 914,420 2.371.80 (282) (443) (72S) '82 428.496 651,050 252,714 1.332.260 (4) (87) (84) (175) '83 1,100.698 651,415 161.210 1,913,363 (8 (77) (65) (175) '84 1.764,754 1.300,142 271.800 3.336.69 (19) (79) (96) (194) '85 1,470,268 1.447.792 340.900 3.258.960 (29) (91) (124) (244) '86 2,699,328 1.741,761 548.452 4.989.541 (51) (114) (128) (293) '87 2.945,383 1.827,576 596,000 5,368.959 (U) (105) (129) (320) '8 3,440.485 2.163.494 611.00 6.214.97, (93) (10) (139) (30) Total 13,849,412 11,240.619 3.696.536 ,1786.564 (290) (943) (1,228) (2.U1) - 36 - PLC PhI ROMN BO R' S PPECT!V (By Korea Science and Engineering FoundatLon, November 1990) 1. Proiokt EvaluatLon 115. Through this program, KOSEF was to promote scientific and toechnologlcal development capabliLty in Korea by cultivating higher qualLty scientific and technologlcal manpowor hoping to brLng lt to the same level of advanced countrles, a level deemed indispensable to economic and LndustrLal development from a long-range perspective. tWill's total research support funds for FY88 amounted to 9,840 mlllion won (equLvalent to 14 million dollars) or only 4.2% of total rosearch funds for a11. unlversities reachLng 232.800 million won (or 333 milllon dollars). 116. For this reason, lt was hard to expect to fulfill all needs of the academic and research coamunities. Nevertheless, tWSil has had a positive impact on the academlc communltles of Korea. Because KOSIF's funds for FY83 amounting to 1,811 million won increased as much as five times to 9.840 million won for FY 1988. AINUAL RlS3ARCH BUDGET lzaure I (Unit : K bil v) lOK w ;---Tow O0K OK aL~~~~~~~~~~~~~~~~~~~ '83 '84 '85 'l '87 '188 ,-~~~~~~~~~~~~~~ a - 37 - IN=I ____ '83 '84 85 186 '87 '88 Endowment Interest 811 1,659 1,275 1,276 1.264 1,250 Government Budget 1.000 740 1.374 4.950 5,050 6.500 IBRD Loan - 464 1,713 1.967 3,286 2.090 Total 1.811 2.863 4.362 8,193 9.612 9.840 117. This enabled us to double the number of grantees from 5% in 1983 to 1014 in 1988. In selecting research proposals, major emphasis was placed on the researchers' performance in the past, their potential research capability and the projects' 'significance. with the target of maximizing qualitative improvements in research. The expectation was that research assistance could encourage them to consider scientific questions and help contribute to the improvement of their academic research capability in their professional fields. Also, it aimed at cultivating creative researchers by providing graduate students with more opportunities to engage in positive research activities. Analysis of the results of our research support showed that 3 graduates have taken part in a research project and published 2 research papers in professional academic journals. 118. During the loan project implementation from 84 through 88, KOSEF provided 5.441 research projects with a total grant of 36,681 million won. Twenty six percent of that amount was provided by IBRD loans. The figure was quite far from the original plan to keep the portion of the IBRD loan share at 10 % of research support. IBRD loans, however. have served greatly as a catalyst in increasing KOSEF funding for research support. Total research funds for FY88 amounting to 9.840 million won have increased to 17,575 million won for FY 1989. showing nearly a 100 % increase over 1988. Conclusion 119. The successful implementation of KOSEF's research program was made possible through a rigorous Peer Review System in considering research proposals, high quality advice and consultation in 15 priority fields provided by Members of Program Development and Review Committee and KOSEF's excellent administrative support. The effects of the loan project are as follow: - On a national level, it helped greatly produce world famous scientists and strengthen their scientific and technological research capability by encouraging them to present their research results in international conference. - Increased research funds have facilitated the research management capability of universities. - 38 - With the increased government'w interest in the research actLvitLes of universities, KOSEF's research funds were greatly increased. In an effort to improve the research management capability of KOSEF. it has increased the staff of 25 in 1984 to 101 in 1990. PART III: STATISTICAL INPORMATION A. RELATED BANK LOANS Table 1. IBRD/IDA LOANS/CREDITS RELEVANT TO THE PROJECT Loan/Credit Number Year of Purpose of Project Status Comments Project Title Approval Cr 151-KO 1969 Expansion of vocational high Completed Successful project and First Education Project schools, junior technical 9/76 satisfactorily implemented. colleges and teacher training. Ln 906/Cr 394-KO 1973 Improvement of vocational high Completed Implemented substantially as ' Second Education Project schools, junior technical 12/79 planned. Line management colleges and science, evolved from Project engineering and education Implementation Unit. g colleges. Ln 1906-KO 1975 Expansion and quality Completed Successfully implemented with Third Education Project improvement in vocational high 11/81 growing experience and compe- schools, junior colleges and tence of local staff. vocational training institutes. (VTIS) Ln 1474 1977 Further expansion of VTIs, and Completed PCR concluded that the pro- Vocational Training expansion and improvement of 06/83 ject was well designed, Project instructor training. implemented efficiently and judged it to be an excellent example of Bank/Borrower cooperation. Loan/Credit Nu&.A *r Year of Purpose of Project Status Comments Project Title Approval La 1800-X0 1980 Improving junior technieal Completed A sector program successfully Sector Program on Higher colleges and colleges of 02/86 implemented. Technical Education engLneering and management through supply of equipment, staff development, manpower planning, equipment maintenance and academic accreditation. Ln 3037-K0 1989 Enhancing the capacity of two Effective Being implemented Technology Advancement research institutions to on Prfoject provide technical support to 08/10/89 small and medium industries and o export certifieation on quality and improving the quality of science and engineering education at one key university. Ln 3202-K0 1990 Improving the research capacity Effective Being iupl _ented Second Technology of one leading graduate school on Advancement Project in sclence and engineering and 11/08/90 enhancing R and D capaeitLes in the areas of biotechnology, basic and industrial standards, and energy and resource utilization. Ln 3203-10 1990 Enhancing basic research Effective Being implemented Loan/Credit Number Year of Purpose of Project Status coments Project Title Approval Universitles ScLence and programs in selected on Technology Research universities in priority fields 11/08/90 Project in science and technology and improving science teacher training. B. PROJECT TIMETABLE Table 2: PLANNED, REVISED AND ACTUAL DATES OF PROJECT TIMETABLE ITEM PLANNED REVISED ACTUAL Identification Mission November 1981 - November 1981 Preparation by Government Dec. 1981 to Feb. 1982 - Dec. 1981 to Feb. 1982 Pre-Appraisal Mission March/April 1982 - March/April 1982 Preparation Mission - June/July 1983 Appraisal Mission October 1983 September 1983 September 1983 Post-Appraisal Mission January 1984 February 1984 February 1984 Loan Negotiations April 1984 - April 1984 Board Approval May 1984 - May 1984 Loan Signature June 1984 - June 1984 Loan Effectiveness September 1984 - September 1984 Project Completion June 1988 - June 1989 Loan Closing June 1989 - January 1990 La Coooent The Government had second thoughts on project size and loan amount after pre-appraisal mission and thie caused delays and required further preparation after pre-appraisal. L Date of closing of the loan account (Jan. 9, 1990), although the loan was closed on schedule on June 30, 1989. I~~~~~~~) Z |_ \\ >~~~~~~~ |s \\ E~~~~~~~~~~~~~~~~~~~~~~~~~i ii~~~~~~~~~~~~~~~~~~~~\ j | | I \ m~~~~~ _ 8~~~~~~~~~~~~~~~~~i _~~~~~~~~~ * - Et -~~~~~~~a - 44 - C. Loan DibMrseMns ,Tablh 3s CUMULATIVE ESTIMATED AND ACTUAL DISDURSEM3NTS Bank FY 1985 1986 1987 1988 1989 1990 Appraisal Fstlmates 5.0 16.5 44.5 85.0 100.0 - Actual 3.2 10.0 36.4 70.9 91.4 96.5 Actual as % of Estimate 64 61 82 83 91 97 Date of Final Disburement 01/09/90 us * 1 TIME UNE OF PLANNED AND ACTUAL DISBURSEMENT SCHEDULE 100 90 - 60 40~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~U :t , I~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 30 A. 20-, 40 a.. I . -. .I . . ... fY I96 1996 1967 19661 1U@ 1990 -U - 46 - D. PROJECT IMPLEMENTATION Taale 4 PLANNED AND ACTUAL COMPLETION DATES OF COMPONENTS Ii Planned Actual Months Percentage Project Components Completion Completion of delay dlfferences Date Ik Date (or advance) f- for advance) Ministry of Education EMOE) Inatructional equipment, March, 1988 Juno, 1989 15 33% books and materials Specialists' services June, 1987 March, 1989 21 58% Fellowships June, 1988 December, 1989 18 38% Repatriation of scholars June, 1988 June, 1988 - - Studies June, 1987 March, 1989 21 58s Korea Science and EngLneering Foundation (KOSF) Specialists* service June, 1988 November, 1986 (19) -40% Fellowships December, 1987 September, 1987 (3) -7% Research grants June, 1989 March, 1989 (3) -5% Korea Advanced Institute of Science and Technoloav (KAISTI Instructional equipment, March, 1988 June, 1989 15 33% books and material. Specialists' services June, 1988 October, 1989 16 33% Fellowships December; 1987 June, 1989 18 43% Repatriation of scholars September, 1987 June, 1989 21 54% [& There was no extension of Closing Date for this loan. Ik As taken from Schedule of Implementation, Annex 13 Chart 1 of SAR (Report No. 4891-KO) dated May 1, 19M4 - 47 - B. PROGRAM COSTS AND FINANCING Table 5s INVESTMENT PROGRAM COSTS (US$ million) Aporaisal Estimate Actual Costs /a Component Local Coats Foreign Costs Total Local Costs Foreign Costs Total MOE 295.7 296.8 592.5 80.5 74.4 154.9 KOSEF 20.3 30.6 50.9 n.a. /b 12.0 12.0 KAIST 30.0 21.7 51.7 n.a. L 9.9 9.9 Total 346.0 349.1 695.1 80.5 96.3 176.8 /a Actual costs were inaccurate due to inadequate information from XOSEF and KAIST and incomplete information from MOE (see Note for Table 6) ib Not available from reports submitted by KOSEF and KAIST. - 48 - Table 6 PROJECT FINANCING (US$ million) Source of Funds Planned Reviced Final (am in Staff Appraisal Report) IBRD Exgenditure Cat2goriSs MOE 78.0 77.8 74.4 KOSEF 12.0 12.0 12.0 KAIST 10L.I -Li sub-total 100.0 99.8 1k 96.3 |c Domestic MOE from Government 347.5 - 591 . from private sector 1!673 - 21L4 lsub- total 514.8 - 80.5 ROSEF from Government 38.9 - n.a. KAIST from Government 41.6 - na. sub-total, domstic 595.3 - 80.5 TOTAL 695.3 Ia - 176.8 Ii Includes $0.2 million Front-end fee 1k After deducting Front-end fee and rounded. j| Adding $0.2 million Front-end fee, thLs becomes the total amount of loan fund dLsbursed ($96.5 mllion). 1d Government funds diffused in varlous budgeting categories could not be extracted out accurately for lnvestment program costings. Thli applies to private sector, too. n.a. Not avallable from Reports submltted by MOSEF and KAIST. - 49 - Tble 7 t ALLOCATION OF LOAN PROCEEDS Origlnal Actual Allocation Dlburs em nt Ministry of Education (MORI (1) Instructional equipmnt, 60,000,000 68,689,424.16 books and materials (2) Consultants' servLces, 10,000,000 5,763,371.83 fellowships, studies and repatriation costs (3) Initial deposit in the 1,000,000 0.00 MOE Special Account Korea Science apd Enginsegina Foundation (I0SEF) (4) Consultants, services 400 000 73,358.30 and fellowships (5) Research grants 9,700,00 11,896,715.70 (6) Initial deposit in the 1,000,000 0.00 KOSEF Special Account Korea Advanced Institute of Science and Technology IKAISTfi (7) Instructional equipment, 6,200,000 7,244,355.00 books and materials (8) Consultants' services, 2,700,000 2,611,764.63 fellowships and repatriation costs (9) Initial deposit in the 300,000 0.00 KAIST SpecLal Account other (10) Pront-ond fee 249,377 249,377.00 (11) Unallocated 7 750 623 PAN TOTAL 100,000,000 96,528,366.62 Amount of loan cancelled 3,471,633.38 - so - In The three negative residual amounts, -19,913.92 Ln Category 3, -3,634.16 in Category 6 and -407.66 in Catogory 9, were absorbed into categories (1), (5) and (7) respectively. The residual amount, if negative, Lo a gain for the Borrower, and this is caused by exchange rate fluctuations, (ws- memorandum dated February 5, 1990 from Mr. U.K. Phung). F. PROJECT RESULTS Table 8(a): DIRECT BENEFITS OF PROJECT I. Expand Selectivel' Graduate Education: Area Number of Applying Graduate Schools Number Selected Science 15 7 [Science Education, see comments (iii)] - - Engineering 16 8 Total 31 1S Comments: (i) Policy objective on concentration of resources for quality improvement was achieved. (ii) In the guidelines for allocation of loan proceeds, no more than 15 subprojects for science and engineering graduate programs would be financed (para. 2.03 of SAR), and this was not exceeded. (iii) For area of education at graduate level, the Korea National University of Teacher Bducation (KNUTz) was established in 1985 as center of excellence. UII Strenathen the Research Content of Advanced Trainina (a) From Loan Fund only: 84 85 86 87 88 Total No. of JOSEF Projects for Research Grants 61 216 234 517 324 1,352 Amount of Grant (Won million) 465 1,664 1,967 2,344 1,668 8,252 Comments: Through the component of JOSEF, the amount of research in terms of both project number and size of grant has been significantly increased, and the objective of strengthening research therefore achieved. ur (b) From all sources (data for three years only were available): 1986 1987 1988 Total Area No. of Grants Amount No. of Grants Amount No. of Grants Amount No. of Grants Amount Science 343 1,424 10 265 28 774 381 2,463 Engineering 415 3.526 128 4.785 15726 704 14.037 IL7 9 138 5.05 189 6.500 la08u 16.500 Cogm :nts It can be seen that the total funding for three years only is about twice as much as the amount of loan fund for XOSEF in five years. This shows that the Governmnt is committed to the policy of strengthening research in Korea. III. Raise Standards of Colleae Proarams in Science and Science Education: (a) Expanding Laboratory Facilities (in Science and Technology at Undergraduate and Graduate Levels in Project Institutions. % of 1984 1989 Increase No. of Rooms Area (ma) No of Rooms Area (ma) (Rooms) (Area) Science Departments 587 53,240 1,121 95,084 91 79 Engineering Departments 968 86,038 1,281 114,886 32 34 Education Departments 199 19,497 223 21,637 12 11 Teacher's College 154 19.545 151 23.354 (-2) 19 Total 1.908 178.320 2.76 254.961 45 43 (b) Acquiring Experimental Equipment (in Science and Technology) at Undergraduate and Graduate Levels in Project Institutions. 1984 1989 % Increase No. of Items Value (million won) No. of items Value (million won) Items Value Science Departments Q 22,685) 25,891) 14 I 8,126) 11,030 9,193) 37,835 13 243 Engineering Departments Q 22,754} 30,566) 34 I 7,970) 21.259 11,944) 37,938 50 78 Education Departments Q 9,732) 12,817) 32 4 I 2,1421 1,907 5,329) 6.480 149 239 Teacher's College Q 7,943) 14,216) 79- I 2.0731 1.198 4.0421 2.335 95 95 Total Q 62,114) 95,403 54 20.3111 35.394 36.468 84.588 so 139 No_te: Q Stands for quantity and I, for item. For one item, the quantity may be more than one. Generally items increased more than the quantity. Comments (i) With this substantial increase in equipment, practical work should have improved. (ii) In terms of value, the percentage increase is higher for science and education. However, these may not reflect the true status, as starting base may differ and was not available. (c) Recruitment and Upgrading of Teaching Staff (i) Ouantitative Point of View 1984 1989 No. of Student/ No. of Student/ % Increase Total Teaching Teacher Total Teaching Teacher (-for decrease) Enrollment Staff Ratio Enrollment Staff Ratio Enrollment Staff S/T Ratio Science Departments 43,087 1,279 34 58,386 1,844 32 36 44 -6 Engineering Departments 35,261 780 45 38.515 1,186 33 9 52 -27 Education Departments 8,632 259 33 5,480 308 18 -37 19 -45 Teacher's College 14.212 532 27 13.613 575 24 -4 a -11 Total 101.192 2 850 35.5 115.994 3.913 29.6 15 37 -17 Comments: (a) The effort in recruitment of teaching staff is clear, but is still inadequate. However, the rate of its increase at 37% is higher than the rate of enrollment increase at 15%. This led to an improvement in the student/teacher ratio, although still falling short of hopes at the time of appraisal. (b) Enrollment decreased in both education departments of universities and teacher's colleges (reflecting the decrease in demand for tea-hers). Their S/T ratios were comparatively low in 1984, and the decrease in enrollment makes it easier for further improvements in S/T ratios. The S/T ratios in 1989 at 18 for Education Departments and 24 for Teachers's Colleges are acceptable ratios. (c) Enrollment in engineering program increased by only 9 percent. This reflects the Government's policy of shifting from emphasis on quantity to emphasis on quality. The S/T ratio of 33 for engineering courses is still too high, but the 27 percent improvemnt in S/T ratio is significant and is in the right trend. Insistence on achieving the arbitrary figure of 20:1 by 1990 is both unreasonable and unrealistic. (li) Oualitative Point of view (1) Bv Oualifications of Staff Dearees Held by Faculties 1984 1989 Channe Ph.D. M.Sc. Lower TotalLa Ph.D. M.Sc. Lower TotalLa Ph.D. M.Sc. Lower Science Departments 651 443 39 1,183 1,338 381 28 1.747 +687 -112 -11 Engineering Departments 280 377 28 685 849 255 20 1,124 +569 -122 -8 Education Departments 145 147 19 311 256 79 8 343 +111 -68 -11 Teacher's Colleges 40 395 100 535 145 368 56 569 +105 -27 -44 Total 1.116 1412 186 2 714 2.588 1.083 112 3.783 411472 -329 4 /a Both figures in 1984 and 1989 in Table (c)(ii) differ from totals in Table (c)(i) above. Comments: A clear increase of Ph.D.s and a decrease of both M.Scs. and lower degrees in all four categories. This is one important factor in the qualitative improvement of science and technology education. (2) BV Number of Publications (N.P.). Research Personnel (R.P.) and Research Fundino (R.F) 1984 1989 v of Chanos N.P. R.P. R.F. N.P. R.P. R.F. N.P. R.P. R.F. (million won) (million won) SceLnce Departments 931 1,062 25,138 1,205 1.418 44,779 29 34 78 Engineering Departments 721 523 15.580 1,365 812 60,023 89 55 285 Education Departments 332 317 2,975 414 374 6.070 25 18 104 Total 1.984 1,902 43,693 2.984 2.604 110.872 50 37 154 Comments: A clear case of improvement. (d) Decreasino Averaae Teachina Load Planned Goal for June 30. 1990 Achievements 1987 Achievement in 1990 10 hours per week 11 hours per week Not Available Comments: Although information from the PCR by MOE did not include the number of hours per week in 1990, it is estimated that the goal has been achieved. From Table (c)(i) above, it can be seen that the average S/T Ratio has been lowered by 17 percent based on a staff increase of 37 per cent and an enrollment increase of 15 percent. When the number of staff has increased at a much faster rate than the student enrollbent, one obvious result is a decrease of teaching load and the use of the time spared for other purposes, which, most likely, is for research and publications (reference: Table (c)(ii)(2)). g "I l IV. Imorove Science Uducation at Secondarv Level throuah a more exoeriment-oriented Science Curriculum (a) Laboratory Improvement at Hiah School Level 1984 /a 1989 2 Increase No. of Roome Area (m ) No. of Rooms Area (m2) (Roaos) (Area) In six cities 808 78.375 1,186 115,715 47 48 In nine provinces 1.164 .94115 1.600 131.508 37 40 Total 1.972 172.4902.786 247.223 41 43 /a See next page. (b) 2qulRnit laReamont at Riah School LAoel 1984 La 1989 1 Increase In nine province. No. of ite. Value (million won) No. of items Value (mlllion won) (Items) (value) In six cities Q 372,249 1,192,927 220 I 9,067 2.479 15.6'0 11,855 72 378 In nine provinces Q 1,390.135 2.116,082 52 I 45 145 13.552 78.356 19.233 74 42 Total Q 1,762,384 3.309,009 88 94 I 54.212 16.031 93.966 31.088 73 La Information was incomplete, e.g. no value for seoul; no data for Taejon, data for which were included in q Chungnaa Province before Taejon was made a city. cco at: (i) The data, while clearly showing improvements in both facilities and equipment, also show higher increase ln the six cities. This should not be interpreted as discrimination against rural areas. because there is a migration from provinces into citles, thus increasing the demand for high schools in cities with increased population, and decreasing the demand in provinces. (ii) The 88% increase in quantity and the 94% increase in value should have made an impact in science education at secondary level. (c) Curriculum Imorovement at Hich School Level In 1987. the Ministry of Education (MOB) comnissioned Korea Education Development Institute (KEDI) for a _;urriculum reform study. The overall reform period, including the related work of texibook revision, standard equipment list rewriting, in-service training and the implementation of the new curriculum, would extend to 1992. One of the result is more emphasis on science and experimentation in the new curriculum. (d) Staff Imorovement in Hiah Schools 1984 1989 % Changes Unrollinnt 1.251.961 1.649.884 32% Total Teaching Staff 52,658 73.787 40% Student/Teacher Ratio 23.8 22.4 -6% Science Teaching staff 5,617 8,094 44% Laboratory Assistant 46 543 1,080% Co (nts (1) Number of staff has made overall improvam nt of 40%, but number of science teaching staff has increased by 44% Further, the number of laboratory assistants has increased nearly 12 time. Theme should also have made an impact on science education at secondary level. (2) Further, 116,025 staff (including double and treble counts for recelving training again after an elapsed period) had receLved short duratlon in- service training in Korea during 1984-1988S and 2,076, outside Korea during sae period. (3) Hence staff improved both quantitatlvely and qualitatively. Table-8(b): INSTITUTIONAL DEVELOPMENT 1. The Korea Council for University Education (KCUE) performed accreditation work continuously. (Reference Table 9 on Project Studies Report No. 4 by XCUE on Evaluation of Science and Engineering Education at Undergraduate and Graduate Levels in Korea.) 2. The Korea National University of Teacher Education (KNVTE) was established in 1985. Despite initial setbacks caused by a decreasing demand for teacher education, KNUTE had reached its full capacity of 2.000 in enrollment in 1989. 3. The Science Education Development Committee (SEDC) was established in MOE in October 1986. SEDC has contributed, inter alia, in systematic monitoring and evaluation of secondary science eduction (Reference Table 9 on Project Studies-Study Reports Nos. 5,7, and 9). 4. The Science and Tecnnology Bureau was established within MOE in 1986. The Science and Technology Education Division was ' vided into two divisions: Science Education Division (SED) and Vocational Education Division. Str.' in SED was increased to 16 from 9 instead of the planned figure of 15. 5. College entrance examination system was changed in 1988 and will be further changed in the early nineties. Table Wei i SOURCE OF FINANCING FOR PURCHASE OF EQUIPMENT IN THE AREA OF NATURAL SCIENCES (The purpose of this table is to illustrate the direct benefit to private institutions, through an example in one area, i. ., Natural Sciences, as similar information for engineering and education collages had not been included in the PCR prepared by MOE). Eouiument Purchased Source of Financina Beneficiary Items Amount IBRD Government Others % Financing (Won million) -- ------- (--(won million)-------------- from Loan 2427-0O) 16 National Universities 16,026 29,238 20,808 3,617 4,813 71% (US$26.8 million) (or 76% of Total 18 Private Universities 35,615 13,515 6,583 86 6,846 49% (US$8.5 million) ______ tor 24% of Total) Total 51.641 42.753 27.391 3.703 11.659 64% (US$35.3 million) Comments: (1) According to the guidelines on allocation of Loan Proceeds, about 30% should be for private universities. The 24% achieved is therefore satisfactory in light of the effort made in 1985 through a Supplemental Letter for amendments on the guidelines for the purpose of increasing private institution participation. The lack of success of this effort was partly caused by the Government's introduction of an equipment leasing system at that time, as a result of which, the private institutions had one more option than borrowing from the Government. (2)- Private Universities obtained 51% of financing from Goiernment and others (mostly others) and only 49% from IBRD. This showed that private institutions, unlike national universities, did enjoy significant financing from other sources. - 64 - Table 9s PROJECT STUDIES Title of Study Date of Reoort Status Impact 1. Improvement of High- December, 1985 Completed Used for manpower Quality Manpower planning. Supplying System in Areas of Advanced Science and Technology. 2. Optimum Standard Lists March, 1986 Completed Served the purpose of Laboratory and for equipment Practical Equipment for planning and Higher Education. procurement. 3. The Expansion Plan of April, 1986 Completed Used by Graduate Research Facilities in Schools and Graduate Education. University Education Office of MOE. 4. Evaluation of Science September, Completed Used by University and Engineering zduca- 1986 Education Office of tion at Undergraduate MOE. and Graduate Levels in Korea. 5. DeveloPment of December, 1986 Completed Used by Bureau of Improvement Plans and Elementary and Monitoring systms Secondary Education based on the Status of MOE. Survey of High School Science Education. 6. Mld-term Evaluation of October, 1987 Completed Served as basis for the 6th IBRD Education the Bank/Borrower Sector Loan. joint mid-term review. 7. Development of December, 1987 Completed An up-date of the Improvement Plans and 1986 Report. Monitoring System based on the Statue Survey of Secondary SceLnce Education. - 65 - S. Sffectlve AcquLLtLon Decomber, 1987 Comploted Used by MON. of Educational gquLpment, Inventory Management System and Cooperative UtliLsation. 9. Development of Decsmber, 1988 Completed An up-date of the Improvemnt Plans and 1987 Report. Monltorlng System based on the Status Survey of school Sclence Zducation. 10. Mld- and Long-term March, 1989 Completed Vsed by Unlversity Improvement Plans for EducatLon OffLce of AcquLsLtLon of MOE. EducatLonal Research EquLpment ln Colleges. Cgrnts: The Studies formed a sound base for policy dialogue within the Government and arising from such dLalogue, four concrete reco=nendations were proposed: a) The need to expand graduate educatlon b) The ned to establish unlveraLty affliLated research institutes (Thli became one component, 7JoLnt Rsearch FacliLtLes", of the recent UnlversLtLes Sclence and Technology Research Project under Loan 3203-NO.) c) The need to develop assocLated programs to support a) and b) above# and d) the need to strengthen the fLnancLal status of the prlvate and regional unlveraLtlie as well an to Lnsure their sustaLnabliLty. (In Loan 3203-KO, about 20% of loan proceeds would be allocated to prlvate universitLes, at least 30% to regional unlversltles for graduate schools of science and englneerlng and JoLnt research faclities Mnd at least 50% to reglonal unLveraLtLes for schools of science education). 0. STATUS OF LOAN COVENANTS Table lO COMPLIANCE WITH LOAN COVENANTS Sectlon No. Paragraph No. Status of Compliance and in Loan Agre ement in SAR DescriptLon Deadline Dates, if applicable 3.05 3.11 Finance Sub-projects ln No deadline date and in full accordance wlth guidelines compllance. and crlterla satLsfactory BllglbilLty crlteria agreed to be to the Bank. relaxed by Dank ln letter dated 5/14/85. 3.06 3.11 Select Natlonal Programs No deadline date and ln full in accordance and crlterla compliance. satLsfactory to Bank. 3.07 2.07 and 2.14 Award fellowshlp in No deadline date and ln full accordance with selectlon compliance. crlteria and procedures satisfactory to the Bank. 3.08(a) 2.18 Review progress annually In full compliance. and jointly with the Bank on the Actlon Plan and indicators. 3.08(b) 4.09 Prepare annually a In full compliance. financial plan for private graduate schools, colleges and high schools to ensure thelr quality fimprovemnts. Section No. Paragraph No. Status of Compliance and in Loan Agreement in SAR Description Deadline Dates, if applicable 3.08(c) 3.14 Hold mid-term review on Not later than October 31, 1987. progrems achieved. Held in November/December 1987. 4.02(c) 4.15 Furnish annually audit By June 30 of each year. reports on project Submitted annually but after the accounts and a separate deadline date. auditor's opinion on statements of expenditures. 3.04(d) 4.15 Submit to the Bank a Not later than six months after project completion report. the Closing Date of the Loan. Instead of submitting a project completion report for the Loan, the borrower submitted three reports, one for each project institution, (MOB, KARST and 0DSE). OSF submitted the report on 6/30/90, six months later than deadlne date. w sn APe ~~~EDC^A D Aeta Prn.re emi Seta bIdo -blanid Intitetrnl O.l im-: 1 Action Taken by April 15, 1964 Coepi ac with Plad Action Program IhJectiwealStrategias at mid-ter, "wise Actim Takes by Clei Daet me _ , 1. O..Tr i.l1n.we Ra...c To (a) sG r )wrf iait o graduate progrmam aoverent a se alisted in the cr"atIn of te lMM me assignd the teak ftar imdsrtilig M gm ewaluatin welgal itof hi,hr In, Saloe WAonltoerw bi _nes Ma. an _ oiatio of all c ll* Wasiti io :IS::.e" f _t_i_i t"_ dy In aceeca ad egineeing b mae KOa, n aaecison ofall oilre and accreditetisn as 9/18/IS with a coat of education is aivariis a mlai ot #radte p rrm ac imm ttiin. universities in Kor. lb. Comic aim 84k5,,o0amfor one year. cotieiwily. prom ot lity edactien by coasdut rwig" and avaluatione at highr educatio toel "ear developed la Sebtohr, 195. Eraluatism of KAIXT puigm y n aetereal Mcainden appropriate policlee. Stoag, ai beetlinmairie sre developed is December. vimitims Committee, bad met"ee carried WAt. initiate frgraduate progre accraditetion 1965 dietrilhited thereafter mod cellacted Niein sire me clear. under is egl of the new MM. ProrsIs lhrch 156. Raaulte were aslyad ned valti n at K would be cd tby n Computerized is fSy I6. Field wielt eaternal visiting cmmittee. wre sod ln Jan low. hipr ams iatted is Septeber 1_. (b) Conce_ntrt remrces for gradate coveremet ba decided to diegt selece A remor is the le 1o era deelopmet pl_ lbb arth er ction, eaocommo education Is the aclc an g tunivrsities for acience ai for graduate eoducation sea emes tted in nmnrieg i. fewr intitutiona, enginerIng fields. uid1las, wnd oiglitty Jul 1ea. (*b a StudY finac from th Te 1s owbprejectewe mstiaasmwrll with leaad speclalization ame cri teria fo sutloan en aesistance =_ Projet thu mt to Table 9: P TMh * iopleamei. imetlitioen to be reflected In the natioa l prore for eraduate sool we,S . levtmawt lan for focilitle "a received by Seek etaff an are acceptable to e v aqulpect.Sa.Tityia(1etpect ngdae were approve (I for dc_once an I fer gIrlng). AlthJgo 10 w_r sat origInally on ground. of coenAratln of r eo m Ire this SS' _m Itipulaedfi in the guidelis" for Allcteen of Lei_ Fund, as 1U wa ntnsiderd te be sace aive. Th g _ en_ co reeourcse se therefre achIed l. ent of th Is only _O sire, ftrnt Seol the other IS were all regional itiutZln. Te oebjecwv of regional diatriihutio of loew f"s (at lot autld be allocated to imetitutoas oautlds the Soul ar) er tlaeretore aiso aclieved. Cc) Strengthen the hay inetitutlis for NO5W prepared a davelopeint plan to eapand Ax easope for Sm an beisuch Grans Touti euntritw gfowets lin threejerabetmeis promoion and fidIno of re rh in upo et of ademIC remerch in science WA distriud by byMM east 19 and lLi . 1 95 of i 9= OM) eeppo of national ecianc an c lo . KOMhra reviwe priority fIelds were for sciece ai 70 (GM for _nagaeorue techolegy gle. in relatoiL to the MM plan for sclens an C M to heel and a_ plied dciec, and projects. technlogy developait. NObW prpared an to ne e ni fields by fund; sod inveatwent plan for academic reaarch euggort (h) STS _id 41t rpetilwely by nui of Toutl _aes of doant mea _ 1.511) million Indicatise proposed allocations, to priority projectsa. lheae were Oale, lo the 64 WAn or 552.2 esitio Ilacceadigt rg filds4 and alao developed a plan for 40velae.edeg rate Ia thI peled NF!&.14 wa.t strengthening N0W mosinagmat. Seek atff 18. I aiu .1g) aefr cec revIewed the lnveeteent plan WAn the plan for Staff Increase v" admave. Tbs terge en 40785. te misae orlag strngthening 10EF singent and found both of 45 by 195 has ml read *1teenoo cd. plan e onabl. es the saber Mee reached 80. Th total mt of reat e fea the sat Of 1is ftd fer _, _becawi OnWa_mA%t WA endaomante sire almes mcee of tundiws. Ces,ared ith 1W reort tha trend *e a G:h _141,SOeMi- free eOt eAC* o ennerng. n~wore net cloe.r but cloeeLry there ea" a cha is U W's plan. Stf lsces wi owe ' achieved (WA nOAe endow esim for eid-twoe review.). Coplilance with Ple Action program Acjtxion)s s; TakenbyAprilIS.194 at midtenm review AIIStio Takeos by Cdomingt" _*ne aS. 145 (d) I e collaboration aown graduate iM has budget for reserch collaboration with VAiST am implementing its plan for see atta_b . to_a 1. tcolt reearch intittes by universities and with erivate industry. ST M has eapanaionofgraduteadwcation. rCo ntic n in priusto teaching tn formally instructe moor rearch institutes to apecially a the Ph.D leel in Joint reseah, appoint training coordinatwor from amoni te research peraomnel to organize a"d eupervise asiatance to gradte students from universitates who would undertake dissertation reserch st reeerch Institutee. Among reuarci institutes, KAMST, in particular serves as a mioar center- for university faculty development. VAST is also conducting parttim graduate tftw foximtaly 0 ennt dt &nter in i nstituts*. te) DOetmp within the network of The Government dcided to esteblidm the Korean The Korea hationl Uiret f Te 11 e re initil diffiltes colleges of education, a epecial lied National University of Teacher Education for Edution (IWOE) *w stal imed in larch being wnble he reach its full morelaleast center for gradute training and for coerneant of operation In larch 196. ink 186 * lonned. pcapacty of 2,400 is IS du to deraaai reerch sad dveIopmant In aciece steff reviowed proeals for gradte traingi d-m of teaches in the job whet. edu can. and research in eence educeain sit* ion impr-w sad the fell capaity bad agreed to include under siabprojecte an allocation bees reached is II459og onl e year bobied fat gradute training in sclenco education. opapmnsw. subject to preparation of detailed loma i_-Kilifi 1 it_ sn apliction ttisn~~a rt n n ell hef at a)Contel qality of scienc prora Se Secio (a). See Sctien ICa). Se Sacle 1(a). by moas" of a college of natural SCience accreditation. (b) Sncreas mber an uwarad corneet Mee prepared faculty develomeant WA trcruit n upgaing of tff in See Tabl S. qualificatioe of fac ulty esmbre in faculty recruitsnt plan for college of proqres. colloge of e;dution aid Colleg" of duction, colleg1 Af naturl cne natural scin. Continue cologe of engineeri. National program for recruitmEnt program for faculty of faclty dwaeownt a recruitment ge deeliied coll_ege of etnginring, and coeted. _ark staff review teh plumen found then reasonable. (c) Prpare an iaprovomnt pla for olsF has pree re d euip l Ite Facilitis Improwement and ip S" Table 2. facilities N equipment. by ubject ar. Equipmt fer clae of procurement in program. education i- prirly fer cience education eN Cience teaching. Am lnvtant plan based on San sttaff and foundwXt rensbeSie ine eunidn eligibility criteria were agted for purposes of siiWa*os subloe nent. S.il! O^fib^t- i Obj*ctives/Stratetlies ~~~~~~~~~~~Compliance with Planned Action Progras Objectlvee/Strategiea Actions Taken by April 15, 1984 at midterm review Actions Taken bY Closing Dat June 3D. I19 (a) Design aWn ipleent new science O rowornnt has adopted a plan to offer high Science Education Dsvelepnt Ceomitte Now curriculum ha been inttrod for all currcculur with greater emphasis on school science courses on both the ordinary and (SEDC) as establis*hed in HOE in October high schoolis ith sore mlasis an ecim" and primental and practical science the advanced levels. with science requireent for 1986. The Science ad Technolopy Bureau e*perimntation. Facilities and euipmt ha ork and *etablish a mnageent all students and prepared a lIabi for new cournse (STI) was also estsbliehd aithen PIlE in been improved. #bsber of staff. eapcialy ncy to overse and coordinate to be introduced in 1984. e courses would 1916. The Science and Technology science teaching staff. hnd been increased nd overall implesentetion. devote about 205 of instructional ti_e in science Education Division under the Cenoral in-service training had bean provide. R_aber to experimantal work. Bank staff reviewed the Education Bureau before was divided into of Laboratory assistants had ben plan for improvement of secondary science two division under STiB namely the significantly incresed, but the gat of to curriculum. Bank staff and Covernmnt agreed on Science Eucation Division and the per chool had not bLen achieved yet. the creation of the Science Education Dvelopment Vocational Education Division. The HOE Developent and progra - bnd bun cloely Cemittee (SEDC) to oversee planning and reorg nization together with the newly mnitored by SEDC ad STI of HOE. implemntatio of disparate functione of established SC enabled further curriculum dealgn mterials preparation, teacher strengthening of science education in the retraining evaluation and fdback nd on staff education system. strengthening of the Science nd Vocational Eduction Division of Ce. (b) IntroduA systestic monitoring of aovornmt and the bn have agreed on two areas Studies were in prgreg. Four studies ha bee comleted f : secondary science education for that rquire further study. The" are the need Table 9 Study epor_t bs. S 7 d 9). policy nalysle. for: national surveys to evaluate student The StWy Reporta lb. S. 7 sad 9 for performesce for polic; uidance; end Impro"mnt Developmnt of IMrovemat Plan and o asseeeamnt dki Il by teachers. initoring Systsa b*a an States swey of High Schoo Education _n ers use first. by the eureau of Elementary and Secondary Education of HE sd Isater elm by tbe as Science s.d Technology eareau. Report lbt. 8 was for improvement of eqient angsat and wsa sed by NWB. includ.mg bree- for High School Educatem. (c) AdJut colleg adaliaons procedures Since 191 colleg admission procedures have Prepration wort for dhmnes i Wh The col$lg mission emsio ;;tm wan;s Wm to enable ;ndividual colles to taken into account the echool record ad the col legs sdmision system was in progree. chans in 191S. Te *ytm of h aing select *tednto by taking acount of school record Include a grade for experimental eas*mition befer f lication wN r etudeat's overall performance on the and practical work. In moat ca, however, only to have a"lication before samimatien to entrssc esainaton, as well ma a total score e made avail sbl to Coll and eble oe direct participation of achievement on the science an decisions on adision tDo pograms in =c or un;iersitieslcollsesa ithe system of mthe_tice component of ths entrance nginering are mde without dtailed informtion selecting their .m etrst T. d dC exa_ination an on the echool record, on sudent prior achieveo_t in science and only o eamiaton remult M sn *D to mthew_tic. The effect. of the change to date tabs into accest bidob schl achievemeats are Insufficient as an i;-tL: for schools, including sciene laboratory performasen and teachers end studente to p a s emh hnie interviewa. scences. The adhol record and the scienc record Component are not y-steatical ly shared The system will be farther modifled is abut with college selecting student. 1993 throuo the uoe of aptitud tests. (d) Des i end f mpleent sff rared a na a pogr for retni ng In-ervice and ersea training me ln Comleted im-ervice shor duration trauiing doeslopss rograms for seconday aduordn eory y cm ecessd prgrae". for 116.020 staff (including double an treIl science teecheors laborary c nc trnn n fild Count. as the meaps eff coid hae tted am;tnt aNd sciee education not currently of i col inr Bank several corse is consecutive years). apecilist. In rgional science *taff revi th ntIoal rogr nd found It Centers wnd central agencies of nOE. Completed overse training for 2.06 stff. Both wer achieve Xteree 14 sad lIft. Cmoeilance with Planned Action Program Objectivea/Stratesios Actions Taken by April 15, 1964 at Pid-term, review Actions Taken by Cloeing oto Jo"e 30. S11 4. _e ae*d T holow Fueation Sector (a) Zlroved manpower monitoring for EPd chairs a manpocer promotion omeittee with The Stud Rport an dlmrOeomt of Nish A contiming manpowr maitor;ng for science e once and technology sector. autsority to coordinate mnpower planning to Ouality owr Supply ng Systm in Arms anW tcI tor m prr forwulate and commission special studies, of Advaned Science and Technology asm Sources of rtion frm sal Covernmnt reglarly udes manpower projectione completed in DecObhr 195 edo ain used nluingi y of Laor 1S. as sell sel r vant labor mrket informtion for manpower planning. efec o 1h sse i1 t r tho ing reources of NOSY. Hinistry of Labor. IlEf W and onsu _tents in Korea Development The dMission quot system wa ch to e a cour nroll t kepia its Intitute and KWI. a graduate ;uote system, but the reit was not significant in reducing grouth (frec: abe6a 1c)copedto rates. tsamsinqoaicaaso30echyear (b) Proj cte nrollment In undergraduate lE nd NOST hawv prepared enroll_met Nd output See 4(a) above. So 4(a) aoe end aduae roMoa in science and foreasts through 1990 in acince and engineering enginer;np soud not *exeed rronrxa a indicative annual enrolleent !vels. The prioriw ac rid to otional bila cnic lly justifiable lev,l or a staff revewed enrollmnt nd output in hl graduates tote admitted a increae at such a pace as to relation to investmant plan and various estimte coll ineeri prom abolialed and prejudice g of Improving qulity. of demand prepared by NOST. On the graduate this ha th direct effect of reduci the level there is an approximate balance. On the social dsmad for lH adalt_ion sad t te undergraduate l1evl projected output In indirect eff_t on colleg engineering engineerin mwy exceed the forecast of ec;onic program due to les" pp icants from the V6 demnd. This due to high social demand, rapid syst_m. expension of enrollmnt in the period 1960-I2 and overnant deci-ion- to promot training of The owe growth la enne ering courees scienc and technology mnpouar. pxrmitted: (a) a fastr Improvement in etudent/teacher ration in the late eighties than in tias early eighties end (b) quelity improwvemt. (c) Based an a *octor survey carried out Owoernent agreed that original policies to $Up further "etan required m recorded jointly by Government and the Sak in redue clam slas and achieve uni verl publicly in the Action Program in the SBR Annex 1 1961 and 1962, several adjutmwnts were funded middle achol education auld be *Chi ved of SAR. Report Mo. 491-NO dated Cay 1. r_coimnd in education via". by 1991 rather than by 1964 *a "as initially 1964). Overall spending an education should a propoed. Governmt *lm prepared a revised adjusted In ccord nce with economic analysis af projected educatioal *xpenditure nd performance and anul budgetary finance In Korea. Snk staff revisewd the policy. In order to di-inieh iepmct on lnformstlon and concluded that the oveall trend recurrent expenditure of proposal. in -i consistent with targets under the FFVP, Fifth Five-year Plan (PPYP to reduce including revenue from the education tea. diesalas, raise teachers alarica Expenditure by lEE will not eceed m of and impeme_nt compulsory *Iddile echol national buge or 4.1S of @1' during the F1P education G>ovrnment ehould phase and mhud decine marginally to 1991. In 19d2, implementation over a ten-ysr as total public expenditure on education and olppae to a fivwer period, training reahe approximately 65 of Wd' and total private finance of edcaion and training wa bout 3.93 of W. These levels are reasonabbe. Coapli nce ith Planned Action Program Objectivee/Strtegies Actions Taken by April I1. 1984 at *id-r review Actioe Taken by Clesi;g Date Jun 31. 199 (d) Korea has developed a Iare privately bovernment recognizes that private ducational Thm nuth.r oef idicsti"e fer finncichanneled to private funded ducation sy-te that fulfills a institutions provide valuable public aervice and tivati onn inetitutioe (feference: Table 8(c)). The valuable ducational role at both the reduce the where of ducational finance borne by ifc r ndergrdte prgr aheent 4 lighty belos planned secondary and higher levels. It the GDvernmnt. It a in the public intereet to but uneatimfactory for grat progr at . Ir the 18 private operatoo under cloee supervision of prerve their financial bae and to nn ist their Thie led to the Sup_leennt l L tter .netitutsomm recesv.ngablmt Govrnaennt including Covernment achieving lity obeictivee. ban staff _ nt of the elgibility criteri in 1 of thir fincing from srces oter tme rgulotion of feee and provides revid th level of f in both puic N but th rovent m tll i duEn 1 e 18 c d to 293 for educational ervices in both urban and private inetitutioe and judged thm as adequat insgnifcant t 16 ntial niver itiee TIbis indicated rural arsa. It effectively expand and reamnable. Government agreed to review fer that thi slightly low achievement wm educationI opportunity without ecial nnuaily and. if necessry. increase the. The Government preared anull1 a pland s id nt createo a erious issn dee bias. Hliveer, private schools nd financial plan for private inetitution to to the alilability of othes amrcee of collge rpqaire financial *asietence ensure tir quality improwveme. financing. for improvent of science and technologq education. Private graduate echoolein parbicular. require additional financi l nnietance for expansion an laprovewnt of graduate program. W - 73 - ANNEX I Attachment KAIST achieved the following in its expansion plan: 1986 1990 % Increase RBmarkg Intake into Master's Program 531 800 51% Intake into Doctoral Programs 271 380 40% Output from Master's Program 351 500 42% Output from Doctoral Program 55 150 172% Objectives for Ph.D. I qp no were achieved 1984 1988 % Incrasea No. of Professors 119 158 35% No. of Theses Published 346 601 74% Shows gyalitative improvement Amount of Research Funding 272 La 611 /a 124% 1986 1990 %-Icreae No. of students in Masters Program 1,135 1,399 23% Objective of ew#hass an Ph.D. programs was achieved. No. of students in Doctorate Program 891 1.594 79% Total 2,026 2,993 48% No. of Professors 143 230 46% Student/Professor Ratio 14:1 13:1 Improved Despite expansion, employment rates of graduates was always close to 100%. The increased supply of graduates with quality Ph.D. and masters degrees improves the supply and qualifications of staff in the areas of science and technology in higher education. la Million won. - 74 - ANNEX 2 KOREA PROJECT COMPLETION REPORT PROGRAM FOR SCIENCE AND TECHNOLOGY EDUCATION Particigants in ComRletion Mission World Bank Sing-Zak Sung, Consultant Technical Educator Ministry of Education Chung, Bong Gun, Director ELPD Korea Advanced Insti tute of Science and_ Technolggy Jang Jai Joong, virector, International Relation. Office Korea Science and Enaineerina Foundation Chung Byong Ocks Director, International Relations Office - 75 - ANNX 3 Page 1 of 2 KOREA PROJECT COMPLETION REPORT PROGRAM FOR SCIENCE AND TECHNOLOGY EDUCATION Record of Progress Re2ortg Submitted 1. Progress Report on Korea Science and Technology Education Loan, ROSEF, February 1985. 2. Report on the Progress and Status of IBRD Loan Project Implementation and Projection for 1985, KAIST, September 1985. 3. Report on the Progress and Status of IBRD Loan Project Implementation and Projection for 1985, KAIST, November 1985. 4. Progress Report of the Second Education Loan Project, EFB/XOB, November 20, 1985. 5. Progress of the Second Education Sector Loan Project, MOE, April 1986. 6. Progress Report on Korea Science and Technology Education Loan, ROSEF, * April 1986. 7. Plan for the Effective l1.,lementation of ROSEF Activities, ROSEF, July 1986. 8. Financial Support to Private Institutions, HOE, October i986. 9. Progress Report on the Korea Science and Technology Loan, ROSEF, October 1986. 10. Repo-t on the Progress and Status of IBRD Loan Project Implementation. KAIST, October 1986. 11. Progress of the Second Education Sector Loan Project. ELPD/MO , October 1986. 12. Progress of the Second Education Sector Loan Project, ELPD/MOE, May 1987. 13. Progress Report cn Korea Science and Technology Education Loan, KOSEF, May 1987. 14. Report on the Progress and Status of IBRD Loan Project Implementation, KAIST, June 1987. 1. - 76 - ANNEX3 Page 2 of 2 15. Progress Report on Korea Science and Technology Education Loan, KAIST, October 1987. 16. Mid-Term Review Report on the Sixth IBRD Education Sector Loan Project, Mid-Term Review Team, October 1987. 17. Report on the Progress and Status of IBRD Loan Project Implementation, KAIST, November 1987. 18. Progress Report on Korea Science and Technology Loan, KOSEF, Nay 1988. 19. Report on the Progress and Status of IBRD Loan Project Implementation. KAIST, May 1988. 20. Progress Report on the Science and Technology Loan Project. MOE. May 31, 1988. 21. Progress Report on the Korea Science and Technology Loan, XOSEF> October 1988. 22. Progress Report, KAIST, October 1988. 23. Progress of the Second Education Sector Loan Project, ELPD/MOE. October 1988. 24. Progress Report on Korea Science and Technology Education Loan, XOSEF, March 1989. 25. Progress of the Second Eelication Sector Loan Project ELPD/MOE. March 1989. 26. Status of IBRD Loan Implementation. KAIST, March 1989. - 77 - H. USE OF PANK RESOURCE8 Table llU STAFF INPUTS BY STAGE OF PROJECT CYCLE IN STAFF WEEFS Planned Revis-d Final Stage of Project Cycle HQ Field HQ Field HQ Field Through Appraisal 50 - 40 24 37.8 25.9 Appraisal - Negotiations 50 - - - 30.7 21.6 Negotiations - Loan Signing 16 - - - 17.8 - Supervision 45 - - - 25.5 17.5 PCR a - - - 5.0 0.6 other. (Project Admin.) 3 - - - _.7 - Total Comments: The total staff input up to Loan Signing was 133.8 staff weeks and the total thereafter, 51.3. The high figure at upstream and the low figure after loan signing verifies the usual understanding that for a sector loan, more staff work before loan signing pays a dividend for lower staff work later. Table 12: MISSION DATA BY STAGES OF PROJECT Staff Weeks Mission Month/Year No. of Persons IŤ in Field Performance Status by Activity lb Identification 11/81 2($,A) 6.0 Preparation (by Gov't) 12/81-2/82 - Pre-appraisal 3-4/82 5(A,E,GE,GE,G6) 17.5 Preparation 6-7/83 2(E,TE) 2.4 Appraisal 9-10/83 6(E,TE,GE,GE,A,,YP) 21.0 Post-appraisal 2/84 1(E) 0.6 Subtotal 47.5 F N I G Supervision I 9/84 1(E) 1.1 2 1 1 1 Supervision II 11/84 1(TE) 1.0 1 1 1 1 Supervision III 4/85 3(E,TE,E) 3.0 1 1 1 1 0 Supervision IV 11/85 2(B,GE) 1.4 1 2 1 1 Supervision V 4/86 2(E,TE) 1.2 1 2 1 1 Supervision VI 10/86 1(TE) 1.0 1 2 1 1 Supervision VII 5-6/87 2(EP,TB) 2.8 1 2 1 1 Supervision VIII 11-12/87 2(PE, Ts) 3.8 1 1 1 Supervision IX 5-6/88 2(PB,TB) 1.2 1 1 1 Supervision X 10/88 1(TE) 11 1 1 1 Subtotal 17.5 Average 1.1 1.4 1.0 1.0 PCR 3/89 i(TE) 0.6 TOTAL La 3 Educonomint; A Architect; GE - General Educator; TN S Technical Educator; YP - Young Professional; NP - Education Planner; PE - Principal Economist. IkF - Financial; N - Managerial; I - Development Impact, G -overall Status.