Report No. 905b-PAK FILE COpy The Islamic Republic of Pakistan Appraisal of a Third Education Project January 11, 1977 T RN ,' Education Projects Division R 2 East Asia and Pacific Region |1 TIH- |H FOR OFFICIAL USE ONLY Document of the World Bank This doc ument has a restri ted distribution and mray he used by recipients only in the performance of their official duties. Its contents may not otherwise he disclosed without World Bank authorization. CURRENCY EQUIVALENT Currency Unit = Pakistan Rupee (PR) US$1 = PRs 9.90 PR 1 = US$0.101 PRs 1,000 = US$101 PRs 1,000,000 = US$101,000 MEASURES Im 2 3.28 ft I 2 10.76 sq ft I km = 0.39 sq mi I hectare = 2.47 acres FISCAL. YEAR July 1 -- June 30 FOR OFFICIAL USE ONLY PAKISTAN APPRAISAL OF A THIRD EDUCATION PROJECT TABLE OF CONTENTS Page No. BASIC DATA GLOSSARY SUMMARY AND CONCLUSIONS .......................... i- iii I; INTRODUCTION .....................................1 II. RURAL DEVELOPMENT AND MANPOWER NEEDS .............1 Socio-Economic Background ........................ I Rural Development Program and Manpower Requirements ...................... 2 III. EDUCATION SECTOR ................................. 4 Structure and Characteristics ..... ............... 4 Summary Evaluation ............................... 4 Levels and Types of Education .................... 5 Agricultural and Rural Training ..... ............. 7 Educational Policy and Strategy ..... ............. 8 IV. THE PROJECT.9 Basic Education Teacher Training Institutes ..... ............... 11 Experiment on Adult Functional Literacy Program 12 Agricultural and Rural Education .... ............. 12 Agricultural Training Institutes .... ........... 12 Sind Agricultural University ..... .............. 13 Preinvestment Studies ............................ 14 Technical Assistance ............................. 14 V. PROJECT COSTS, FINANCING, IMPLEMENTATION, AND DISBURSEMENT ....... ....................... 16 Cost of the Project ...... ..................... 16 Project Financing ...... ....................... 17 This document has a restricted distribution and may be usd by recipienu only in the performance of their omcial duties. Its contents may not othetwise be disclosed without World Bank authorization. -2- Page No. Implementation ....... ......................... 18 Procurement ................................... 20 Disbursement .................................. 20 VI. BENEFITS AND JUSTIFICATION ..... ............... 21 VII. AGREEMENTS REACHED AND RECOMMENDATIONS ........ 21 APPENDICES I. Summary of Previous World Bank Group Education Projects in Pakistan II. Integrated Rural Development Program and Field Assistants III. The Education and Training System ANNEXES 0. Comparative Education Indicators 1. Assessment of the 1981 Manpower Situation of Trained Agriculturalists 2. Comparative Enrollment Data for Five Year Periods 1968-73 and 1976-81 3. Projected Demand for and Supply of Teachers, 1976-81 4. Teacher Training Institutes by Province and Sex 5. Actual Public Expenditure on Education by Purpose for 1972-76 and Projection for 1977/81 6. Draft Terms of Reference for Study on Curricula Related to Irrigated Agriculture, Rainfed Agriculture and Agriculture at Large Including Animal Husbandry 7. Technical Assistance Programs 8. Summary of Estimated Project Costs 9. Estimated Costs by Categories of Expenditure 10. Contingency Allowances 11. Areas and Costs per Student Place or Living Unit 12. Overall Project Implementation Schedule 13. Initial Project Implementation Schedule 14. Forecast of Disbursement CHARTS 1. Structure of the Education System, 1974-75 2. Educational Pyramid, 1974-75 MAP Location of Project Institutions PAKISTAN BASIC DATA General (1975) Area 803,900 km Population (1974 Mid-Year Estimate) 69 m Annual Growth Rate 3% Rural Population as % of Total 75% Engaged in Agriculture as % of Total Labor Force 60% Adult Literacy Rate 22% GNP/Capita US$137 Enrollment (thousands) 1/ Primary School Stage (Grades 1-5) 5,093 As % of 5-9 year age group 49% Middle School Stage (Grades 6-8) 1,176 As % of 10-12 year age group 21% High School Stage (Grades 9-10) 417 As % of 13-14 year age group 12% Secondary Vocational Schools 40 Arts and Science Colleges (1972/73) 200 Professional Colleges (1972/73) 38 Universities (1972/73) 22 Public Expenditures on Education (1974/75) As % of the Total Government Expenditure 6.2% As % of GNP 1.6% Per Capita US$2.30 1/ Data apply to 1975/76 and are estimated. Overage students are included. Source: Draft Fifth Five Year Plan (1976-81) supplemented by Pakistan Education Statistics 1947-48 to 1972-73. GLOSSARY ABES - Adult Basic Education Society ATI - Agricultural Training Institute FME - Federal Ministry of Education ICB - International Competitive Bidding IRDP - Integrated Rural Development Program LAU - Lyallpur Agricultural University NWFP - North-West Frontier Province PBC - Pakistan Broadcasting Corporation PDE - Provincial Department of Education PTV - Pakistan Television Corporation SAU - Sind Agricultural University TTI - Teacher Training Institute PAKISTAN APPRAISAL OF A THIRD EDUCATION PROJECT SUMMARY AND CONCLUSIONS i. This report covers the appraisal of the third education project in Pakistan for which an IDA Credit of US$15.0 million is proposed. Two other education projects are being assisted under Credits 50-PAK (1964) and 206-PAK (1970) amounting to US$8.5 million and US$4.0 million, respectively. The first project aims at improving post-secondary polytechnic training and university agricultural education at Lyallpur Agricultural University (LAU). Project implementation has been seriously delayed, but the project was com- pleted in June 1976. The quality of education has improved substantially at LAU during the project period and the manpower requirements of the Punjab Province are being satisfied. Facilities constructed under the second project, which relocates and expands the Government Engineering College in Karachi, were partly occupied in early 1976. ii. Agriculture, which accounts for 60% of the labor force, grew in output by only 1% per annum between 1970-75. Weak agricultural extension services, among other factors, limited the spread of new agricultural technol- ogy and better farming practices. The Integrated Rural Development Program (IRDP), launched in 1972, is attempting to stimulate broad rural development through organization of cooperatives, better supplies of agricultural inputs, and provision of technical advice on farming. The expansion and effectiveness of the IRDP, however, has been limited partly by lack of persons with appro- priate agricultural skills. An increased supply of qualified agricultural personnel is an important requirement for expansion of the IRDP and improve- ments in agricultural productivity. iii. Despite recent substantial gains in expanding enrollments, educa- tion in Pakistan suffers from several basic deficiencies: (a) Educational opportunities are unequally distributed, particularly for females and in rural areas; (b) Training of agricultural technicians and professionals is both quantitatively and qualitatively inadequate; (c) Education is not prac- tically oriented; (d) Expenditures on education have been exceptionally low; and (e) Available resources have not been used efficiently, as evidenced by high dropout rates. During the period, 1976-81, the Government plans to overcome many of these weaknesses, but staffing and financial constraints may impede the achievement of these plans. iv. The proposed third education project is designed to help overcome some of these weaknesses. It is comprised of two parts, basic education and agricultural education, that seek to: (a) Increase the supply of qualified primary and middle school teachers, particularly for girls' schools and for rural areas; and - ii - (b) Improve the quality and output of trained personnel for agricultural and rural development. V. Specifically, the project would include the following: No. of Grades Additional Student Places Basic Education (a) Teacher Training Institutes 11 or 13 2,200 (b) Experiment on Adult Functional Literacy - - Agricultural and Rural Education (a) Agricultural Training Institutes Pre-Service Training 11-12 680 In-Service Training - 180 Farmer Training - 180 (b) Sind Agricultural University 16 120 Preinvestment Studies vi. The proposed teacher training institutes (TTIs) would annually pro- duce 2,200 additional primary and middle school teachers. By 1985 this would allow an additional enrollment of three million children in primary and middle schools. The assistance to agricultural training institutes would help to: (a) improve the curriculum and make it more practically oriented; (b) expand the annual output of middle-level agricultural and livestock workers from 250 to 640; (c) provide in-service training to about 1,800 extension workers in both areas annually; and (d) train 7,200 farmer leaders each year. The par- allel training of both types of workers in a common institution would use better both staff and physical resources. The proposed investment in Sind Agricultural University would provide the University with a phased master plan for institutional development and would strengthen the currently weak preparation of university graduates to serve the Sind Province and the less developed regions of Baluchistan and Azad Kashmir. The proposed experiment on adult functional literacy program, and preinvestment studies on irrigation and water management, middle-level agricultural manpower, and female teachers would provide a basis for improving training in those subjects and for further investments in priority areas. - iii - vii. The total project is estimated at US$27.2 million, with a foreign exchange component of US$11.1 million, or 41% of the total. The proposed IDA Credit of US$15.0 million would finance the foreign exchange component and 24% of local costs. viii. The proposed project would be administerld by a project unit in collaboration with various provincial line departm nts. The Public Works Departments and private consulting firms would design and supervise civil works. Consulting architects have been selected, sketch plans substantially completed, preliminary equipment lists prepared, and most sites acquired. It is proposed that costs incurred for professional architectural services between April 1976 and signing of the Agreement be eligible for retroactive financing up to US$40,000 equivalent. ix. Contracts for civil works would be awarded on the basis of competi- tive bidding advertised locally in accordance with Government procurement procedures satisfactory to the Association. Foreign firms would be allowed to participate. Equipment and furniture contracts exceeding US$50,000 would be awarded on the basis of international competitive bidding (ICB) in accor- dance with Bank Group Guidelines. Domestic manufacturers participating in ICB would be allowed a preferential margin of 15% over competing imports. Con- tracts for equipment and furniture that cannot reasonably be grouped in pack- ages of at least US$50,000 could be awarded without prior IDA approval on the basis of competitive bidding advertised locally in accordance with procedures acceptable to the Association. Books would be procured in accordance with standard Government procedures acceptable to the Association. X. Subject to the conditions outlined in Chapter VII of this report, the proposed project provides a suitable basis for an IDA Credit of US$15.0 million to the Government of Pakistan on standard IDA terms. PAKISTAN APPRAISAL OF A THIRD EDUCATION PROJECT I. INTRODUCTION 1.01 In 1964, the Bank Group made its first credit for education to Pak- istan (Credit 50-PAK) to improve and expand technical and agricultural educa- tion. The US$8.5 million credit financed technical assistance for training technical teachers, equipment for six polytechnic institutes, and physical facilities and professional services for Lyallpur Agricultural University. The project was completed on December 31, 1976, eight years behind schedule mainly because of exceptional calamities (war, flood, and drought), weak project management, and more recently, price escalation (more than 20% annually). The project has substantially increased the proportion of trained technical staff and been successful in graduating high-level agricultural man- power required for the Punjab Province. A second credit for US$4.0 million was made in 1970 to relocate the NED Government Engineering College, Karachi. The new facilities have been in partial use since early 1976 and are expected to be completed six months after the Closing Date, December 1976. Full implemen- tation of the technical assistance program would bring the project to comple- tion in December 1978. These projects are described in further detail in Appendix I. 1.02 This report presents the findings of an appraisal mission 1/ that visited Pakistan during April/May 1975 and a follow-up mission in August/ September 1976, that appraised the third education project proposal consisting of: (a) pre-service education of primary and middle school teachers; (b) agricultural and rural education; (c) adult functional literacy experiment; (d) in-service education of teachers; and (e) educational equipment services. The project was prepared with UNESCO assistance. In-service education to teachers and educational equipment services were deleted during appraisal because of insufficient readiness and availability of assistance from other sources. Preinvestment studies were added to the proposed project on irriga- tion and water management, middle-level agricultural manpower, and female teachers, to provide a basis for future investments. II. RURAL DEVELOPMENT AND MANPOWER NEEDS Socio-Economic Background 2.01 Pakistan is divided administratively into four Provinces - the Pun- jab, Sind, Northwest Frontier, and Baluchistan - plus the State of Azad 1/ Messrs. M.H. You (economist), A. Stam (architect), 0. Bergman (general educator) and W. van der Wal (agricultural educator, consultant). Messrs. S. Futagami (mass media specialist) and S. Sigurdsson (architect) joined the mission during the final ten days. -2- Kashmir and several centrally administered tribal areas located in the North- west. Some 40 million Punjabis constitute the majority in a population of 69 million. About 75% live in rural areas. Communication and education 1/ are complicated by language differences: Only 9% of the population speak Urdu, the national language, but Punjabi and Sindhi are spoken by 65% and 11%, respectively; the remaining 15% of the population communicate in more than ten other languages. Adult literacy is estimated at 22% (30% for males and 10% for females), one of the lowest rates in the world (Comparative Education Indicators). The Federal and Provincial Governments recognize that the high rate of illiteracy in the rural areas impedes its efforts to teach modern agricultural techniques. 2.02 Pakistan faces difficult development problems. GNP growth, adjusted for population growth (about 3% per annum), averaged only about 0.3% per capita annually (at 1972 market prices) during 1970-75. Income is unequally distri- buted among population groups. Only 8% of the total income is shared by the lowest quintile, compared with 42% for the highest quintile. The agricul- tural sector continues to dominate the economy, employing nearly 60% of the labor force and contributing 36% of the 1974 GNP (measured at factor cost). During 1970-75, agricultural production increased only about 1% per annum. Sustained improvement of agricultural production will require a more effective extension service. 2.03 The Bank's Agricultural Sector Survey Mission which visited Pakistan in March/April 1975, identified weaknesses in the existing extension network. Coordination was weak among different agricultural services, and agents had not been adequately trained in the technical aspects and practical problems of irrigated agriculture and water management systems, although irrigation should be the core of the agricultural development of the country. Agents were trained either in crops or animal husbandry and, therefore, were not fully able to serve farmers who traditionally practice mixed farming. Rural Development Program and Manpower Requirements 2.04 The purpose of the Integrated Rural Development Program (IRDP) (Appendix II), launched in 1972, is to provide the various services required to increase agricultural producti-vity and stimulate broad rural development. The main instrument to achieve these objectives is the markaz 2/, which oper- ates through interagency coordination and local participation. The markaz provides facilities, such as the services of government departments, supply of inputs, credit, machinery workshops, storage, marketing, health, and education, to between 50 and 100 rural villages. All the provinces have adapted the objectives and instruments of the IRDP to their specific prior- ities and needs. The establishment of the markaz has been slow in most areas 1/ Primary level education is generally conducted in the local language; Urdu is used at the secondary level, and English is generally used at higher level. 2/ Markaz (plural marakaz) means; center or central place. - 3 - kIr the country; only 130 marakaz have been organized up to June 1976 (many are still understaffed) compared with the Government draft plan to establish 500 and 700 marakaz by 1981 and 1984, respectively. According to the IRDP, each markaz would need roughly 18 professionals trained in agriculture or related areas and 225 subprofessionals, (including 50 agricultural field assistants, 10 livestock assistants, and 100 village-level adult literacy instructors) to implement rural development activities. It is unlikely that such staff re- quirements could be fully met. Since the mobility of skilled manpower among provinces is limited, larger provinces develop their own training programs to meet their specific manpower requirements. 2.05 The assessment of the 1981 manpower requirements for agricultura- lists based on planned IRDP expansion (500 marakaz by 1981), which considers the 1976 stock, the 2% attrition per year, and additional supply between 1976-81, shows the following (see Annex 1 for details): Deficit (-)/Surplus (+) in thousands Professionals Field Assistants Province/a Agriculture Livestock Punjab +1.3 -7.8 -0.4 /b Sind -0.5 - -4.2 -0.6 N.W.F.P. n.a. -4.5 n.a. Baluchistan n.a. -1.0 n.a. Other n.a. n.a. n.a. /a Requirements for education, research, and private sector are not included. /b Includes Baluchistan and Azad Kashmir whose source of recruitment of professionals is Sind Province. The cost implications of training and posting such a large number of rural development personnel are significant. An allocation of PRs. 1,540 million has been proposed by the Planning Commission of Pakistan (Draft Development Perspective, 1976-81). This planned fund allocation would be adequate to carry out the program, but it is doubtful that the planned allocation can be realized because of overall budget constraints. Moreover, the planned expan- sion of the IRDP may not be feasible because of difficulties in formulating specific operational programs and achieving interdepartmental coordination. - 4 - III. EDUCATION SECTOR-/ Structure and Characteristics 3.01 The general education system consists of the following levels: primary (grades 1-5), middle (grades 6-8), high (grades 9-10), intermediate (colleges, grades 11-12) and degree (colleges and universities, grades 13-14 plus) (Chart 1). The Ministry of Education is responsible for all education and training except for the universities, which are semiautonomous, and cer- tain vocational and professional programs, which are run by Agriculture and Health Ministries to train present and future employees. The Provincial Gov- ernments share administrative responsibilities with the Federal Government. The Provinces administer schools and supply operating budgets, and the Federal Government provides development finance, policy formulation, and coordination. Summary Evaluation 3.02 Pakistan has made great strides in the expansion of enrollments, but the following problems remain: (a) Education is less developed for females and in rural areas. The grade I enrollment ratio averages 99% for males and 47% for females but is below 10% for females in several areas in Baluchistan. Disparities are equally great at the secondary level; (b) Too little emphasis has been put on quality and relevance of education. Examinations bar advancement at several stages, and rote learning predominates; (c) Vocational subjects are rarely offered in the middle or high stages, (less than 10% in vocational streams in the high stage); (d) There is insufficient capacity for the training of agricultural subprofessionals in all provinces, and the quality of training is low. These weaknesses also exist in the training of agricul- tural professionals in Sind; (e) Resources are not used efficiently. About 50% of the primary and 25% of the middle-level entrants leave school without completing the cycle and because maLe and female education are almost com- pletely separate for social reasons, small schools result; and 1/ See Appendix III for a more detailed description of the education system in Pakistan. - 5 - (f) Expenditures on education have been exceptionally low. This reflects the low priority given to education and the compara- tively low teacher salaries. Total public expenditure on edu- cation during FY1971-75 averaged less than 5% of the total Government expenditure and less than 2% of the GNP. Levels and Types of Education 3.03 Primary level education in 1975/76 enrolled about 3.7 million boys and 1.4 million girls, or 68% and 29% of the corresponding age groups. These low enrollment ratios were caused by low initial attendance among girls and an overall dropout rate of about 50% during the five years of primary school- ing. The low enrollment ratios for girls may partially be attributed to tradition. There are a number of factors that contribute to the high overall dropout rate. Physical facilities are poor and inadequately maintained, instructional material is scarce, the curriculum is academically oriented, and the opportunity costs of attendance are often high. Although most teach- ers are formally qualified, their education and training are often inadequate. In some districts about 50% of the primary level teachers have had less than 10 years of schooling. In 1971-73 the Government instituted a crash program to train 50,000 new teachers. This was done in anticipation of a rapid expan- sion of primary school enrollments that never materialized, and most of these teachers are now without jobs; however, by 1980, all of them are expected to be employed. I/ Further studies by the Government are needed to clarify the causes of the low internal efficiency and the high enrollment differentials of the primary school before fully effective measures can be proposed to improve the system. 3.04 Secondary level education included about 1.3 million boys and 290,000 girls in 1975-76. Enrollment ratios for the middle and high levels were, respectively, 32% and 20% for boys and 8% and 4% for girls. Less than 5% of the students specialized in vocationally oriented subjects. Enrollment in secondary vocational schools, which are separated from general high schools, is about 10% of the total enrollment at this level. Most of the teaching staff is formally qualified. 3.05 Teacher training is conducted in one-year courses at three different levels as follows: 1/ See Appendix III para. 35 and Annex 3 for projected demand for and supply of primary and middle school teachers. - 6 - Institution Entry Level Enrollment Certificate (a) Teacher Training Primary Teachers Institute (TTIs) grade 10 ) Certificate (PTC) ) 11,000 (b) Teacher Training ) Institutes grade 12 ) Certified Teachers ) (CT) (c) Colleges of Educa- tion or Univer- Bachelor of Education sities grade 14 or 15 4,000 (B Ed) Facilities of the teacher training institutes (TTIs) are usually poor. There are often no laboratories and workshops, almost no equipment, and furniture is of the wrong type. Several institutes are in disrepair and need to be reconstructed. Furthermore courses often do not last more than six months, and many students register late during the year. The annual output of the TTIs, 8,000 males and 3,000 females, is insufficient to meet the needs of the primary and middle schools. Female TTIs are unable to supply enough teachers to achieve any substantial increase of enrollment ratios for girls 1/. Teachers for secondary and higher education are in particularly short supply for agriculture, home economics, industrial arts, and science. 3.06 Higher education facilities in 1972/73 included eight universities, 76 professional colleges and 362 arts and science colleges, of which two- thirds provide degree-level courses. These institutions enroll 260,000 students; 38,000 of these are in professional colleges. The annual output at the degree-level is approximately 40,000; 10,000 of these are females. The Government acknowledges that higher education has received relatively large budgetary allocations. It plans to contain enrollment increases so that the limited funds can be allocated to other educational priorities. 3.07 Adult education, including literacy training, is conducted inde- pendently on a small scale by several Government and voluntary agencies. Large scale literacy campaigns, undertaken during the last three years, failed as a result of materials inappropriate in both content and approach, and poorly prepared teachers. The most successful organization so far, the Adult Basic Education Society (ABES), has focused on improving materials and teacher training and succeeded in reducing dropout rates to under 20%. The ABES approach is now being modified for mass media support in an experiment to make 24,000 adults literate. The draft Fifth Development Plan calls for reaching one million population (0.6 million male and 0.4 million female) from ages 15 to 23. It is estimated that the literacy rate for the population of 5 years and older will increase from 22% to 28% (41% for male and 15Z for female) by 1980-81 as a result of the proposed primary and adult education programs. 1/ See Appendix III para. 35 and Annex 3 for projected demand for and supply of primary and middle school teachers. - 7- Agricultural and Rural Training 3.08 Agricultural field assistants are currently trained in two-year post matriculation courses (Grades 11-12) offered by five Agricultural Train- ing Institutes (ATIs) under the Provincial Departments of Agriculture. Their output capacity of 250 per year is clearly incapable of bridging the gap between the present corps of 4,200 field assistants and the estimated addi- tional need of about 19,000 (para. 2.05). The training is inappropriate to the needs of the country. The rural population practices mixed farming, the extension agents study either crops or animal husbandry. Moreover, animal husbandry training has not been formalized and now consists mainly of "apprenticeships" to animal hospitals. There are too few courses in relevant fields such as rural sociology and irrigation and water management, and too little field work. In addition ATIs have insufficient books and equipment. 3.09 Lyallpur Agricultural University (LAU), which was assisted under the first education project (Credit 50-PAK), currently enrolls 3,000 students and its capacity is 4,200. The quality of professional training at LAU has improved, as indicated by increased staff qualifications (30% PhDs). LAU was orginally intended to serve professional manpower requirements in agriculture for all of what was then West Pakistan. However, since the reorganization of the Government into four Provinces, LAU has concentrated on the supply of pro- fessional agricultural manpower required for the Federal Government and the Punjab Province. Sind Agricultural University (SAU) produces graduates for work primarily in Sind, Baluchistan, and Azad Kashmir. It has about 1,420 students (August 1976) 1/, including about 400 graduate students. SAU has three faculties: Agriculture, Agricultural Engineering, and Animal Husbandry. SAU intends to open new departments during the plan period (1976-81). However, before any further expansion takes place SAU will with the assistance of a group of external consultants, prepare comprehensive plans for institutional development. SAU has received no external assistance, and the quality of education is inferior to that of the LAU. Only 6% of its teaching staff have doctoral degrees, compared with nearly 30% at LAU. The laboratories, work- shops, and library are poorly equipped, and the curriculum needs to be focussed on practical work. The research capability in applied sciences is limited, space facilities are insufficiently used and management needs strengthening. Instruction in irrigated agriculture, including water manage- ment, is particularly weak. 3.10 Training of staff to implement IRDP is limited to the Pakistan Academy for Rural Development in Peshawar, North-West Frontier Province (NWFP), and a second academy is being built in Quetta, Baluchistan. Although the Academy was established as a national institution for rural development personnel, so far it is fully used only by the NWFP. The present programs and future requirements or rural development training programs are being studied to support the planned expansion of IRDP. 1/ This enrollement may be reduced by phasing out the first two years of certificate courses (200 students). -8- Educational Policy and Strategy 3.11 In its draft Fifth Five-Year Plan (1976-1981), the Government stresses: (a) Free and universal education, initially for the primary level and subsequently to grade 10; (b) Equal access to education for all; (c) Design of new curricula to reflect changing socio-economic needs, including a shift toward agrotechnical education; (d) A massive literacy program; (e) Use of mass media for education; and (f) At the higher level, improvement of science and technical education, and strengthening of post-graduate education and research, especially in science, engineering, agriculture, and the national language. 3.12 Under this plan, effor-ts will be made to equalize access to educa- tion for females and in rural areas. New school construction (11,500 schools for the five-year period) will be planned to minimize walking distances. The primary curriculum will be revised to include more local content and more balanced academic and practical training. It will also encourage exploration, practical work, and creative expression. At the middle and high levels the teaching of home economics, agriculture, and industrial arts will be expanded. Although admission to intermediate and degree-level courses in arts will be held constant, increased enrollments in science will be encouraged. Extensive use of mass media is proposed for an adult education literacy program for one million, mainly farm and factory workers, before 1981. 3.13 The following table compares the quantitative goals of the Plan with actual achievements from 1968 to 1973 and provides an estimate of the number of teachers required through 198L: Enrollmentsla Growth Rate (thousands) (percentages p.a.) (thousands) Teachers Estimated Target Increase Planned Actual Required Level Grades 1975/76 1980/81 1976-81 76-81 Rate 68-73 1976-81 Primary 1- 5 5,100 7,900 2,800 9.3 3.4 117 Middle 6- 8 1,200 1,8100 600 8.3 4.9 41/b High 9-10 420 610 190 8.0 8.3 Inter- mediate 11-12 160 200 40 4.5 5.5 - Degree /c 13-14 66 81 15 4.2 6.0 - plus /a See Annex 2 for detailed enrollment data. /b For middle and high levels. fc Excluding professional colleges and universities for which goals were not quantified, their annual growth rates 1968-73 were 8.5% and 9.7%, respectively. -9- 3.14 Plan Evaluation. The enrollment targets of the Plan at the pri- mary and secondary levels seem optimistic in light of traditional patterns and failure of the Plan to develop a strategy to combat the causes of slow growth (para 3.03). At the degree level, the proposed expansion seems more realistic, and the greatest relative increases seem appropriately placed on home economics (700 to 2,700) and agriculture (1,100 to 4,200). 3.15 Staffing. Any expansion and improvements will depend on the supply of teachers and their ability to implement planned reforms. Teachers for female primary and secondary education are expected to be particularly limited since existing womens' TTIs can supply only 27% of the teachers needed to meet targets. Qualified staff are particularly lacking for the introduction of practical courses in home economics and agriculture. 3.16 Finance. Inadequate provision of funds (para. 3.02) has been a serious constraint on educational development in the past. The education development expenditure proposed by the Planning Commission for 1976-81 is PRs 7 billion, compared with PRs 1.8 billion during 1971-75. Recurrent expenditures would be PRs 12 billion over the next plan period compared with PRs 5 billion over the last five years (Annex 5). The Government recognizes that low budgetary allocation to education has seriously impeded educational development and intends to authorize the planned fund allocation for the five-year period 1976-81. Nonetheless, it is not yet clear whether the Government can implement these plans in view of expected continued pressures to expand colleges and universities. IV. THE PROJECT 4.01 The proposed project would pursue the following major objectives: (a) Improve and expand primary and middle-level education by increasing the supply of qualified teachers, particularly for rural areas and females; and (b) Supply trained personnel for agricultural and rural development. - 10 - 4.02 The project items are as follows: No. of Additional Insti- Enrollment Capacity Output Project Item Gradcs tutions Existing Added Total Per Year Basic Education / a (a) Teacher Training 11' or Institutes 13 /b 17 2,800 2,200 5,000 2,200 (b) Experiment on Adult Functional Literacy - - - - - - Agr. and Rural Education (a) Agricultural Train- ing Institutes - Pre-Service Training 11-12 5 600 680 1,280 340 - In-Service Training - 5 0 180 180 1,800 /c - Farmer Leader Training - 5 0 180 180 7,200 /d (b) Sind Agr. University 15 1 1,420 120 1,540 120 Preinvestment Studies - /a For Primary Teacher's Certificate (PTC). /b For Certified Teacher (CT) t:raining. /c One-month courses (on average), ten courses per year. /d One-week courses, 40 courses per year. 4.03 The Government would establish a monitoring system covering each project institution to collect information on: (a) the number of applicants, number accepted, and enrollment at the beginning of each school year; (b) the number of graduates who have completed the course within the prescribed dura- tion of the course, compared with the original intake; and (c) the number of graduates employed within six months, one year, and three years after gra- duation. The tracer study would also include other data needed to improve efficiency of training programs. During negotiations the Government agreed that it would establish such a monitoring system and would annully provide the Association with summaries of the above information during the project implementation period and for five years thereafter. Basic Education Teacher Training Institutes (Proposed Outlay: US$8.1 million 1/) 4.04 The project component would help to construct, reconstruct, expand, improve, and equip the TTIs as follows: Male Female Total Insti- Enroll- Insti- Enroll- Ynsti- Enroll- Type of-Assistance tutions ment tutions ment tutions ment Construction - - 3 770 3 770 Reconstruction 1 210 3 1,190 4 1,400 Expansion and Improvement 6 1,890 4 980 10 2,870 Relatively small institutions (140-350 students) would be financed under the project because of two factors: (a) separation of sexes; and (b) the need to keep enrollment areas small since teachers tend not to accept posts in any rural areas other than where they live. The above number of institutions was arrived at after careful review at provincial level of the anticipated demand for teachers and constraints on expansion. The number of female institutions chosen represents the maximum expansion feasible, given the shortage of qualified applicants. The number of male institutions indicates modest expansion for quality improvement of selected TTIs. The project would help introduce the recently revised primary and middle stage curricula, and promote basic education for hitherto poorly served groups, particularly females and children in rural areas. Further expansion of both male and female training will be needed (Appendix III para. 35 and Annex 3). 4.05 To prepare teachers for introducing the new curricula, the TTIs would be provided with multipurpose workshops, laboratories, teaching aids, and adequate furniture. Application schools would be provided by the Govern- ment for practice teaching and demonstration of teaching methods. Facilities for training middle-level teachers of agriculture, home economics, and indus- trial arts are included in the project. The TTIs would operate with rotating classroom organization and a standard class size of 35 pupils. The project would finance 2,440 boarding places to serve students for whom commuting distances are excessive. 4.06 The proposed investment would create a 10% expansion in male teacher training capacity (from 7,800 to 8,600), and a 50% expansion in female teacher training capacity (from 3,000 to 4,500 places). Although the country currently has a surplus of male TTI graduates (para. 3.03), the modest increase called for appears reasonable in light of projected increases in school enrollments. The increase in the capacity of female TTIs in some locations initially will 1/ Proposed outlays exclude contingency allowances. - 12 - outpace available high school graduate candidates. While the number of graduates increase unused TTI classrooms would be used for female high school classes (see Annex 3 for projected demand for and supply of teachers). During negotiations the Government agreed that, within 18 months after the Credit agreement is signed, a study of the projected supply and demand for female primary teachers by province for the period 1977-87 and specific plans for overcoming any imbalances would be submitted to the Association. 4.07 Teacher training programs in Pakistan would be lengthened to a minimum of nine months (para. 3.05). In addition, at least one project institution would experiment with an alternative curriculum in which the students would be given outside teaching and study assignments to supplement the nine months of training. This new dimension could be added without alter- ing capacities or costs. During negotiations the Government agreed that, within one year after the Credit Agreement is signed, nine months of effective work in an approved institution would be made a requirement for all teacher certificates and that experiments with alternate curricula would be carried out. Experiment on Adult Functional Literacy Program (Proposed Outlay: US$0.3 million) 4.08 The proposed Credit would help to: (a) purchase 240 TV receivers and other audio-visual aids; (b) update and revise about 100 educational TV programs; (c) finance reading materials and in-service training for the teachers involved; and (d) finance evaluation of the experiment. The proposed program would constitute a second phase of an experimental adult literacy program currently being conducted with UNICEF assistance. It would refine techniques used in the first phase and extend coverage of the target group from 24,000 to 96,000 villagers (about equally divided between males and females). Adults would be taught reading, writing, and simple arithmetic from teaching materials on nutrition, hygiene, child care, and basic agricultural skills. There would be two six-month cycles of instruction. TV lessons, classroom monitors (selected from school teachers and IRDP staff), and readers would be the principal means of teaching. About 1,600 monitors have been trained. Another 200 community viewing centers would be added, and partici- pants would receive one 35-minute TV lesson each weekday (156 programs al- together). Experience gained from the first and second phase experiments, and the results of a comprehensive mass media feasibility study, financed by bilateral aid, would provide a basis for the development of a comprehensive nationwide education program. Agricultural and Rural Education Agricultural Training Institutes (Proposed Outlay: US$3.6 million) 4.09 The five existing Agricultural Training Institutes (ATIs) would be improved by the project. Four would be expanded and one would be reconstructed at a new location. The goal is to increase the number of graduates and improve their training. All five ATIs would offer both pre-service, in-service, and farmer leader training. The pre-service training capacity would be expanded from 600 places to 1,280 (about 640 output per annum) and provide 180 places - 13 - each for in-service training and training farmer leaders. The number and size of ATIs were selected to ensure: (a) a balance between projected supply and effective demand for agricultural and livestock field assistants; and (b) an appropriate geographical distribution of the supply. The quality of the pre-service and in-service training would be improved by: (a) integrating part of the present separate crop and animal husbandry course (para. 3.08); (b) making the training more relevant by introducing new courses, such as rural sociology and irrigation and requiring that at least 50% of the two- year course be spent in farming practice and field demonstration; (c) provid- ing for more frequent farm visits and participation by the students in markaz activities; (d) improving physical facilites and equipment; and (e) estab- lishing, at each ATI, farmer leader training programs from which the ATI courses would profit. 4.10 Students would be recruited from among high school leavers; pre- ference would be given to those with science and rural backgrounds. To operate the five ATIs, a total of 110 staff would be required by 1981, 80 more than at present. The major sources of teacher recruitment would be LAU and SAU. No recruitment difficulties are anticipated. During negotiations the Government agreed that: (a) within six months after the signing of the Credit Agreement, an Advisory Committee, comprising representatives of rele- vant government agencies and the research station, selected model farmers, and a selected agricultural university official, would be established at each ATI to advise on academic improvements, the relevance of the courses to agricul- tural needs, and other matters related to institutional development; and (b) within 18 months after the signing of the Credit Agreement, the Govern- ment would submit a study of the projected demand and supply of middle level manpower to 1987 in livestock and agriculture by province and proposals for overcoming any imbalances. Sind Agricultural University (Proposed Outlay: US$3.6 million) 4.11 IDA financing would be provided to SAU to help remodel, expand, and equip the existing academic facilities and construct and furnish facil- ities for housing and boarding 80 students. The primary objectives of this component are to: (a) improve the quality of on-going teaching and research activities of three existing Faculties (Agriculture, Agricultural Engineering, and Animal Husbandry/Veterinary Medicine); and (b) establish a new Department of Agricultural Education, Extension, and Short Courses, which would offer a program of teacher training in agricultural education and extension. The University's teaching and research capability would be strengthened by: (a) upgrading the qualification of staff 1/ through fellowship programs (para. 4.14); (b) designing more relevant curricula through specialists' services (para 4.14); and (c) remodeling the physical facilities, and procuring library books. SAU management would also be strengthened with specialists' assistance for formulating a long-term development plan and establishing student records and placement services. The proposed new Department would 1/ Of the total University staff of 148 only nine have doctoral degrees, 126 MSc degrees, the remaining 13 BSc degrees (para 3.09). - 14 - accept 40 to 60 students for a one-year post-graduate program, after a four- year BSc agricultural course; about 40 students would take in-service train- ing courses, and about 40 trainees would take short courses in specific agri- culture subjects. It would al,o need seven additional staff, probably grad- uates of Lyallpur Agricultural University, with further training abroad under the proposed fellowship plan. Maintenance repair facilities for equipment would be included in the proposed component. 4.12 Some 1,200 university students 1/ would come from Sind Province and about 50 students from Baluchistan Province and Azad Kashmir under a quota system.- Graduates of the three Faculties are expected to be employed in Sind and Baluchistan Provinces and Azad Kashmir (para. 3.09) by the IRDP organiza- tions, agroeconomic research institutions, and private organizations. The 40 to 60 yearly graduates from the proposed new agricultural teacher training pro- gram are expected to be engaged in teaching agricultural and related subjects at secondary and intermediate levels and at ATIs. A 500 enrollment boys' school located at the University campus would be utilized by students of the Department for teaching practice. During negotiations the Government agreed that: (a) A ten-year educational development plan (1977-87) would be prepared within 18 months after the signing of the Credit Agreement, that would project by department enrollments in reLation to manpower requirements, staff requirements, teaching programs, and research and extension activities; and (b) the University would not expand enrollments further until the comprehensive development plan for SAU had been completed and discussed with the Association. Disbursements of funds, other than for professional services, for the Univer- sity would be contingent on an agreement, satisfactory to the Association, with an institution, acceptable to the Association, for provision of special- ists' services provided under the the proposed component. Preinvestment Studies (Proposed Outlay: US$0.5 million) 4.13 Study on Irrigation and Water Management Training. The Agricultural Sector Survey Mission, which visited Pakistan in March/April, 1975, stressed the need for a comprehensive study of training requirements in irrigation and water management. The purpose of the proposed study (see Annex 6 for draft terms of reference) is to: (a) assess the status of the existing curricula related to all aspects of water resources and management; (b) assess the long-term requirements for personnel at all levels trained in water resources, management, and irrigated agriculture husbandry as well as rain-fed agricul- ture husbandry; and (c) recommend feasible investment and development programs. Manpower studies would also be conducted under the project on the projected supply and demand for female primary teachers (para 4.06) and middle-level agriculture and livestock assistants (para 4.10). These studies would be designed and undertaken by local experts to the extent possible to stimulate local interest and participation, Technical Assistance 4.14 The proposed project includes financing for 28 man-years of spe- cialists' services and 60 man-years of fellowships for the project schools and the proposed study (see Annex 7 for details) as follows: 1/ See footnote to para 3.09. - 15 - (a) Teacher training institutes - three man-years of specialists' services on equipment and training methods; (b) Agricultural training institutes - four man-years of expert services on organization and course development and three man-years of fellowships for administrators or heads of instructional staff to study similar operations abroad; (c) Sind Agricultural University - 13 man-years of expert services for curriculum development and University management and 57 man-years of fellow- ships for advanced studies abroad; and (d) Preinvestment studies - five man-years of expert services for designing and conducting the irrigation and water man- agement study and three man-years of expert services to conduct manpower studies on supply and demand of female teachers and middle-level agriculture and livestock field assistants. During negotiations the Government agreed that selection criteria and pro- cedures for awards of fellowships, general programs of study abroad, terms of reference and appointment of specialists, and terms of reference for the proposed studies would be acceptable to the Association. - 16 - V. PROJECT COSTS, FINANCING, IMPLEMENTATION, AND DISBURSEMENTS Cost of the Project 5.01 The estimated costs and foreign exchange component of the project are given in Annexes 8, 9, and. 10 and are summarized below: PRs (million) US$ (million) Local Foreign Total Local Foreign Total A. Basic Education Teacher Training Institutes 62.2 29.5 91.7 6.2 3.0 9.2 Adult Functional Literacy Program _0.4 2.1 2.5 0.1 0.2 0.3 Subtotal 62.6 31.6 94.2 6.3 3.2 9.5 B. Agricultural and Rural Education Agricultural Training Institutes 26).7 15.9 42.6 2.7 1.6 4.3 Sind Agricultural University 12.8 23.4 36.2 1.3 2.4 3.7 Subtotal 39.5 39.3 78.8 4.0 4.0 8.0 C. Project Management and Preinvestment Studies 8.7 5.0 13.7 0.9 0.5 1.4 Base Cost Estimates 110.8 75.9 186.7 11.2 7.7 18.9 Contingencies Physical 11.1 7.6 18.7 1.1 0.8 1.9 Expected Price Increases 38.0 26.4 64.4 3.8 2.6 6.4 TOTAL PROJECT COST 159.9 109.9 269.8 16.1 11.1 27.2 - 17 - 5.02 Base cost estimates refer to December 1976 prices. Construction costs have been estimated on the basis of functional and economical sketch plans prepared for the project institutions and unit building costs derived from resent construction in Pakistan. Base-unit building costs range from US$87/m for residential facilities to US$98/m for academic and communal facilities. Additional allowances have been made for regional price dis- parities and earthquake resistance. 5.03 Preliminary equipment lists have been prepared for all project components; they have been reviewed and revised by the Association and are reasonable in scale and cost. Technical assistance costs are estimated at US$55,000 per man-year for expert services and about US$9,000 for fellowships. Professional services are estimated at 7% of construction cost. 5.04 Costs of academic and communal facilities per student place amount to US$857 for the TTIs and US$1,558 for the ATIs. These costs are reasonable for the accommodations to be provided. A detailed breakdown of unit costs is shown in Annex 11. 5.05 Estimated project costs include the following contingency allowances: (a) physical contingencies, estimated at 10% of base cost for unforeseen factors; and (b) price contingencies, calculated on the base cost plus physical contingencies on the assumption that construction would take about 3-1/2 years, start in mid-1977, and would increase in cost annually through 1979 by 12% for construction and 8% for equipment and technical assistance. Corresponding annual increases after 1979 would be 10% and 7% respectively. 5.06 The foreign exchange component is estimated at US$11.1 million, or 41% of the total project cost. This overall foreign exchange cost was derived from the following estimates: 30% for civil works and furniture; 85% for equipment and technical assistance; and 10% for professional serv- ices. 5.07 The total customs duties and taxes on civil works and locally produced furniture and equipment would amount to US$2.1 million or 11% of the estimated cost of these items, including contingencies. No import duties are levied on imported educational equipment. Pakistan does not participate in any regional arrangement that allows reduced import duties for specified import supplies. Project Financing 5.08 The total project cost of US$27.2 million would be financed as follows: (a) the proposed IDA Credit of US$15.0 million (60% of the total project cost net of taxes) would meet 100% of the foreign exchange cost and 24% of local costs; and (b) the Government would finance the remaining costs of US$12.2 million. The detailed financial plan is as follows: - 18 - Government of Pakistan IDA Total 1. (a) Civil Works and (b) related Profes- sional Services 6.9 5.6 12.5 2. Furniture & Equipment 0.5 2.9 3.4 3. Technical Assistance - 2.0 2.0 (a) Experts Services (b) Overseas Training 4. Project Unit Cost 0.8 0.2 1.0 Sub-Total 8.2 10.7 18.9 Contingencies (physical and price increases) 4.0 4.3 8.3 TOTAL 12.2 15.0 27.2 Less Duties and Taxes 2.1 - 2.1 Net Project Cost 10.1 15.0 25.1 Local cost financing would cover US$2.0 million for civil works and related professional services, US$0.6 million for locally procured furniture and equip- ment, US$0.3 million for technical assistance and US$0.9 million for contin- gency allowances or locally procured items. Implement ation 5.09 Administration. The project would be implemented by existing line agencies in the provinces, suppLemented as necessary by additional staff. Posts for these additional staff have been established in all the provinces. This arrangement is appropriate in view of the large number of provincial departments involved in the project and the relatively small size of works pertaining to each provincial department. In Baluchistan, NWFP and the Punjab, the teacher training component would be implemented by the respective Depart- ments of Education, and the agricultural training component by the respective Departments of Agriculture. The project unit in charge of the engineering education project in Karachi (Credit 206-PAK) would be responsible for imple- menting both the teacher and agricultural training components in the province of Sind. The management of the Sind Agricultural University (SAU) would be responsible for implementing the SAU project component. These provincial agencies would be responsible fcr provision of architectural services, selec- tion of fellowship candidates, and local procurement of civil works, furniture, and equipment. A project unit, already established and staffed in the Federal Ministry of Education, would be responsible for coordinating the provincial government agencies involved. The functions of the project unit include: - 19 - (a) coordination of the work of the provincial agencies and provision of guidance in problem areas; (b) international procurement in collaboration with the Department of Investment Promotion and Supplies and the provincial Directorates of Industries; (c) recruitment of specialist services and admin- istration of technical assistance; (d) supervision of the project studies; and (e) reports to the Association. During negotiations the Government agreed that: (a) the project unit would be maintained throughout the project period; (b) qualified staff acceptable to the Association would be retained on a full-time basis in the positions of Director, educator, procurement officer, architect, and accountant in the project unit; and (c) qualified officers in sufficient number would be made responsible for project implementation in the various provincial line agencies. 5.10 To prevent delays in project execution caused by rupee shortages, as experienced in the first education project, the Government agreed during negotiations that a special revolving fund and the initial deposits in such funds would be established as a condition for the effectiveness of the Credit Agreement for each provincial implementing agency. The establishment of special revolving funds and the initial deposit in such funds would be a condition for the effectiveness of the Credit Agreement. The funds would be administered by each project implementing agency and would be replenished quarterly to maintain minimum balances of PRs 100,000 plus expected local expenditures in the following three months. 5.11 Under the proposed project, about 95% of the cost of equipment and vehicles required for the project administration and execution would be financed from the proposed Credit to ensure efficient functioning of the various Government agencies implementing the project. Funds for this pur- pose would be limited to US$200,000. 5.12 Professional Services. The respective provincial Public Works Department have already prepared acceptable sketch plans for all project institutes in the Punjab and Baluchistan and will also prepare tender docu- ments and supervise construction in these provinces. Sketch plans for the NWFP are being prepared under the guidance of the architect of the project unit. Tendering and supervision in the NWFP is expected to be done by the local Public Works Department. A local architectural consulting firm in the Sind Province has been appointed and is preparing sketch plans for all project items in Sind, and is expected to provide complete design and supervision services for these project items, including master planning for SAU. 5.13 Sites. Sites for most project schools have been acquired and are judged suitable. Additional land will be required for staff housing at several existing TTIs. During negotiations the Government agreed that title to all sites would be acquired before the scheduled start of construction. 5.14 Retroactive Financing. It is recommended that the Bank Group pro- vide retroactive financing up to US$40,000, for professional service incurred in preliminary works between April 1976 and the signing of the proposed Credit Agreement. - 20 - 5.15 Implementation Schedule. Construction would start in mid-1977, and physical facilities are expected to be completed by 1981. The implementation of the technical assistance program would start in early 1977, and overall project implementation is expected to take about five years (Annex 12). The key steps to be taken in the first 18 months are shown in Annex 13. Procurement 5.16 Previous experience with education projects in Pakistan suggests that the relatively small size of the civil works contracts 1/, the geo- graphic dispersion of the sites and the competitiveness of the local con- struction industry make it unlikely that foreign firms will bid. Contracts for civil works would therefore be awarded on the basis of locally advertised competitive bidding in accordance with Government procurement procedures acceptable to the Association. Foreign firms would be allowed to participate. Prior IDA review would be required for contracts over US$200,000. 5.17 Equipment and furniture contracts exceeding US$50,000 would be awarded on the basis of international competitive bidding (ICB) in accordance with Bank Group procurement guidelines. Local manufacturers participating in ICB would be given a preferential margin of 15% over competing imports, or the existing rate of impott duties, whichever is the lower. Contracts for equipment and furniture that cannot reasonably be grouped in packages exceed- ing US$50,000 would be awarded without prior IDA review on the basis of com- petitive bidding advertised locally in accordance with procedures acceptable to the Association. The value of equipment and furniture to be procured by local bidding is estimated at about US$1.8 million. There is adequate compe- tition and foreign firms would be allowed to participate. Miscellaneous equipment and furniture, subject to a maximum of US$10,000 for each contract and an aggregate total of US$250,000, could be procured by local shopping when local bidding is inappropriate or would not yield lower prices than local shopping. Books would be procured in accordance with standard government procedures. Disbursement 5.18 The proposed Credit of US$15.0 million equivalent would finance 60% of the total project costs net cf taxes (all foreign exchange costs and 24% of local costs). The Credit would be disbursed over a period, of about five years to meet: (a) 100% of the foreign expenditures for furniture and equip- ment or 100% of the ex-factory cost of locally manufactured furniture and equipment, or 85% of local expenditures for furniture and equipment purchased off-the-shelf; (b) 45% of the total expenditure for civil works and related professional services; and (c) 100% of the foreign expenditures of overseas 1/ These vary from US$0.1 million to US$0.6 million, based on the expecta- tion, reinforced by previous experience, that academic and communal buildings and housing and boarding facilities will be let separately in the case of new institutions. - 21 - training and 100% of total expenditure for project specialists. Any savings in the technical assistance program would be cancelled from the Credit, although savings under any physical facilities category would be available to cover overruns in other categories. Any savings in the proposed Credit on the Closing Date would be cancelled. An amount of up to US$40,000 could be disbursed retroactively to finance the consultants services (para. 5.12). Annex 14 shows the estimated disbursement schedule. Disbursement is expected to be complete by mid-1982. VI. BENEFITS AND JUSTIFICATION 6.01 The proposed investment in 17 TTIs would help improve the quality of pre-service teacher education and expand their capacity by 2,200 places. This component would facilitate: (a) introduction of new primary and middle- level curricula by training teachers in their use; and (b) expansion of primary enrollments particularly for girls, from the present 5.1 million to 7.5 million by 1985. The proposed experiments with the adult literacy program would be conducted to develop a comprehensive strategy for improving educa- tional opportunities among less well served regions and groups. 6.02 The proposed assistance to five ATIs would: (a) improve the quality of training by introducing partly integrated training programs with emphasis on practical preparation; (b) expand the annual output of middle-level agricul- tural workers from 250 to 640; (c) improve the training of existing middle- level agriculture and livestock extension workers (1,800 per year); and (d) provide training on specific skills and technologies to about 7,200 farmer leaders per year. The additional output would enable the Government to reduce the ratio of field agricultural assistants (public service) to farmers from 1:900 to 1:450 by 1986. The proposed investment in Sind Agricultural Univer- sity would strengthen the quality in preparation of agricultural graduates to serve Sind Province and two less developed regions, Baluchistan and Azad Kashmir. The IRDP organization's requirements in Sind and the two other regions in 1986 could be met by some 1,300 graduates to be produced. The proposed preinvestment studies would identify specific needs for training programs and provide a basis for future investment. VII. AGREEMENTS REACHED AND RECOMMENDATIONS 7.01 During negotiations, the Government agreed to the following points: (a) establishment of a project monitoring system (para. 4.03); (b) preparation of two manpower studies (paras. 4.06 and 4.10) and a development plan for Sind Agricultural University (para. 4.12); - 22 - (c) establishment of a minimum of nine months effective work required for a teacher's certificate and experiments with alternative curricula (para. 4.07); (d) establishment of Advisory Committee for each ATI (para. 4.10); (e) No further expansion of the present enrollment at Sind Agricultural University until the educational development plan is completed and discussed with the Association (para. 4.12); (f) selection criteria arnd procedures for the awards of fellowships, terms of reference and appointment of technical specialists, and terms of reference for the proposed studies (palra. 4.14); (g) maintenance of the project unit throughout the project period and appointment of qualified staff in sufficient number for project implementation (para. 5.09); and (h) acquisition of title to every site prior to the scheduled start of construction (para. 5.13). 7.02 A condition of effectiveness of the Credit Agreement would be the establishment of special revolving funds and the initial deposits in such funds (para. 5.10). 7.03 Disbursement of funds (other than professional services) for Sind Agricultural University would be contingent upon the conclusion of an agree- ment for specialists' services with an institution acceptable to the Associa- tion (para. 4.12). 7.04 Subject to the above conditions, the proposed project constitutes a suitable basis for an IDA Credit of US$15.0 million equivalent to the Government of Pakistan on standard IDA terms. APPENDIX I Page 1 Summary of Previous World Bank Group Education Projects in Pakistan Education Project I (Credit 50-PAK) 1. The first education project in Pakistan was signed and became effective in 1964. Total estimated project cost was US$17.0 million, of which US$8.5 million was financed under the Credit. The principal objective of the project is to improve and expand agricultural and technological man- power in Pakistan. 2. The project provides the Lyallpur Agricultural University (LAU) in the Punjab with needed facilities in the form of construction, consultant services, and equipment, expanding its capacity approximately four times; teaching equipment for five existing (three in the Punjab and two in Sind) and one new polytechnic institute (in the Punjab); and technical assistance for training of technical teachers at two other institutes. Enrollment at the agricultural university was 3,000 in 1976 (excluding those students in short courses and the affiliated College of Animal Husbandry, Lahore). Enrollment capacity of the university is about 4,200. The quality of educa- tion increased substantially at LAU during the project period and applied research and extension have recently been given high priority by the univer- sity management. LAU has successfully met manpower requirements from the Punjab Province. Present enrollment at the technical institutes, including teacher training is about 4,000, only half of the enrollment forecast at appraisal for 1973. 3. The project was completed seven and a half years behind schedule. Reasons for the delay include: (a) two wars, (b) floods, and (c) shortages of materials and sharp price increases with subsequent suspension of work. The project has, however, also been delayed because of: (a) cumbersome implementation procedures, (b) unfamiliarity of project staff with IDA pro- cedures, and (c) late appointment of consulting architects. The project was finally completed on December 31, 1976, a fourth postponement of the Closing Date. Total project cost is now estimated at US$17.9 million, 4% above the original estimate in dollar terms. Final disbursements amounted to 96% of the Credit amount. 4. The experience gained from the implementation of this project has been: (a) Enrollment targets for the agricultural university have not been reached because of delayed project implementation. Furthermore, manpower needs have been reduced as a result of changes in the provincial structure of Pakistan since appraisal. Enrollment at the technical institutes is only 50% of appraisal forecast because of employment difficulties of the graduates, caused by inadequate and overly academic APPENDIX I Page 2 training. Enrollment at the technical teacher training pro- gram falls far short: of expectations because of lack of pre- service facilities and difficulties in releasing teachers for in-service training because of staff shortages (about 35%). (b) Equipment at the polytechnic institutes is underutilized because of overly theoretical and poorly designed curricula and the absence of repair and maintenance funds and facili- ties. (c) Delays and problems in implementation are partly attributable to the project executing agencies' unfamiliarity with IDA procedures, as well as to the lack of a coordinating imple- mentation unit for all project items. Education Project II (Credit 206-PAK) 5. The Second Pakistan Education Project was signed in 1970 and became effective in 1971. The main objective of the project is to improve the quality of engineering educ:ation in Pakistan. The US$4 million Credit is financing physical facilities, expert services and fellowships for a new engineering college to replace and relocate the NED Engineering College, Karachi. The current cost estimate is US$5.6 million about 90% of the appraisal estimate. Disbursement had reached US$2.5 million, in December 1976 about 63% of the appraisal estimate. 6. The new campus is designed for an overall enrollment of 1,500, but current enrollment is 1,650 students and present intakes will lead to an enrollment of 1,900 students within four years if not checked. The College offers degree courses in civil, mechanical and electrical engineering. 7. Execution of the project is approximately two years behind schedule. The new facilities have been in partial use since early 1976 and are expected to be completed six months after the current Closing Date, December 1976. The technical assistance program, will take three more years. Extension of the Closing Date beyond December 1978 is however not likely to be necessary. The delay has resulted mainly from the Government of Sind's reluctance to use Credit funds for foreign experts and fellowships. Other causes of delays are the same as in the first education project, namely, cumbersome implemen- tation procedures and project staff unfamiliarity with IDA procedures. 8. The problems encountered and experience gained from the second education project can be summarized as follows: (a) Weaknesses among college staff threaten to impede the project's effectiveness. While the appraisal report envisaged 89 staff members, about 60% are presently on the job. Furthermore, only 23 hold a master's degree and four a doctor's degree. Staff salaries are low com- pared with those offered by local and foreign industries and BSc degree holders are not eager to complete APPENDIX I Page 3 M.Sc. studies locally. The situation shows however an improvement tendency, particularly since early 1976 when salaries were increased by about 40%. (b) The staffing problem has been further aggravated by student unrest and lack of control in student intake due to external pressure on the college authorities. Student enrollments should not be increased until staff training has been improved. (c) Problems encountered in procurement has mostly been of practical nature, for instance, difficulties in opening letters of credit and in obtaining books through pres- cribed ICB procedures. Flexibility in procurement methods is thus of great importance and the Association has waived TCB procedures where justified. 5. Applicable experience gained in the implementation of previous projects in Pakistan has been taken into account in the project design of the Third Education Project as follows: (a) A co-ordinating project implementation unit with the necessary powers and staff has been etablished in the Federal Ministry of Education; (b) Key project implementing staff have been invited to attend a Bank sponsored seminar to familiarize them- selves with IDA procedures in project implementation; (c) To prevent delays in the provision of technical assis- tance, conclusion of a technical assistance agreement would be a condition of disbursements for other project items (except professional fees) at the Sind Agricultural University (SAU); (d) The Government has agreed to freeze enollments at the SAU until long term development plan and mnapower studies have been undertaken to determine man-power needs; and (e) The Government has agreed to specific maintenance budget allocations for all project institutes. Maintenance repair facilities for equipment are included in the Project. APPENDIX II Page 1 INTEGRATED RURAL DEVELOPMENT PROGRAM AND FIELD ASSISTANTS Integrated Rural Development Program (IRDP) 1. The IRDP was launched in 1972 as the country's primary effort toward rural development and has been given top priority, All of the pro- vinces have included an increase in agricultural production, particularly in foodgrains, among the other objectives of the IRDPs. This is the sole objective in the Punjab Province, but only part of a much broader set of objectives in other provinces, with village cooperative organization as the primary objective in the North-West Frontier Province (NWFP). The main in- strument to achieve these objectives is the markaz which operates through inter-agency coordination and grass roots participation. Markaz provides supporting facilities such as the services of government departments, supply of inputs, credit, machinery workshops, storage, marketing, agro-based industries, health and adult education to the rural population of the assigned area of 50-100 villages. 2. Essential to implementing IRDP would be a master plan for the delivery of development services and inputs to ensure their timely and ade- quate availability. None of the provinces has yet completed such a master plan. Annex 1 gives an estimated number of professional and sub- professional staff presently available, and the expected manpower surplus or deficit that will result by iChe year 1981 1/, taking into account the IRDP typical staff structure of a markaz 2/, and the expected supply between 1976-1981 by the various training institutions. Most markaz have only recently been established and the number of line department staff is limited, except in NWFP. As a result practical courses for farmers in crops, animal husbandry, water management, functional literacy and other support programs which would normally be conductE-d by line department staff, have begun only on a limited scale. 3. The Bank Group Rural Levelopment Project Preparation Assistance Mission which visited Pakistan in March/April 1975 reports that although training of staff and beneficiaries is considered an important element of the IRDP, training for rural development is still limited. The Pakistan Academy for Rural Development in Peshawar, NWFP, is the major training in- stitution and another rural development academy is being established in Quetta, Baluchistan. It was established as a national training institution but only the NWFP has, as yet, fiilly utilized its capacity. The Peshawar Academy provides pre-service and in-service training programs for both IRDP 1/ Date when the IRDP expects :-o have the 500 markaz in full operation following the provincial distribution shown in paragraph 2.04. 2/ All provinces will not have, however, the same markaz staff structure. APPENDIX II Page 2 staff and line departments; the Quetta Academy for IRDP staff only. The federal level is not now providing assistance or encouragement to provincial training programs. A comprehensive study is needed to determine the present status or pre-service and in-service courses for both IRDP and line staff, and to recommend a feasible investment project for meeting anticipated de- mands for rural development manpower. Field Assistants and TraininR institutes 4. Present middle-level field assistants 1/ are generally incapable of providing the practical advice and assistance that farmers need. The farmer is usually engaged in both crop and animal husbandry and requires simultaneous advice in both fields. The agricultural field assistant who is expected to operate at village level within the staff structure of a markaz should then be capable of providing the small farmer advice on crops and on the broader and routine problems of animal husbandry. He should detect those problems on animal husbandry for which he would require further support (particularly animal health problems), and seek that support from specialized staff in that area, e.g., from stock assistants (Union Council level) or Animal Husbandry/Veterinary Officer at markaz level. Concurrently, the stock assistant should be able to provide specialized livestock farmers with services in animal husbandry and health under the supervision of the animal husbandry/veterinary officer. 5. Field agricultural assistants and stock assistant training are currently of low quality. The ATIs' instructional staff are poorly motivated and trained. The ATIs lack laboratory and workshop equipment and farm imple- ments, machinery and animals. While the duration of courses at the ATIs has recently been increased from one to two years post-matriculation, stock assistants will frequently have no formal training and are only "apprenticed" to officers at district and animal hospitals, whose own professional training is predominatly in veterinary medicine rather than animal husbandry. This is, however, being changed in the Punjab Province's Lyallpur University, with the opening of an undergraduate course on aninmal husbandry separate from that on veterinary science. 6. Integrating the training of agricultural field assistants and stock assistants in a common institution is essential. Training should be of two years duration, based upon a revised curriculum which should include a common core of agricultural science subjects, farm management, rural sociology and some specialization in crop or animal husbandry. At least half of the instruction should be practical and specifically related to the type of farming predominant in the area. These approaches have been adopted in the proposed ATIs. 1/ "Middle-level" implies staff with less than degree qualifications (usually post-matriculation course of two years duration) such as field assistants for crops, stock assistants for animal husbandry compounders for animal health. APPENDIX II Page 3 7. There are no firm estimates of the demand for field agricultural assistants and stock assistants or of the Government's capacity to support them. According to the official IRDP report 1/ 1973 requirements for sub- professional agriculturalists was estimated at 50 agricultural field assist- ants and 10 stock assistants per markaz. The original proposal was that 500 markaz should be established by 1975/76 and 700 markaz by 1980/81, creat- ing a theoretical need for 35,000 agricultural field assistants and 7,000 stock assistants. Neither of these targets is likely to be reached. In fact, the 500 markaz target has been postponed to the year 1981 and there is evi- dence that even this new target will not be met by some of the provinces. Also, the manpower considered necessary is too ambitious as judged by the planned final ratio field agricultural assistants/farm families. However, some provinces have modified the original staff structure of the markaz. There are now about 5,700 extension workers, of whom about 700 are agricul- tural graduates and 5,000 field agricultural assistants. In addition there are nearly 2,500 stock assistants and compounders who are engaged mainly in animal health programmes. The annual output of the five ATIs is about 250 which would barely provide for the annual turnover of current staff and would not cover even one-half of the relevant staff requirements projected by the IRDP for the 500 markaz. Intensifying extension services to smaller farmers in Pakistan, whether through the IRDP or the provincial agricultural depart- ments, would require improving the orientation and quality of pre-service training and frequent in-service training. 1/ Report of the International Seminar on Integrated Rural Development p. 135, Table I. APPENDIX III Page 1 THE EDUCATION AND TRAINING SYSTEM Structure 1. The education system is divided into the following stages: primary (grades 1-5), middle (grades 6-8), high (grades 9-10), intermediate (grades 11-12) and degree (grades 13-14 plus). Secondary education includes the middle and high stages (Chart 1). 2. School attendance, limited by shortage of facilities as well as social and cultural factors, is low: in 1975/76 primary, middle and high stage enrollments were estimated to 49%, 21% and 12% of the corresponding age groups. About three times as many boys as girls were attending school. 3. Male and female education is generally separated in terms of physical facilities, staffs, and supervision by inspectors. The required separation could economically be achieved by separate morning and afternoon shifts for boys and girls, rather than duplicating buildings within each catchment area. Although encouraged by the Government, two shift schools remain, however, less common. 4. There is no strict organization of schools by stage. Middle stage education, for instance, is either provided in separate middle schools or attached to primary or high schools and expansion beyond the primary stage is to a considerable extent achieved through upgrading primary schools to middle standard and middle schools to high standard. This illustrates the rather weak position of education planning. 5. Vocational education is largely provided by separate vocational schools where enrollments corresponded to less than 10% of the high school stage. In order to give the general education system a more practical orientation and to expand vocational education, the Goverment plans to merge vocational and high schools. 1/ 6. High education is provided by over 400 colleges, the majority of which offer degree-level classes, and eight universities. Due to social pressures, Government investments have favored higher education. 2/ Development has now reached a point where further investment in general university and college education seems to be associated with a negative rate of return while the investments in primary education have been so marginal that additional investments are estimated to return 15%-20%. 3/ 1/ Source: Draft Fifth Five-Year Development Plan, 1976-81. 2/ Actually allocated amounts, as fraction of budgeted, have been lower for primary schools, than universities (76% and 111% respectively in 1970-72). 3/ Source: Pakistan Education Sector Assessment, 1974. APPENDIX III Page 2 7. Adult education, including literacy, is fragmented and no large- scale operations have yet been successfully undertaken. However, several private and public bodies have, independently, been involved in adult education and/or literacy, and in the process valuable experience has been gathered. An administrative structure suitable for a nationwide effort may be forthcoming through the Integrated Rural Development Program. Administration 8. The Federal Ministry of Education and the Education Secretariats of the Provincial Government share the responsibility for formal education in Pakistan. In broad terms, the constitution charges the Federal Ministry with the duty of overall planning, policy formulation and coordination whereas institutional planning and management is made a provincial responsibility. However, a directorate within the Ministry is in charge of a number of Fed- eral Government institutions and certain areas of Pakistan are under Federal administration (Tribal areas, Azad Kashmir and Northern areas). Curricula and study materials are centrally approved for the whole country. Development work is done by the National Bureau of Curriculum and Textbooks in collabor- ation with the appropriate Provincial Bureau. 9. In a program of nationalization begun in September 1972, the Government has taken over private schools and practically all schools are now public. School fees have been abolished up to matriculation (grade 10), but contributions are often charged for materials or school support funds. Formally, universities are autonomous, but for budget reasons they are linked with the Provincial or Federal lDepartments of Education. In recent years, student pressure groups have taken control over important management decisions and strongly influenced academic work. 10. Departments other than Education (Health, Agriculture, Veterinary, Labor Activities or Industries, etc.) give training programs related to their fields. These include the training of nurses, lady health visitors, field assistants, farmers, skilled craftsmen, handicraft training, etc., and account for approximately 8% of Government education expenditure. General Education 11. For primary education grade one enrollment includes approximately 74% of all children. 1/ However, the dropout rate is considerable and less than half the initial entrants remain through grade five. Commonly quoted causes include inadequate physical facilities, poorly qualified and moti- vated teachers, poverty requiring or encouraging child labor and social prejudices. It is unlikely that parent's negative attitudes towards schooling, as reflected in the high dropout rates and their poor responses to physical need of their village schools, will be overcome in a short period 1/ As automatic progression was only recently introduced, these figures include an unknown amount of repetition. APPENDIX III Page 3 of time. In fact, primary school development has been sluggish in recent years; the growth rate 3.4% p.a., barely exceeding the population growth (see Annex 2). 12. Educational opportunities are unevenly distributed by sex; close to 100% of the 5-year old age group of males is enrolled in Grade 1, compared to only 47% of females. 1/ In addition, female dropout rates are significantly higher than male so that Grade 5 provides schooling for three times as many boys as-girls. Regional inequities are also sizable. Whereas in 1972/73 the female primary enrollment ratio for Karachi Division was 47%, the ratio for Hyderabad Division was only 12%, and in the Tribal Areas the supply of educational services to girls had barely begun. 13. The Education Policy 1972-80 has led to a number of reforms in primary education including (a) a revision of the primary curricula to ensure greater activation of the children in accordance with their stages of development, (b) the abolition of annual examinations in favor of a continuous assessment, and (c) the introduction of automatic progression. New primary texts are being procured by the National Textbook Foundation and kits, includ- ing small implements and texts for use by teachers and children, are being developed and tried in the field. 14. Teachers now entering the profession have ten years of schooling (matriculation) and one year professional training. However, many teachers with only eight years of schooling remain in the profession; approximately half of the teacher force in Sind and NWFP is of this type. Following large- scale in-service teacher training programs conducted by the Provincial Govern- ments, most teachers are formally qualified. The need for in-service training, particularly for the introduction of the new curricula is nevertheless great. 15. The normal class size is 40 pupils, but a considerable over-enroll- ment occurs in the lower grades, and despite dropouts the average pupil! teacher ratio is 39. Schools are usually single stream, with one teacher assigned to each class, but smaller schools, notably single teacher-schools, exist in rural areas. The planned expansion of education to under-privileged areas will require a lower pupil/teacher ratio since otherwise catchment areas would become too large. 2/ 16. Middle staRe education is characterized by many of the problems mentioned under previous headings (poor facilities, scarcity of teaching materials, etc.). Educational opportunities are more unevenly distributed by sex and region, but the dropout rate is smaller. Enrollment ratios are in 1975/76 estimated to 32% for boys and 8.2% for girls (see Chart 2). 1/ Gross enrollments including overage pupils estimated for 1975/76. 2/ The projections of teacher requirement in this report have been based on a teacher/pupil ratio of 1:33. APPENDIX III Page 4 17. Among educational reforms stemming from the 1972-80 Education Policy, the introduction of agrotechnical education is of particular significance to the middle level since it is envisaged that all schools will be involved in this reform and that boys will take either agriculture or industrial arts and girls, home economics. The weekly time allocation is approximately 18% and the syllabi have a fair bias towards general science education. Although the reform would increase the value of schooling to most pupils, care should be exercised in implementation. Teachers are not available in sufficient numbers while courses need to be experimented with and materials tested. 18. The required teacher qualification is 12 years of schooling (Inter- mediate degree from College), plus one year of professional training. How- ever, an admixture of graduate staff is preferred. 1/ Because of the frequent attachment of middle stage classes to primary schools (see para. 4) and the reporting techniques used, it is not possible to specify actual teacher qualifications for the middle stage. 19. High school education is in 1975/76 estimated to be available to 12% of the 14-15 year old age group (male 20%, female 4.5%). The unequal regional distribution of the schools is an obstacle to development in rural areas because urban graduates are usually unwilling to accept rural employment after professional training. The scarcity of high school graduates for teacher training limits primary school expansion in certain areas. 2/ High school teachers are required to have a university degree and professional training. 20. Agriculture, industrial arts and home economics are offered as high school subjects, but the number of matriculates have so far been low (800, 1,700 and 1,300, respectively, p.a.). In agriculture, for instance, the low output precludes that a high school background presently be made a requirement for entry to Agricultural Training Institutes or to middle stage teacher training in agriculture. The only other common vocationally oriented study group in the high school is commerce. Together these groups of study represent only 5% of the matriculates. 21. While vocational and :echnical education at the secondary level has been expanding at a rate of almost 12% p.a., much greater than other areas of education, it still represents only 10% of overall enrollment. In 1972/73 there were 149 male and 135 female institutions enrolling respectively 30- and 13-thousand pupils. Vocational Institutes for boys (minimum grade 8 entry) train semi-skilled and skilled workers in various technical fields, such as carpentry, painting and carpetmaking. Vocational Institutes for girls (minimum grade 5 entry) provide one or two-year courses in various handicrafts and secretarial work. Commercial Institutes provide one or two-year course and Polytechnics (grade 10 entry) provide three-year courses essentially for boys. 1/ In Karachi, the supply of graduate teachers is so great that essentially only graduates are being recruited. 2/ Proposed project items have taken this into account by giving preference to rural sites and by increased boarding capacities, particularly for female institutions. APPENDIX III Page 5 22. Particularly in technical fields, graduates from formal training institutes have encountered employment difficulties which may be explained by the strong role that apprentice training plays in Pakistan through family enterprise and, as a result, polytechnic institutes have not expanded as originally anticipated. 23. Vocational and technical education is a priority area under the 1972-80 Education Policy. However, future expansion is envisaged to take the form of integrated secondary education. 24. Higher education is provided by 362 Arts and Science Colleges, 76 Professional colleges and eight universities (1972/73). Degree colleges go beyond the Intermediate examination (12th year) to the Bachelor's degree (14th year). Universities provide Honors' degrees (usually three years beyond intermediate) and post-graduate programs. The professional colleges provide training varying in length from one to six years in agriculture, engineering, commerce, law, medical fields, home economics, education and some other smaller professional areas. Female enrollment is low (15% of total) and concentrated in the latter three fields. 25. Higher education has received an unduly large share of previous development budgets. This fact is acknowledged by the Government and ex- pansion will, according to the Working Paper for Development Prespective (1975-80), be limited to backward areas and to subject areas other than the Arts (which now account for over half of the enrollment). Development Perspectives, 1976-81 26. The Education Policy announced by the Government of Pakistan in March 1972 forms the basis for a number of important reforms and expansion plans. The qualitative or administrative reforms include: free education up to Grade 10 and nationalization of private schools, curriculum reform, abolition of examinations through Grade 9 and increased emphasis on agro- technical education including home economics. 27. Demanding quantitative goals were, however, also set forth both for in-school and adult education. The detailed plans set forth in the draft Fifth Five Year Plan (1976-81) envisage primary enrollment ratios to reach 85% and 49% respectively for boys and girls by 1981, with growth rates for enrollment averaging 9.3% per annum. Expansion rates of this order of magni- tude are also planned at middle and high school levels. To achieve these goals, double shifts would be extensively used to minimize new construction. New facilities would be created for teacher training, and in addition teachers would also be trained at high schools and colleges. The following table dis- plays the actual and projected enrollment ratios for 1972/73 and 1980/81 together with the average annual growth rates achieved or required for the preceding five-year period: APPENDIX III Page 6 Enrollment Ratio/a Annual Growth Rate Actual Projected Actual Projected 72/73 80/81 68-73 76-81 % % % p.a. % p.a. Primary: Female 26 49 4.1 13.9 Male 62 85 3.2 7.2 Male & Female 45 68 3.4 9.3 Middle: Female 7.3 13 3.5 11.6 Male 31 42 5.2 7.5 Male & Female 20 27 4.9 8.3 High: Female 4.3 5.9 8.4 9.3 Male 19 24 8.2 7.7 Male & Female 12 15 8.3 8.0 /a Enrollment as fraction of age groups including overaged students. Vocational secondary schools are not included as enrollments were not projected. 28. Considering that the present low enrollment ratios are largely due to high dropout rates - which in turn seem to be caused by factors which are only slowly changing (see para [1) - there is reason to doubt the realism of these projections. Crash programs of teacher training attached to high schools and colleges, which are due to poor quality of training, might even counteract primary school expansion, should this not be considered at present. 29. For literacy the goal of the 1972 Education Policy was to reach as much of the population as possible (about 11 million) through ten thousand centers established at women's education centers, schools, factories and youth centers. Mass media were to be extensively used. (The number of illiterates was then estimated to 40 million and to be growing at over one million per year). Teacher Training 30. The main staff categories desired 1/ within the three stages of the school system are: 1/ In addition there are a number of other specialized categories (drawing masters, oriental teachers, etc.), but generally speaking, their training and level of service falls within this pattern. APPENDIX III Page 7 Teacher Qualification, Years Area of Service and of Schooling and Training: Salary Range: Primary Teachers' Certificate (PTC) 10 + 1 : Primary Stage ___________ __ : :PRs 165 -315 Certified Teacher (CT) 12 + 1 Middle Stage -: __________________ * : : PRs 200 - 480 Bachelor of Education (B Ed) 14 + 1 or higher degree : High Stage : : : PRs 350 - 1000 A composite staff--certain degree teachers, for instance, working at the middle stage--is desired and practiced. However, the composition of the staff is essentially determined by the availability of teachers, and varies con- siderably by location 1/. While such variations are important in local planning, national estimates of teacher requirements may, with reasonable accuracy, be made on the assumption that all new posts in the primary stage should be filled by PTC-level staff and most middle stage posts by CT-level staff. 31. There are 55 institutions training teachers of PTC and/or CT standard with an overall annual output of about 11,000. The proportion of CT intakes can in most cases be adjusted at short notice. Although exceptions exist, the training is usually of poor quality and geared to provide a for- mal certification rather than professional skills. Lack of workshops for crafts, laboratories, suitable furniture and equipment, favor a lecture - style education which the curriculum reform introduced by the 1972 Education Policy attempts to avoid. The teaching staff generally has a poor understand- ing of the methods required by the new curriculum, and there is a strong need for extensive reorientation courses. From time to time short courses of this nature are arranged by Provincial Extension Centers, 2/ the People's Open University, Islamabad and some other University departments. 32. Present non-degree pre-service programs (PTC, CT and equivalent) are poorly organized, and last barely six months. In addition, the profes- sional atmosphere and standards are adversely affected by improper admissions 1/ Because of their availability, only degree teachers are recruited to male middle stage posts in Karachi Division. This occurs less frequently in other areas. 2/ One to two institutions per Province, primarily responsible for in-service training of school teachers but also connected with curriculum development. APPENDIX III Page 8 late in the year - even up to a few months before the end of the course. A lengthening of the courses to a minimum of nine months of effective work and termination of late admissions was recently agreed to by the Government. Teacher qualifications may now also be earned by appearing as an external candidate without having taken professional training. This practice should be abolished. 33. In-service training of school teachers is the responsibility of the Provincial Extension Centers together with the People's Open University. The former are organizing large-scale courses to introduce the new curricula. The goal is that all primary teachers should be reached within three to five years. The courses are short and conducted by "master-trainers" who them- selves have had only brief training. The People's Open University is planning longer radio and correspondence courses, primarily for the academic upgrading of teachers. 34. Graduate level teacher training is organized as a one-year post- graduate professional course at Universities or Colleges of Education. There are special programs for training technical teachers. 35. As can be seen from Annex 3, the present supply of trained male teachers will not constrain implementation of the plans for expanding primary and middle school education for boys. The estimated shortfall of 5,000, out of 85,000 required to meet the planned expansion, would be covered by a sur- plus of graduate teachers, and expansion will for other reasons probably not be as dramatic as envisaged (see para. 28). If the existing stock of 40,000 unemployed teachers trained in crash programs is absorbed, primary schools could enroll 80%-85% of the age group by 1980. However, a capacity expansion of about 1,500 male teachers p.a. would be required by 1980 solely to maintain that enrollment ratio between 1.980-85. 36. The supply of female teachers is, however, a severe constraint to the development of female education. Present sources would provide only 15,000 or 27% of the 55,000 required in the period 1976-81 (see Annex 3). Female teacher training should accordingly be expanded as fast as feasible. The major difficulty here is the lack of qualified candidates for teacher training in rural areas. Plans for further investments will require reassessment of the situation after about two years. Agricultural Education and Home Economics 37. Recognizing that much of Pakistan's population is engaged in agri- cultural activities, the 1972 Education Policy calls for a "shift from general education to more purpoSeful agrotechnical education." Agriculture is thus being introduced as a science-oriented subject in middle schools with a time allotment of eight periods per week. It is planned that 70% APPENDIX III Page 9 of all male schools 1/ will participate. Foreign experts are helping develop curricula for agriculture and other agrotechnical subjects. 38. Agriculture is studied to matriculation level by only a small fraction of secondary school students (Approx. 800 of 150,000). The Gov- ernment proposed an increase for the present planning period; if plans materialize, approximately 6% would specialize in agriculture. 39. Field assistant training is offered in five Agricultural Train- ing Institutes under the Provincial Departments of Agriculture. 2/ These terminal two-year post matriculation courses specialize in either crop or animal husbandry. Annual outputs have been in the range of 250 p.a. for all institutes together (see Appendix II for more detailed information). 40. Degree level courses, requiring five to six years of post matri- culation studies, are offered by five colleges or universities in Pakistan: (a) College of Agriculture, Peshawar University, NWFP; (b) Pakistan Forest Institute, Peshawar, NWFP; (c) Sind Agricultural University, Tandojam; (d) Agricultural University, Lyallpur, the Punjab; with affiliated (e) College of Animal Husbandry, Lahore, Punjab. Total outputs at bachelors' and master's levels numbered 729 and 253, respectively in 1971. 41. Signs of employment difficulties have been noted for agricultural graduates. There is, however, a severe shortage of teachers for the pro- posed expansion of agricultural education in middle and high schools and resources should be diverted in that direction by one-year teacher train- ing programs for agricultural graduates. Agricultural teacher training programs are now only offered by Lyallpur University through a three-year integrated course (recent outputs approx. 20 p.a.). Under the proposed proj- ject Sind Agricultural University will develop one-year post-graduate pro- gram in agricultural education. 42. Several non-formal programs related to rural development or agri- culture are arranged by agricultural colleges or universities, the Pakistan Academy for Rural Development, cooperative colleges, directorates of agri- culture and rural development, the Pakistan Television Corporation (PTV), 1/ This figure is based on a proposal that female students will be offered home economics and male students will be offered either agriculture or industrial arts, the latter in 80% of the urban schools and 8% of the rural. The rural population is estimated to be 70% in 1980. 2/ Peshawar (NWFP), Sakrand (Sind), Sarghoda (the Punjab), Rahimyar Khan (Punjab) and Quetta (Baluchistan). APPENDIX III Page 10 the Pakistan Broadcasting Corporation (PBC) and private enterprises. The larger programs include: (a) the training of farm guides or farm home guides in two-week to two-month courses at Lyallpur Agricultural University; (b) half-hour daily radio programs, including recorded discussions among farmers, organized in collaboration with lectures from the PBC and agricultural depart- ments; and (c) a whole series of short applied courses of one week to three months duration for farmers. 43. - Home economics is currently given the same emphasis for girls as agriculture is for boys. ItW is being made a compulsory subject in mid- dle schools and emphasized in high schools. At present, 3.2% of matriculates have majored in the field and the subject is offered at degree level at three colleges. The number of graduates have been just over 200 p.a. 44. The content of the courses offered are the same for urban and rural girls. They include food and nutrition, clothing and textiles, child development and family relations, various arts, crafts and some general science. Very little is offered of relevance to agricultural oc- cupations. A reform in this respect is urgent since the women play an important role in the rural economy. Pilot programs are planned by the Lyallpur Agricultural University. Literacy and Adult Education 45. Relatively large-scal? literacy campaigns have been attempted by Provincial Governments through the People's Works Program. Some 20,000 teachers, generally educated but unemployed persons or school teachers, were instructed in literacy techniques by 650 master trainers. Primers, wall charts, and in some cases, radio broadcasts supported the program. The effort was, however, not particularly successful and the program has been cancelled in Sind and the Punjab. The recson for failure was probably poor project preparation, with the result that the participants did not contribute their time and effort. 46. Several other organizations have launched independent adult edu- cation programs. These include Pakistan Broadcasting Corporation, Adult Basic Education Society (ABES), the Girl Guides Association, Universities, Ministries and recently the People's Open University which was founded with adult education as one of its functions. 47. ABES, which has developed its techniques over several years, has been recognized as one of the mo3t successful organizations in the field. Its target groups have been illiterates and neo-literates in cities and villages along main roads. With class sizes averaging 12 adults, drop- out rates below 20% were achieved. Courses are run on a part-time basis. Centers have been chosen so as to be easily accessible to ABES supervision. Basic literacy and short functional courses, supported by reading material, aim at improving participant's abilities to perform as more self-reliant citizens. Several booklets graded according to linguistic ability have been developed and in 1973/74, over 1(D0,000 books were sold. Although still APPENDIX III Page 11 reaching only a small fraction of the population (1,700 were made function- ally literate in 1972-73), the ABES pilot effort may have laid the ground- work for future large-scale operations. Its material and experience have been utilized for a first phase experimental program conducted in 1975/76 by the PTV with UNICEF assistance. Education Finance 48. The Federal Government has the primary responsibility for pro- viding development expenditure to the Provincial Governments; the latter are responsible for recurrent expenditures. This budgetary system has led to certain distortions and imbalances in the growth of the educational system, inter alia, relatively capital intensive higher education. Implementation of the Government priority of developing education facilities in less developed areas seems to require that it provides recurrent expenditure to the least educationally developed provinces. 49. The following table summarizes expenditure trends since FY1971 and provides a projection for FY1980. More complete data are presented in Annex 5. Per Annum Rate (PRs. millions) of Increase 1970/71 1974/75 1970/71-1974/75 1980/81/a Total Government Expenditure 9,671 25,761 28% Total Government Expenditure on Education 583 1,594 29% 5,972 Development 167 486 31% 3,000 Recurrent 416 1,108 28% 2,972 Government Expenditure on Education as a % of Total Government Expenditure 6.0% 6.2% /a Source: Government of Pakistan Planning Commission, Draft Fifth Five- Year Plan 1976-81, January, 1976. 50. During the fiscal period 1971-75, the Government's education expenditures increased at an average rate of 29% p.a., as compared to a growth of consolidated Federal and Provincial budgets of about 28% p.a. During the same period the overall inflation rate was estimated at more APPENDIX III Page 12 than 20% p.a. An increase in development expenditure from PRs. 167 million in FY1971 to PRs. 486 million in FY1975 was insufficient because of cost escalation in construction, equipment, furniture, and materials. Teacher salaries in nationalized private and public school largely accounted for increases in recurrent expenditure from PRs, 416 million to PRs. 1,108 mil- lion. Government education expenditure as a percent of GNP increased from 1.3% in 1970 to 1.8% in 1975; as a percent of total Government expenditures, it increased from 6.0% to 6.2%. Education spending per capita in FY1975 was estimated at Rs. 30. These figures are among the lowest in the developing countries (Comparative Educat:ion Indicators) and the Government intends to improve them during FY1976-8]. 51. Despite the high priority given to education, the budgetary allo- cation to this sector has been insufficient (para. 50). The shortfall be- tween targets and actual performance was mainly due to calamities (two wars, flood and drought) which pre-empted required resources. The draft Development Perspective (1976-81) proposes to increase per capita education spending to Rs. 63 by FY1981 and the Government education expenditure as a percentage of GNP to 3.2%. The projection of expenditure for FY1981 is based on the following planned increases in enrollments and teacher requirements: primary level from 47% in 1974/75 to 73% in 1980/81; secondary level from 17% to 26%; 166,000 primary school teachers; and 30,000 secondary school teachers during 1976-81. The enrollment at diploma level is planned to increase from 156,000 in 1974/75 to 220,000 in 1980/81 and enrollment at degree level from 66,000 to 91,000. However, some of these projections seem overly optimistic. 52. Unit costs of education (in PRs) are summarized in the following table: Level Development Annual Recurrent Primary 38 100 Secondary 270 350 Technical Diploma 2,000 2,000 Degree 5,000 4,500 College 800 1,000 University 15,000 5,000 Source: Government of Pakistan Planning Commission, draft Development Perspective (1976-81). The above data show that for eazh place created in a university nearly 400 places could be created at primary level and the annual recurrent cost per student in university is 50 times the recurrent cost per student at primary level. In the past, whenever reduced funds required reallocation of the education budget, higher education was well protected at the expense APPENDIX III Page 13 of primary education. A crucial factor in implementing education policy for the period 1976-81 will be the Government's ability effectively to resist social pressures to expand colleges and universities and not to divert funds earmarked for the primary level. COMPARATIVE EOUCATION INDICATORS :n :2:3=.:.:: :232223m.= 223322.: ~~~~~ANNEX 0 Page I DECEMBER 30. 1976 a aGNPI GNP ax TOTAL:% OF PUBLIC a a a PR!. aAV.PRI. a1 a ,SEC a a I IcAprTA: DEVOTE0aPUSLIC a EDUCATION aLITER- aIPR!. SCOMqPLE- tSlU- vSCH.TEACKtPROGRESS-i SEC, tSTU- a I a AT a To EDU.i EXP. a RECURRENT ,ACY IENROLLaTION aOENTSaSALARY INICON RATE aENROLLIDENTSOHIGHERS a I. MARKETI (PUBLICaDEVOTEDaEXP ALLOCATEDa RATE aRATIO IRATE FORaPER IRELATrON IFRON4 PRI.IRATIO $PER aENROLI.. I PO. PRICESBI EXP, a TO a TO4 aCI Of a NET SPRI.SCH.aTEACMi TO GNP/ iTO SEc. I NET aTEACH- RATIOS YRa(O00) a CUSS)t ONLY) I EDU. aPRI. SEC. HI.tADULTS)i (S) ICYCLEC6)ER a CAPITA i (%) a MI aER a (0 I aI (O) aa (2) a(3) a (41 (5) a' (6) a(7) CS() a (91) I (10)1 a (10) m(2) "(IS) 4(10) a ADVANCED AUSTRIA ~~~73 7.9 3,910 4.3 9.9 47Q 250 200 99 98 93 26 2.0 99 St 19 a .00 CANADA 7 222.10, 5, 4900 7.7 t9,0 10 is 19 98 89 98 20 2.0 99 62 17 9.00 GERMANY F.RCP.72 61. AID 9. 12,0 9.2 14.2 ..74** 26 99 91 99 33 ... 99 91 22 17.00Cr JAPAN 71 1t0.10 3,6300 4.3 20.7 39 38 12 99 990 99C 29iC 2.0 99C 940 20C 28.000 NETHERLANnS 72 S.140, 4,1300 8.9 00.G 32 AS 19 99 95 95 29 3.0 97 73 20 11.00 NEW ZEALAND 71 2.9 1.680 5.2 ... 39 244 29 99 99 99 26 ... 99 67 19 24. 00 NORWAY 72 3.90 4,6600 7.0 15,2 98 23 13 99 99 98 20 1.9 99 76 10 11.00 SWEOEN 71 8.1 5.910 8 .9 16.0 36 14 13 99 99 99 a7 ... 90 85 10 30. 00 U.K. 72 9,9.00 3.060D 6.3 12.7 26 39 22 98 99 ... 26 2. 0 ... 63 17 11.00 U.S.A. 72 210.4D 6, 211.10 6.0 j9.4 ... 73** 27 99 99 99 ?9U 2.0 ... 93 19U 29.00o EIJROPR GREECE 70 A.90 0,8700 2.2 i1.1 544 29Y 14Y 82A 994 ... 32Y ... 708 SOY 934 11.00 IRELAND 72 3.00 2.190D "I1 I 33.90 43Y 40Y 14Y 98 97 99A 39 ., 950 75 19 7.00A PORTUT'AL 72 9.00 I,4t(A .. ... .. . .. .. 910Y ... ... ... ... 65XY ... 7.60Y SPATN 71 314.70) 1,710D 2.48 19.2A 49Y 22Y 094Y 94A R1A 39 IA ... ... 29A 30 6.00A AFRICA AL-GER-I 79 19.7 778 7.91 ... 01 320 18G 30 76 62E OZE 6.OG 49E I7 25 4.00 BENIN 71S 2.9 lIto r 5.3 32.0 47 23 10 it 352XB 708 908 29 .08 438 78 398 0.44CY BOTSWANA 714 0.7 301o 9.0 20 .0 38 20 Is 295 700 75 39 9.0 20 135 18 0.304 BIJRLINDI 741 1.9 92 2.9 19.90 47R 41R 12R 10 lOX 3 0? 38 10.0 10 2K 18 1.0 CAMEROUN 71 6.? 290o 9.0 20.U lay 29Y 174 .. 74 .. 910DY . , 9 23CY 0 90C'r C.0.0. 71l 1.7o 161)0 It.0ON 20. 0 '6 19 ... . . 64CY 25 69CY .. SSCY 2784 0.07Y CHAn 79 4.00 R00 3."A ¶0.0 78 22 - 19 ?9K84 30 6984 I'S.0 8 2084 30 0.OIBY CIINr .)(B1 711 I.1 490) 6.0A i9.3 40 32 21 50? 133K 63 63 6.0 48 330 22 3.400 EGYPr 74 36.4 280a 9.3 *.. 29 36 24 40 74X 49S 40 ... 64 39X .28 11.00 ETHIOPIA 73 26.5 90 -3.1 20.-0 42 29 1s 7 070 42 so 1.0 63 2 30 0.20 GARUN 71 0.9 1.3101 9. A1 20.6 29 9 It11 . 184084 250 46C 9. 0 08A 200 21C 1.400CY GHANA 71 9.30 10111 4.7 24.4DR 380 190 23i0 . '136XCY 62 ISOCY ... 14 110 1604 0.740Y IVORY COAST 7? 9.80) 3800 6.3 24.7 2784 3384 1ly 9A '52 S70 0 6 ... ... t0 25 1.2084 KENYA 71 12.4 1 711 6.4N 27 .0 63 11 It 40 73 ... 40 8,0 00 12 23 1.038Y LESOTHO 79 1.2 1 JON 12.IIP 23.0 49 18 20 40 85 SO 92 7.0N 81 10 26 1.00 LIBERIA 79, 1.9 410 2 'I 33.2 27 I19 20 73 58 ... 19 2.0 ... 12 26 1.O0AY MADAGASCAR 711 9.6 19110 3.2 22.1 'it 24 29 00 68K 30 63 19. 0 48 9K 26 1.00 MALAWI! 74 '4.80 I I",) 3.3 211.9........ 29 936X 60 so 7 .0 00 41 20 0 .26C Y MALI ~741 9.30 700 11.6N 32.3 368 928 128 100 080 22A A0A 14.08 370 M A 170 0.16AY MAURITANIA 71) 1. 20 2000 4.9; 21.0.10.. .. t 150 ... 22 ... ... 3 29 . MAURIIR,JD 7? 0.80 4 I00r 3.7 11.7DO 71 10o 4 80 86 99 'it1. ... 31 30 1.07CY mtlRnC(to 711 19.9 3211 9.11 C 16,3 '44 47 9 26? 94K 21 37 ... 31' 130 21 2. 00 NIGFRIA 71 71.20 21,0D 3.?N ... 40A 24A 200A ... 39004 ... lOCY ... ... 0 20Cr 0.3704 R.1ANDA 7S 1.90 7110) 3.20 gU 2...00. ... 23 92 ... so ... ... 2 13 0.23Cr SFNEGAL 71 '1.110 2800) 411. ( 22.90R 380 42A 96 1o l8x ... 46 ... ... 101 25 1.710Y SIERRA LEOINE 71 2.7 1611 3.4 23.4 31 36 'S0 19.? 34X 49 92 4.OE 68 13X 21 0.5384 StIMALIA 79 1.? 1011 3.7n 14.80 490 060 190 90? 39K 86 39 10.0 60 3 Is 0.10 SIIDAl I? 07.00 13,0D 4.9 13.2 43 29 28 Is 38 79S 49 4. 0 25 II 20 1.23Y 9..AZILAND 79 O.91 41111 11.r9 18.0 37 It 03 90 70 'se3 3.0 84 19 22 2.00 TANZANIA 711 ti.?C I1I110 9.1N t7.0 36 ... 12 63 44X 4. 9 ... 7 2 210 0.30 TUNISIA 71 9. O0 4610D 6.3 23.0 37 43 18 I's 72 81 41 6. 0 31 14 21 3.00 UGANDA 71)1 l.00) 1910 9.2N 17.6CR 411Q 220 290 298A 48XCY ... 36 ... 14A 4X0Y 21 0 . 5 a80 UPPER VOLTA 7? 9.70 70n '1,11 23.9 6, t0o 6 9 IIAI ... 49 08.0 20 2 23 0.01B4 ZAIRE 71 23.11 I'44) 9,.2CN 21.3C 94C 170 290 1 9 63 38 44A 6. 0 43 8 20 0.9684 ZAMPIA 70 4.7 '182 9.3 0 14.2 34 l8 10 03 88 81 47 9.0 20 13 22 1.00 CENTRAL AMERICA AND THE CARIBBEAN COSTA RICA 71~; 1.80 ;711 9.2 22.7 97 25 '12 89 86CY 69 2 9 9.0 58 22CY 25 12.11CY DOJMINICAN REP.7? '1 .40L 92)0 3,1 0 3.9 42 24 22 931 n0 17 90 3.0D 63 13.5 24 7.00 EL SALVADUA 7F 3.7f0 3r110 3.6 23.8 61 9 22 608 69r0 ... 3904 ... 39 13KC 21CY 4.3584 GUATEMALA 71 9..1 91111 0.9 16.0 99 1 23 14 47 60 26 391 3.0 69 8 25 4.09Y HAITI 72 '4 .40 lIrID 0.4 6.6D 61 11 8 208 22 a5? 45 9,.0 s0 3 23 1.00? HLUNDURAS 72 2.70 32110 3.9 26.90 64 11 08 92 six 08 37 6.0 75 100 III 3.00 JAMAICA 72 1.90 9,1D0 6.9Y 19,7 334 ?2Y 7Y 86 006XY ... 92 .. ... 3204 19 4.79Y MExICIO 71) 96.00 89110 2.6 9.3 94 24 12 76 71 'St 46 3.0 63 19 23 6.32C4 NICARAGL,A 70 2.00 91100c 2.9 111.2 61 13 03 57 65 21 17 2.0 93 17 24 7 .0 0 TRINIDAD a. T. 71 0.00 1.31011D 9.1 18.9 9,3 27 12 9 0 9)( 8 7 Is 6.0 Is 49 25 2.56AY SOUTH AMERICA BOLIViA ~~~76 9. 8 30S,F S. ) 1 7.SE........ 38 178 290 20 SF ... 48 08D .. BRAZIL 74l lOOJD 76010 4 ,3 12.00 42 20 37 79 80x ... 2704 ... ... 088 1504 6.008 CHILE 72 10.20 72110 4.6Y 111.6A4 364 1lly 364 ... 111XDY ... 37811 ... ... 48004 .. .. COLOMBI& 71(I 22.90 44110 '1. Al ¶0.9 39 18 20 73 67 211 36 4.0 90 17 14 0.00 ECuADOR 72 6.70 1800 3.7 27.7C 4904 1120Y 1004 69 72 ... 38 ... ... 18 04 4.978y 011Y4A0N 74 0.7 14100 9.8N 14,70 47 35 14 830A 92X 39 33 6.0 19 620 20 0.00 PARAGUAY 7 4 2.40 374 0 .8 j 1,0 99 1 3 2 2 80I 82 26 'IO 0.9 65 0 7 1 2 5.00 P E R 70 04.90 6200D 4 ,9 24.1D s0 2 2 09 7 2 8 0 3 8 3904 3.0 7 0 3 0 2304 12. 00 VENEZUJELA 7 3 01.2 3,630 '4.6 19.q 300 280 390 77A 81I ... 33S 2.0 ... 3 3 ... 12.63CY COM4PARATIVE EDUCATION INDICATORS (CONTD) ANNEX 0 :34.35=::::: gS~~~~~~3fl3 3335 ~~~Page 2 IDECEMBER 30, 1976 GNP/GNP/ GNP :0 TOTAL'IX OF PUBLIC a PRI. SAV.PRI. I ISEC I I I CAPITAI DEVOTEDtPUBLIC I EDUCATION zLITER- t PRI. ICOMPLE- :STU- .SCM.TEACMtPROGRE3SS. SEC. WSU- i a I AT i TO) EDU.: EXP. iRECURRENT ,ACY ,ENROLL,310N ,DENTS,SALARY IN,I0N RATE 2ENROLL,DEN3S,HIGHERa I IMARKETt (PUBLIC:DEVOTECIEXP ALLOCATEDt RATE tRATIO IRATE FOR,PER aRELATION aFROM PRI.tRATIO :PER IENROLL: PlP. IPRICES, EXP) I TOIU I TOCI m F I NET IPRI.SCM.a1'EACHIu TO GNP/ iTO SEC. i NET ITEACH- RATIO$ VOiCOBO0) ICUSS): ONLY EDU 3PI EC H.ADULTS) (1) lCYCLE(%)sFR t CAPITA j CX) s MX ZER I Cx) (1) a: (2) 1 (32 a (42) S5) (6) I(1) (a) : (92 I (10) I (1I) a(12) :123) 1(14) ASIA AND OCEANIA AFHANISTAN 7~~4' 16.3 90? ..39P 23P 16P t0 261 24 41 S. 0 78 80 21 1.00 BANGLADESH 73 740.) 80 1.2 2). 2... .. ... 23 560 *.. 08 ... ... 231 28 CHINA(TAIWAN) 73 15.4 660 3.? 2 4,01 28 (2? 22 82 98C 94 40 14.0 84 62C 26 2;.00C INDIA 71 481.9D 12200 2.NVY ...29 790 . L1AA .. .. 280 20AY A.OOAY INDONESIA 71 1224.40 1304 2.8 11.0 3 21 1 62 63 00 32 5. 9 12 16 2.00 IRAN 73 32.1 8 70 3.3 t2.6 508 138 128 50o 71 74A 32 5.08 BOA 24 32 4.32CY IRA/I 72 10.40 8400D 6.7 16.3DR ...... 26 61CY ... 22 .. ... 2AXCY 26 6.2BCY JORDAN 73 2.5 350 7.)) 8.8 52 1'IS 22 59 910 76 38 5.0 B4 501 22 4.00 KOREA 73 32.9 40)) 2.9 2'). 614 2t 8 92 97 90 93 3.0 71 46 37 6.0 0 LEBANON 7? 2. 90 94o0 3.5 18.0 39 v 10o 68 86 65 19 2.0 63 26U 25 23.0 0 MALAYSIA 70 11.7 67f0 6.51 28. 0 44 31 it 60C 96F 90 32 4.0D 83F 44F 27F 3.OoF OMAN 7?, u.6D R40OD 1.7N 3.8 96 . - 20 240 99 33 7.0 ... 0.41 9 PAKISTAN 74r 69. OE 1300 1.6 6.2 45, 25 is 22 49X 5 0 39 2.0 . 17K 18 6.00 PAP'UA N.G. 74r 2.6 III0 5. 6 26.2 38 26 204 32 57? 73P 31 21.0 90 121? 24 0.90? PHILIPPINES 74 lo.20 28)10 2.9 14.9 73 115 12 8 7 1041 ... 34 15.0 *... 46X0 . 21.0 0 SINGAPORE 72 2.2D 1,834)D 3,2 26.2 44 31 1 15 iA 96Y 72A 33 ... 99A S7Y 24 8.25Y THAILAND 73 39.4 270 / '. IN F 20.7F 65, 9 15 82 870 9SC 32? 3.0 u 910 211 24 2.00 TUJRKEY 7? 37.9D 6000 ... 13.0DR.l- OSICY ... 34DY ... ... 22XY 27DY 5 .3 1B8y YEMEN 75 6.3 2)(if '4. 5 0.0 4SP 21' 2 3, P 'I0 151 8 , 36 5.0 75 20 19 0.058Y YEMEN P.D.R. 7? 1.90 2200 2. 3A 12.6 79 12 - 10 741 31 29 10.0 99 12X 20 0.08AY SUMNAOY FOR DEVELOPING COUNTRIES:l-E":-------------------------------------------------- --------- NUMBF)) OF COUNTRIES: 75, 72 69 68 68 70 78 54 77 5>2 54 78 74 73 RANGE: (1.9 - (3.8- 125- (0- (0- (5- (20- (17- (19- (0.8- (7- (,4- (9- (.01- 12.'4P 1 32.3) 96 ) 52) 4 0) 981 184X) 99 ) 65 1 25.0) 99) 75,0) 03) 23.0) Q4JAR2ILESiUPPFR S . 2 22.2 S5 31 22 75 8 7 75 46 a 80 29 26 6. 0 MEDIAN: 4.)t) 2. 0 45 23 15 5,0 72 5)o 38 5 63 16 23 2.00 LONER 3.0 2l3.9 38 16 12 22 .52 30 33 3 25 9 20 .9 SYMROLS:.-----.. DATUM UNAVAILABLE--------- AA__97_00____E_l970 ----O-NM=BUREFORE ReCURRENT-------------PRICES SOURCE -------------- -MAGNET/IDE NIL OR NEGLIGIBLE RH=971 N=GDP ? QUESTIONA8LE C:-1972 P=INCLUDING FOREIGN AIDI COLUMNS.1 AND 2 WORLD BANK ATLAS * INCLUDES PART-TIME STODENTS n-1973 Q=CENTRAL GOVT. ONLYI OR I8R0 MISSIONS *. COMBINED WITH PRIMARY E=197') R=MINISTRY OF EDUCATION (MOE) ONLY 3 TO t4 IBRD MISSIONS F=1975 S=MOE AND STATE GOVT. nNLY AND/OR UNESCO Gz2976 T=EXCLUDING CENTRAL GOvT. STATISTICAL U=PUBLIC ONLY YEARBOOK V:INCLUDING PRIVATE EXPFNDITURE X*INCLUDING OVERAGED STUDENTS Y:UNESCO SOURCES …-- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - COMPAPATIVE FD)JCATIflN DATA ARE USEFUL IN THE EVALUATION 0' VARIOUS EDUCATION SYSTEMS AND) ANALYSIS OF RELATIVE STAGES OF EDUCATIONAL DEVELOPMENT BETWEEN VARIOUS CnUNTRIES. HO/4FVER,ON THE BASIS OF THE PRESENT DATA,CROSS-NATIONAL COMPARISON SHIOULD BE APPROACHED WITH GREAT CAUTIOIN. DATA PRESENTED IN THE ABOVE TABLE HAVE BEE): COLLECTED LARGELY BY THE BANK MISSIONS FROM GOVERNMENT SOURCES: THE REMAINDER ARE STAFF ESTIMATES OR DATA FROM IJNESCO. EFFORTS HAVE BEEN MADE TO STANDARDIZE DEFINZTIONS AND WITHIN LIMITS, TO CHECK THE ACCURACY OF THE DATA. NFVFRTHELESS,SUCH DATA ARE STILL TIMPERFECT IN SEVERAL RESPECTS AND THE BANK IS WORKING TO IMPROVE TMEM PROGRESSIVELY UN THE OcCASION OF ITS OPERATIONAL WORK. IN THE USE OF THESE DATA, THE FOLLOWING OUALIFICATIONS SHOULD BE BORNE IN MINDI' (1)"EDUCATION' AS DFIjNED IN THE TABLE INCLUDES ALL EDUCATION AND TRAIN4ING. FnRMAL AND NON-FORMAL, CL?)'PRIMARY EDUCATION REFERS TO EDUCATION AT THE FIRST LEVEL AND 'SECONDARY' EDUCATION REFERS TO ALL EDUICATION AT THE SECONDARY LEVEL YFGARDLESS OF TYPE (E.G. GENERAL, TECHNICAL, AGRICULTURAL) (S)'LITERACY RATFS"(Col..6) ARE OFTENI OBTAINED FROM COUNTRY CENSUSES, IN MANYCOUNTRIES THEY ARE ONLY APPROXIMATIONS AND IT IS DnuBTFtJL THAT ANY 'INIF/)RM DEFINITION OF 'LlTERATE" HAS BEEN FOLLOWIED CONSISTENTLYI ('fl'PUBLIC EXPENDITUJRE IN EOUCATION'(COLS.3,4 AND 5) R,TFER TO ALL CAPITAL AND RECURRENT EXPENDITURES DEVOTED TO EDUCATION BY PUBLIC AND QUIASI-PUIBLIC AGENCIES; (S)'ENRL)LLMENT RATIOS'(COLS 7, 12 AND 14) REFER TO SCHOOL TEAR AND MEAN THE PERCENTAGE OF ELIGIBLE CHILDREN ENROLLED FULL-TIME IN THE APPROIPRIAIE SCHOOJL, PUBLIC AND PRIVATE BY LEVEL, THEY ARE OFTEN SUBJECT TO A WIDE M4ARGIN OF ERROR IN THE DEVELOPING COUNTRIES flWING TO) VAR! IDON IN THE ACCURACY OF B3AS2C DATA(I.E. AGE-SPECIFIC POPULATION AND ENROLLMENTS). ENROLLMENT FIGURES FREQUENTLY ARE HIGHER THAN THE NUM4BER OF STUDENTS ACTUALLY IN SCHOOL. OVERAGED STUDENTS WHOSE INCLUSION IS INDICATED BY FOOTNOTES ALSO CAN INFLATE THE RATIOS. PAKISTAN EDUCATION PROJECT III ASSESSMENT OF THE 1981 MANPOWER SITUATION OF TRAINED AGRICULTURALISTS (Theoretical Projected Requirements Based on IRDP Planned Expansion to 500 Marakaz by 1981) .(in thousand) (i) '(ii) (ii) r(iv) _-() 1976 Stock 1976 Stock in 1981 Additional Supply Total Force (v)=(iv)-[(ii)+(iii)] Province 2% attr. per year) between 1976-1981 Required by 1981 Deficit (-or Prof. Field Asst. Prof. Field Asst. Prof. Field Asst. Prof. Field Asst. Prof. Field Asst. Agric. Stock Agric. Stock / Agric. Stock Agric. Stock Agric. Stock Punjab 4.0 3.5 1.8 3.6 3.1 1.6 1.8 0.5 0.25 4.1 11.4 2.2 +1.3 -7.8 -0.35 Sind 1.2 0.8 0.4 1.1 0.7 0.36 0.63 0.25 n.a. 2.2Lc 5.2 1.0 -0.47 -4.2 -0.64 d N.W.F.P. n.a. 0.8 n.a. n.a. 0.7 n.a. 0.25 0.25 n.a. 1.9 5.5 1.1 n.a. -4.5 n.a. Baluchistan n.a. 0.4 n.a. n.a. 0.36 n.a. - - n.a. - 1.4 0.28 n.a. -1.0 n.a. Other n.a. n.a. n.a. n.a. n.a. n.a. - - n.a. _ 1.4 0.3 n.a. n.a. n.a. a/ This force does not include requirements for research, education, and semi-Government and private organizations. b/ Considering only first degree supply and that graduate output will be balanced by first degree output entering graduate courses. c/ Includes Baluchistan and Azad Kashmir whose source of recruitment is Sind. d/ Does not include 1976-1981 supply which is unavailable. 1 P4 ANNEX 2 PAKISTAN Comparative Enrollment Data for Five-Year Periods 1968-73 and 1976-81 A. Actual enrolment by sex andl kind of institution and average annual growth rate 1967/68 - 72/73. - &i~~~Erolment (000 's) Annual 67/68 68/69 69/70 70/71 71/72 72/73 GrowtJ) Primary stage M 2760 2820 2880 2930 3010 3230 3.2 F 990 1010 1030 1060 1110 1210 4.1 Middle stage M 629 676 714 771 781 811 5.2 F 164 170 175 180 198 195 3.5 High stage M 225 240 275 271 293 334 8.2 F ''0 56 62 68 71 75 8.4 Secondary vocatbional M 16.o 16.0 19.5 24.5 27.8 30.0 13.4 F 8.4 8.0 9.0 10.0 11.6 13.0 9.1 Arts & Science Col. M 11.9 119 130 149 137 150 4.7 F 34.1 40.0 45.0 50.2 48.9 50.0 7.8 Professional CollegesM 21.5 26.2 29.4 32.6 31.2 32.1 8.3 F 3.5 3.9 4.2 4.6 5.0 5.4 9.3 Universities M 12.9 10.8 12.6 13.8 15.8 17.8 (10)1v1 F 3.0 2.7 3.3 3.9 4.2 4.5 (10)y B. Projected enrolment by sex and kind of institution and required average annual growth rates 1974/75 - 79/8C. Enrolment (000's) Annual 75/76 76/77 77/78 78/79 79/80 80/81 Growth Rate (% Primary stage M 3680 3880 4090 4400 4780 5220 7.2 F 1410 1510 1680 1930 2260 2700 13.9 Middle stage M 957 1010 1070 1140 1240 1380 7.5 F 219) 236 251 271 318 380 11.6 High stage M 342 361 388 419 456 497 7.7 F 74 79 85 93 103 116 9.3 Intermediate level: Arts M&F 8;7 88 0.2 Science " 58 70 3.8 Others 16 43 22.0 Degree level: Arts M&F 38 40 0.8 Science " 15 26 11.0 Others 13 15 4.3 1/ Growth rates averaged over 6 years. Note: Comparison between data-sets A and B should be done with care, breakdowns are different and data is derived from different sources: A) Pakistan Education Statistics 1947-48 to 1972-73 B) Draft Five Year Plan (1976-81) ANNEX -3 PAKSTAN Projected Demand for and Supply of Teachers Male (000) Female (000) Primary Middle Total Pr,imary Middle Total 1. Estimated enrollment 1975/76 3,680 957 4,640 1,410 219 1,630 2. Projected enrollment 1980/81 5,220 1,380 6,600 2,710 380 3,090 3. Additional teachers required 46.7 12.8 59.4 39.4 4.9 44.2 4. Replacement 1976/81 20.2 5.3 25.5 9.4 1.4 10.7 5. Total requirement 66.9 18.1 84.9 48.8 6.3 54.9 6. Suyglyfrom existing TTIs 40 15 7. Available unemployed stock)] 40 - 8. Total supply 1976/81 80 15 9. Shortfall 5 40 10. Enrollment (and enroll. ratio) possible to achieve 1981 with, 5,100 1,400 6,500 1,620 250 1,870 full utilization of supply J (84%) (29%) U.1. Supply from expanded TTIs 1981-85 (See Annex 4) 44 22 12. Enrollment (and enroll. ratio) 5,500 1,500 6,900 2,000 300 2,300 possible to achieve 1986 21 (78%) (31%) 13. Annual requirement around 1985 if universal primary and middle education has been achieved (3% growth rate of population) 12.8 7.2 20.1 11.7 6.6 18.3 Note: Projected requirements are based on the primary and middle stage enrollment data of the Fifth Five Year Plan, 1976-81 (Draft), a teacher student ratio of 1:33 and a replacement rate of 3% p.a. The supply corresponds to recent outputs from existing training institutions. Figures do not add due to roundings. 1/ The stock of unemployed teachers, currently estimated at 30-50,000, was created by now discontinued crash programs at High Schools. According to re- ports from District education officers these are largely male. 2/ The assumption was made that only non-degree teachers are employed in the middle schools, which is pessimistic. The following more-realistic primary enrolments would be achieved if approximately 1/3 of the estimated demand (line 5 fom middle stage) is of graduate level: Male Female 1981 5300 POO 1986 6000 2100 ANNEX 4 Page 1 PAKISTAN Teacher Training Institutes by Province and Sex Present Proposed M/F Enrollment Boarding./ Enrollment Boarding 11 Bau a _ 1975 Capacity Capacity Baluchistan Mastung M 100 Hired 210 180 Pichin 2 F 100 40 /3 140 140 Non-project TTIs M 240 345 Sub-total M 340 - 555 180 F' 100 - 140 i4o Total Baluchistan 440 - 695 320 NWFP D.I. Khan F 108 83 245 227 D.I. Khan 'liM 250 210 350 210 Jamrud M 105 48 245 156 Peshawar F 150 80 245 224 Non-project TTIs M 461 - 591 - Sub-total M 816 258 1,186 366 F 258 163 490 4551 Total NWFP 1,074 421 1,676 817 Punjab Gakhar M 412 144 350 144 Kamalia F 120 1001/3 350 288 Lalamusa M 226 140 350 212 Multan F 202 60 350 204 Shahpur Sadar M 194 80 245 152 Islamabad/RawalpindiF - - 350 288 Non-project TTIs F 943 1,029 M 4,348 4,765 Sub-total M 5,180 364 5,710 508 F 1,265 60 2,079 780 Total Punjab 6,445 424 7,789 1,288 1/ Indicates only boarding places in schools where construction is provided. 2/ Relocation from Quetta. 3/ Relocated institution. Boarding capacity at old site not included in totals. ANNEX 4 Page 2 Present Proposed M/F Enrollment Boarding 1 Enrollment Boarding - 1975 Capacity _ Capacity Sind Khairpur F 82 60 140 96 Karachi _/ F 692 - 700 2O8 Mithiani M 69 26 350 206 Moro F - - 210 180 Larkana F - - 210 180 Non-project TTIs F 589 - 589 Non-project TTIs M 1,429 - 1.429 Sub-total M 1,498 26 1,779 206 F 1,363 /3 60 1,849/L 744 Total Sind 2,861 86 3,628 950 TOTALS PAKISTAN Project TTIs M 1,356 648 2,100 1,260 F 1,454 283 2,940 2-115 MRzF 2,810 931 5,040 3,375 Non-Project TTIs M 6,478 7,130 F 1,532 1,618 1ffF 8ffi010 8,748 All TTIs M 7,834 648 9,230 1,260 F 2,986 283 4,558 2J115 Grand Total M&F 10,820 931 13,788 3.375 Annual Outputs Male Female Total (95% of enrollment) With proposed project 8,769 4,330 13,099 Without proposed project but including other planned expansions 8,062 2,918 10,980 Added by Project 707 1,412 2,119 1/ Indicates only boarding places in schools where construction is provided. P/ Operates on two shift basis. 3/ The high enrollment of female teachers in Sind results mainly from the acceptance of co-education in Karachi division if teacher is female. P A K I S T A N Actual Public Expenditure on Education by Pur,a for 1972-76 and Project for 1977-81 (in millions of Rupees) Analysis of Recurrent Expenditure Financial Year: 1971/72 1972/73 1973/74 1974/75 1975/76 1972-76 1977-81 Percentage Distribution Annual Growth Purpose Dev. Rec. Dev. Rec. Dev. Rec. Dev. Rec. Dev. Rec. Dev. Rec. Dev. Rec. 1972,76 1977,81 Rate (O) 1972-76 I. Primary 8.1 268.0 37.0 315.1 23.4 368.7 56.7 617.2 60.0 725.1 185.2 2,294.1 2,800.0 5,406.0 46.3 44.7 28 II. Secondary 30.0 91.2 46.0 138.4 53.2 145.3 75.3 279.5 105.7 357.6 310.2 1,012.0 1,600.0 2,799.0 20.4 23.2 40 III. Teacher 3.5 9.7 7.6 9.8 8.9 13.1 15.4 26.8 21.1 31.7 56.5 91.1 270.0 224.0 1.8 1.9 35 IV. Technical 18.1 15.0 22.5 16.3 44.4 24.9 52.8 27.6 72.8 38.6 210n6 122.4 385.0 285.0 2.5 2.4 35 V. College 12.6 48.7 15.3 74.8 29.6 143.0 66.6 143.5 77.5 199.5 201.6 609.5 665.0 1,403.0 12.3 11.6 42 VI. University 19.6 46.9 34.7 45.2 33.2 61.5 52.6 73.1 58.0 96.8 198.1 323.5 350.0 670.0 6.5 5.5 20 VII. Scholarships 19.3 2.6 24.4 0.1 29.7 0.1 42.3 6.1 58.0 5.0 173.7 13.9 365.0 - 0.3 - 18 VIII. Adult Education 100.0 - - IX. Miscellaneous 10.2 38.1 32.4 70.3 87.1 112.6 150.2 161.6 186.3 105.7 466.2 488.3 465.0 1,300.0 9.9 10.7 29 Sub-total 121.4 520.2 219.9 670.0 309.5 869.2 511.9 1,335.4 639.4 1.560.0 1.802.1 4,954.8 7,000.0 12,087.0 100.0 100.0 32 Total Public Expenditure on Education: 641.6 889.9 1,178.7 9.847.3675 19.087.0 Source: Government of Pakidan Planning Commission, Draft Fifth Five Year Plan (1976-81), January 1976. October 1976 ANNEX 6 Page 1 PAKISTAN Draft Terms of Reference Study on Curricula Related to Irrigated Agriculture, Rainfed Agriculture and Agriculture at Large Including Animal Husbandry 1. The basic objective would be to recommend an irrigated agriculture-- specific and rainfed agriculture--curricula as they are envisaged to apply in Pakistan's ecology and under her national agriculture development objectives over the next decades. Consequently, the recommended curricula should be goal-oriented with the goals derived in dialogue with authorities responsible for formulating national targets for agriculture and education sectors. 2. The consultants would pay special attention, but not necessarily limit their activities, to the following: (a) To assess the status of agriculture and irrigation engineering education related to all aspects of water resources and water management, irrigated and rainfed agriculture and agriculture at large including livestock husbandry as such education is given by agricultural and engineering universities, colleges, institutes and in-service training courses. (b) To assess long-term requirements for qualified personnel at all levels in the agricultural sector as defined above; in particular, assess the personnel required to match macrodevelopment strategy in the agricultural and water resources sector so that projected benefits are not limited by management constraints. (c) To evaluate the educational objectives, curricula, methods, and any other relevant factors as to assure their con- sistency with the ecology of the country and with national development objectives in the above subsectors of agriculture. (d) To prepare necessary modifications to curricula and outline their implementation. (e) To formulate a broad educational strategy to meet long- term personnel requirements in the agricultural sector and prepare estimates of financial and human resources needed. The strategy should indicate the rate at which the present system can be improved. ANNEX 6 Page 2 (f) To investigate how additional staff at field level can be made available for extension work in water management, irrigated agriculture and other agricultural development activities so that a substantial Governmental impact can be made in these specific fields referred to and other technical activities of Government. 3. The study would require the following experts: (a) Team Leader - Agricultural Economist/Economist with educational experience as a senior member of a faculty or educationist (b) On-Farm Water Management Expert (c) Agronomist - irrigated crops and their production (d) Irrigation Engineer - Planner (e) Agronomist - rainfed agriculture (f) Specialists on short-term assignments (including agricultural economist if the team leader is not an agricultural economist. 4. Senior experts should be assigned to this project in order to ensure a high-level dialogue with Pakistan authorities. ANNEX 7 PAKISTAN Technical Assistance Programs Man-Years Estimated Specialist Cost Services Fellowships (US$ 000) Basic Education (1) Teacher Training Institutes - Short-Term Specialists 3 165 Agricultural and Rural Education (1) Agricultural Training Institutes - Curriculum Specialists 4 220 - Fellowships 3 27 (2) Sind Agricultural University - Curriculum Specialists 10 550 - University Management Specialists 3 165 - Fellowships 57 513 Preinvestment Studies - Specialists' Services Irrigation and Water Management 5 275 Manpower Studies 3 165 Total Specialists' Services 28 1,540 Total Fellowships 60 540 TOTAL COST 2,080 ttty PAKISTAN Noj.,t EDUCATION III IBRD/IDA Ed ... ti.. PtOlOt. SSUIN MA RY .0F E ST I MA T & P R Cd SCI C 0 8T (App-at-o Repoot AOOO N.._) S T I SA T ID C0S T S I N '000 0 0 __ _ (I_ (9 7 P RICEIS) E ST. TO0T AL COS T S paoacr sit. I__ _ _ _ _ 51,110 _ _ _ __ _ _ _ _ _ _ _ FURNITURSE __ _ _ _ QUISEINST __ _ _TOTAL POOVESSIOSIA TO l O *00 o ' Dovelop- koi,Staff A..dsfo,' A.d- P510ICA SERVIICES NickS, 0 of 0 I '~~~ No S~TEOl 5t Adio. & 0S-rdiog Slo,.ot Total Adt. & S- dio8 Toto1 Adot,,. & 5o-dlog Total FACILTITES ASSIST- us__ 5 0 C__1 ~~~~~~~~~~ComW.AI coxr.t !,I?oof.Pees 'Arch ANICE A. Basic EducationL AI Mastung, Baluchistan 1,200 1,935 3,462 601P 5,998 250 447 697 250 250 8 ,145 504 8,649 U' A2 Quetta, 1,025 1 6S3 2 771 _701 5,125 _ 214 358 572 250 25 - 6,972 431 7 _403 _ L__Sub-total 2 225 318 6 233 1302 1,123~ 464 805 1 2-69 500 __ 500 15~,117 935 1.5 3 0 I. Khan(F) N.W.F.P. 574 871 1,998 - 2,869 130 269 399 150 150 3,992 241 4,233 .4 D.I IChanClM)_N.W.F.P. 40 113 - 89 202 175 _ - 175 150 150 567 17 584 .5 JIamrud " 299 - 1,496 - 1,496 - 202 202 _ 150 100 2,147 126 _ 2,273 .6 Peshassar 528 282 198 356 2,68 120 269 389 320 320 _3,875 222 __4,097 Sub-total 1 441 1 266 5 492 _447 7 20 425 __740 1,165 770 __ 770 1 606 _ __ 1 8 Gjcakhar, Punjab 54 272 - - 272 175 - 175, 190 __190 _ 6.91 _ 23 ___714 A8 Kamalia, "1,552 __1,702 4,630 1,428 7,760 227 616 B_ 43 _ 250 _ _250 -10,405 -652 - - - 11_057 A9 Lalamusa, 369 689 1,157 - 1,846 175 154 329 150 150 2,694 155 2,849 A. 1( 14utan, -_59 60 231954_ 17_ 308 _483 150 150 4,226 252 448 IShStLu~Sad~ar,P.unAa~b_ 3_81 540 _1'xk7 _208 1_ 905 _125. 154~ -279 150- 150 2,715 160 __ _2 875 A.1, Islabamad, " 1,552 1,702 4,630 1,428 7,6 2 1 _83 30_ _ 5 0 505 62__ _ 117 __ Sub-total,Pna 4.507 5.585 13.888_ 3 064 22 537 1.104 1 4 2 952 1 240 1,4 3123 1.894 33,130 __ AIl Khairpur(F) Sind____ 236 282 452_ 446 1.180 70 50__ 120 290 _ __ 29 __ 1,826 99 __ _ 1,925 AI1 Karachi 1,248 2,047 3,588 606 6,241 272 478 750 250 250 8,489 524 9,013 " x 1Mithiani ___ 666 803 2,240 287 3,330 175 298 _ 473 150 __150 4,619 280 __4,899 1l oro __ 47 1,449 2,240 1,047 4,736 193 _ 298 491 350 350 _6,524 _ 398 _ 6,922 _ A.11 Larkana --947 1,449 2,240 1,047 - 4,736 193 298 491 350 350 6,524 398 6,922 Sub-total 4.044 6 1030 60 3 433 20 223 903 _1 422 2,325 130_ 1,390 27,98 1,69 29.681 1 V_Adult functional___ __literac program _____ 2,475 __2,475 2,475 __ 2,475 __ A. Technical Assistance ________ _____ 1,633 1 633 8 ' Sub-total A 227 16,469 36,373 8,246 61,088 2,832 4,102 7,711 6,375 ___ 6,375 87,391 5,134163 9.5 (US$'000) (1,234 ____ (6,171) ___ (779 ___ (644 (8,827) (519 (165) ____ (9,511) Rqot-o.t: 0091. 00 9.9 Rupees Shoot I_ _ ohol.. COOOSty______________________ N1050/0__ 5R0IID Ed ... to-, Proje-t. S UJM MA RY OPF ESTI MA T E P ROJ E CT CO0S T - ~~~~~(App-oi-o ootAoOcN.j ES TT A TES DCOS T S I N '0 0 0OF (I______ (9 7 P PR IC ES) S T. TO0T A L COS T S oa ~~~~PROJECT OLtt ________ SUCLDCNGS FU______RNITURE E___UI_ ___NT_ TOTAL SOPROFSSIONAL TECHl- So '000 io '000 Io TEK Dooc1oP AadNcStf A 4..o.hodmie, PHYSICAL NE s CTAL of o 0* 0.00 AdolO. & NoOdSOR 50,4105 ~~~~~ ~~~~Tot.1 Ad.7"o B-oodtOg TotI Admto. & Boordiog; To F ACTLTTIES Co... t. ASSIST- US$-_ 55 o 0. I ____~~~~~~~~~~~~~~~~~~~~~~~~~~~1h Ut AC __________________________ Coao,o.O Cooo.S - (OosS.Prof.Poa a- Ato.Uit AC Bi!I Sakrand ATI, Stud 1 270 1 323 3 35 9 P~stsjo~b ~ i.415 ~ 2 475 4 2830 360 ~ .Q 0 ___ _ 800 6 886 385 77 B1/I Sarghoda ATI, Punjab 1,384 1,809 4,478 633 6,920 230 628 858 800 ___ 800 9,962 581 10,543 Sub-total Punjab _2 300 3 224 7,16 1 108 1150 460 988 1 448 1 6 0-0 17 .60 814896 81/ Quett ATI,Baluhista 1,26 2,345 2,616 1,072 6033 242 38 580_ 600 600 849 57_ __ 8,926___ 31/! Peshawar ATI,N.W.F.P. 424 905 - 1,216 2,121 170 - 170 950 350 3,665 178 ___3,843 Sub-total 81 5,0 7,797 13, 019. 186 J2600 979 1.J§5 2.794 3:950 3,950 37,946 2,184 4 257 _____ (US$'000) (525 ____ (2,626) 22 ___ __ (399~ (3,833) (221 ___ (248 _____ (4,301) B.2 Sind Agric.University 6,065 4,120 130 396 5,826 173 174 347 110011,000 23,238 832 12,155 36,225T (US$'000) (613: (599) ___ _ (1,111 _(84) _(1,2281 (3,659) B.3 Studv on Water mmt --___2,722 - 2,722 ____ (US$'000) _______(275 _____ (275) Sub-total 3 Ll __ 2.685jJ 1 152 989T 3 141 14 950 6 8 11 2 _ (uS$'000) 11,138 ____ ___ (3,215) { (317) ____ ___ (1,510: (6,180) (305 ___(1,750, (8,235) C. Project ngESt cost - ______ 50 __ 50 _ 50 _ 867 13 1.1000 (US$1000) _____(152 ~ (152) (795~ (165i (1,111) (1,112) TO:TAL SASS LT P'R"l'0 1 3,48216 _52___22,825 150,075 8,1 7,867 20,588 186,680 e ( Roooodiog I 555 '00 297 ,385)__ _ __ _ __ _ _ __ _ _ (1,096)__ __ (2,306: 15,159 82 9 2,08 - JL. 2. ~cosNTINUCoES IBaCot- 47% 47- -- 27 44 87 4 387 45% PRP -oo 11,037 _____671_ 6__752 1,4 7,503 3F, 83 - 782 3,5 0I~~~~~~~ ~S$OS o '010 9 4__411 682__ 1,014 722 "'n400 7 . I 1 ~ ~ ~ ~ ~ ~ _______J 85_8 - 79 -8~ PO-E.SAh. % 30, ____ 30__ 3__ ____ -i 387 a1 85 ___ __ TTLPROJEct COST 136_ '005 17 3286884 (COc.1C-otOORC-iO USo$ '000 487 3 3208 __1322,382_ 1,211 795 2,87 27,257 t.TOTAL FOR. EXC5. 7. Total Coat 30%_3__8 51 38 1 85 -jI CoMPONENT 555 'soS 1 t~~~~~~~~~~6 -~~~ - _____ 2822'r 8540 12 2,43 - 11,100_2 840 12 24 4 * - C... oy Eqot-oS0t% 0555.00 - i --L Shoot__ O "0 ANNEX 9 PAKISTAN EDUCATION PROJECT III Estimated Costs by Categories of Expenditure % of Total PRs. (millions) US$ (millions) Project Project Item Groups Local Foreign Total Local Foreign Total Cost 1. Civil Works: Site development 16.437 7.045 23.482 1.660 .712 2.372 8.7% Construction 65.041 27.875 92.916 6.570 2.815 9.385 34.4% Sub-total 81.478 34.920 116.398 8.230 3.527 11.757 43.1% 2. Professional Services 15.202 .815 16.017 1.536 .082 1.618 6.0% 3. Furniture 7.596 3.256 10.852 .767 .329 1.096 4.0% 4. Equipment 3.424 19.401 22.825 .346 1.960 2.306 8.5% 5. Technical Assistance 3.088 17.500 20.588 .312 1.768 2.080 7.6% Base Cost Estimate: 110.788 75.872 186.680 11.191 7.666 18.857 69.2% Contingencies (a) Physical 11.004 7.586 18.590 1.119 .767 1.886 6.9% Base Cost + Physical Contingencies 121.792 83.478 205.270 12.310 8.433 20.743 76.1% (b) Expected Price Increases 38.147 26.420 64.567 3.847 2.667 6.514 23.9% Sub-total (contingencies) 49.151 34.006 83.157 4.966 3.434 8.400 30.8% Total Estimated Project Cost 159.939 109.898 269.837 16.157 11.100 27.257 100% CoUnery PAKISTAN Kceatio P-roject III BRIVI A i.. P-r..t. A-chitect. Apt.is.1 Po.- III P R O J E C T C O s T C O N T I N G E N C Y A L L O W A N C E S (A p praSa Re p t A N.x olo ) (Eati..tes i. '000 of US Dollact) SITE DEVELOF1IENT BUILDINGS FU0RNITURE EQUIFhENT FROFESSIOIAL SERVICES TECRNICAL ASSISTANCE TOTAL ARCH. CONSULTANTS -FtJ .{- b EXPAT SPECIALISTS STAFF DEVELOPMENTO . G Local oreigo Total Locol |org Total Local oroig Toto1 Local Forein Total Local Fore ft L- Totl c Local Foreig Tot al Loca l oreign Totol Local Po.elgo Totl Local Foreig Total o G. C.ot E_i _at_ (_/19_) L-1a F-atigo B-ckdoSS 1,660 .t 6,569 2,816 9 385 767 3 29 1,09 6 346 1,960 2 306 741 82 823 795 - 95 231 1,309 1,540 81 4591 5401119017,667 18,85 % o % Local & Foreigo of Tots 707. 30% 70% 30% _ 7, 30 15% 85% 907. 107. 1007. 15% 85 1_ ___597e 417 O H<:~ ~ ~~~~~~_____ __ ___ _ __ ___ __ 5 5. 1%8 ___ 9.4 Phyoical CootiOgo.cy m % of Bas- Coct 10%/ 101% 10710/. 107. 1070 107 l0, 107. 107. 10% 107l 107. 1070 107. _ _ _ 107.10. 1073 1 07. 107 107. 107 107% 107I x A-out 166 71 237 657 282 939 77 33 110 35 196 231 74 8 82 _ 23 131 154 8 46 54 1.040 767 1.80 B- Cot + Phyiiey 1 826 783 2,609 7,226 3,098 D,324 844 362 1, 206 381 2,156 2,537 815 90 905 795 _ 795 254 1,440 1,694 89 505 594 2,230 8,434 20,66 " CootiogOOOT - - -- - -- - v o SEpected Price Tocreaaeso :~ ss 020Bc0 + Physical Contiog. 34% 34% 34%. 34 34% 34% 48 48W 48/. 317 317. 317. 34% 34% 347. _ _ 247 247 247 31% 31% 317 3271 327. 327 C A SOoct 615 263 878 ,432 1,041 3,473 401 171 572 117 666 783 274 31 305 _ _ _ 60 338 398 28 156 184 3,927 2,666 6,59 a 0 Total ContingecY AlLseao... A-.nt 781 334 1,115 ,089 1,323 4,412 478 204 682 152 862 1,014 348 39 387 _ _ - 83 469 552 36 202 238 4,967 3,433 8,40 o % Lor l & Focigo of Total 70% 30% 707 307/ 707 307 15% 857. 90% 10% _ _ _ 157, 85% 157 85% 597 41% Tt.1ocst.diO J- CotOROtas ,441 1,046 ,487 9,658 4,139 , 797 1,245 5,33 1,778 498 2,822 3,320 1,089 121 1,210 7951 - 795 314 1,77E 2,09 117 661 778 16,15" 11,10( 27,2 % F -Local PoCOlfo of Tot1 707. 3(7/. 707. 307 707c 307. 15 857, 90% 102 1007. 157, 85 _ 15 85e _ 597. 41% 8; ~ ~ ~ ~ ___ _ _ ___ ___ _________ _ ___ ___ __ 5,___ __ _ tLoca staff tra.Ring ijcludiog oves... D.H.Lowic/D-eoib-r 1974 Fello,ahip progra-s. ANNEX 11 PAKISTAN Areas and Costs per Student Place or Living Unit gross Area Costs in US$ m per Stu- Site dent Place or Develop- Build- Furni- Equip- Type of Facilities Living Unit ment ings ture ment Total I. Teacher Training Institutes Academic and Communal 6.0 114 568 75 100 857 Hostels, including dining facilities 14.2 287 1,437 200 - 1,924 Staff Housing 77 1,463 7,313 - _ 8,776 II. Agricultural Training Institute Academic and Communal (including farm buildings) 10,0 189 944 122 303 1,558 Hostels, including dining facilities 12.8 389 1,943 251 - 2,583 Staff Housing 99 2,707 13,535 - - 16,242 The above-mentioned areas and costs have been celculated for all new project institutes. Dining and kitchen areas/student amount to 1.9m and are included with the boarding facilities. While above costs are not readily comparable with those for similar insti- tutions in other Bank Group-financed projects, due to differences in construction unit costs and conditions peculiar to each project, they are reasonable for the accommodation to be provided on the basis of area/students for the various facilities. Areas for the ATIs are similar to those in other recent Bank projects. Costs are based on December 1976 prices and are net of contingencies and consultantsffees. PAKISTAN Overall Prolect Implemlenta3tion Schedule . I~~~~~ ~ ~ 9 7 6 1 9 7 7 1 9 78 1 9 7 9 I 9 7C80 1 9 81 1 9 §_2 iMMEMETATIO CHR tUtH1M i 04 2t:t g g 4 t AN.,>..., 1561119I ;121 78941 12341567-91011 31 51- 71 9 14 V :1 11213 1 415 1 7 S9U14 2 4: 516171 t 81 9141 W3 151 l91 11 1. Sketch Works 1l1ILl___X__ 1 1 T_T T _ _ _IfIII lIIIr Appointmen of -rh - __ - - 02!It - - - --- Briefing of Arch,. l il!g1r rlrln _ _____ Jr rS L m r > r 1lgll ___onstractidocs ___. |FrTm TI L rrIL rTI ~~~1111I ll Tene & A 1 tva1 lrd . . . I IA I IlIIIIIIL lIIIIIIIl De=t lllT IabD; v IWIlilllt IWSUF L41i1 PAKISTAN Overall Plro1ect Implementatio0n Schedule 1 976 1 97 7 19 78~ 1979 I91580 gl98 892 lzgigraTlr ',I 12| 314|5|6 |7|6|19 |148|1 2| 23 41 5 67 8 9 101U1 2- 5|6 57| 81 qI I 1|2| 9415161 7|8 l9 1 14 tI 2 3|4| 5 7 81 9 1 1 11 1| 23 4| 5|6| 7 |9 141 1 1|2| 3 4 71a 9|1 12 IDA Furitrevand _I =I = I 1iS"_ __ _ "w ;LW W === L | 1 I 1 1 I I I I I1 I I I I I LlII I I I I i IS I S Tedr&17r lll===LLllll e=nt 111XS l1l lIT1 - sterlists tii ___ = = ==F=1iiiiill- lllii lLIIIIll r tender dociments llLlL= II l lIIIIIII II lIIILI IU11ilIL: C Garantee period Cmm lXz -1ls t B. LAg111 tnflLIIIIIIlIric.l:T Edc: LllSILI .-LLLLaste__ LI r rl isTIs lTl X < IIIIIIIIIIIIIIIIII Prpaato of;; Em E g IlilllII- 111-11 11|I111I1 PAKISTAN Overall Project Implementation Schedule Prepare~ ~ ~~ 9el h - - - - - - 7 1 9 7 | 9 |7 - f |.8i 1 9 7 I 9 X8 I, 9 81 i 9 llll L 2Sll IHPoddATION CHR _ _1 _ _ _ _ _171 _9 _l _ 413_ 4 1 _ _ I110_11_21_114 5617119 0_1112 1fl3415 7 8911 iI I2 34N67 8 14112 12111111|7 a ( 1411131 51 9 laU 1 3. Ten al_o Asshis - .J1- r111~ t m r tItX!L i l-F-L-i- 111 1 ANNEX 13 Page 1 PAKISTAN THIRD EDUCATION PROJECT Initial Prolect ImPlementation Schedule .3 4 1 2C A 3L X ND A R y EA R 2A N D3 Q U 2 3 4 Main Activity Responsible Authority 9 1975 976 1976 1976 1976 1977 977 1977 1977 1978 1978 1978 1978 1A _Pren.srAtnon of terms of reference fo z. __ _____________________________ - __ _ - __ _-- _ ___ ____ the Federal Project Coordinating Unit Federal Ministry of Education (FME) 1h Preparation nf tern's rf reference for the *._) _ __ __ . _ _ ____- _ _ Baluchistan Project implementing agencies. ) Provincial Department lr Prepanatino rf terms of referernce for the_ o nf vdX,.-,.l-, & Agriculjir- - _ _ _ _ ___________Ailr N.W.F.P. Project implementing agencies. ) in the various provinces 7d Pr.psrat4on nf terms of referneer foxr the )tpnv andPDA)~ _ _ _ - _ _ __________ Punjab Project implementing agencies. J lo PorparAtl-n of t-rms rf refersrc for the , PIU in charge of Cr,.206 2 0 ____ _ ___ _- Sind Project implementing agencies (PPIAs)-!L and Sind Agric. University 2a Appoitentl˘ of staff for FPru FMV approval by mA _ - _.- . _.___- "Pm-A Rsl.,chi *tan ) Pro.,innisl ?napartmnt,,a ____ < - " " " ", ~P.njoh _ )th e various prayvmces in - _ ___ ___ _ __ ______ 2e__________"_________________________ consultation with IDA _ __ ia ude_v -vstn_ fo FPI1 edarAl 5doiS .f -t y "E _ __ _ _ _ _ ___ _ Fin5nce and FPCU Project Directorel r 1 ' 5 nr-hng deign tedprojert _officezls__ __-~ I˘~ funds for gas and electricity to SAU ) 5. Preparation of (i) terms of references and > (ii) personnel recruitmnent for study of__ _- -l _| - irrigation and water manlagement 6. Experimentation with Adult Functional Literacy program: anT. a4,4nin of emnitors ) rls he-Aseg _ --|1 ___ Six ThIt4si e,,ai,,ation PP(fl end TflA 4 _ _-- ;| 4_ ai..Second. phase elweri.sents ARFS an.4. P7-1r__yt+= 1/ PPIA refers to the various agencies responsible for project implementation in the provinces. ANNEX 13 Page 2 PAKISTAN THIRD EDUCATION PROJECT Initial Project Implementation Schedule C A L E N D A R Y E A R A N D U A R T E R 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Kain Activity Responsible Authority 1975 1975 1976 1976 1976 1976 1977 1977 1977 1977 978 1978 978 1978 7. Preparation of terms of reference for expert services: 7a Related to TTIs end ATIs , F CU 7b. For the SAU sub-project _ 7c, Master planning of 3SIF Consultants__=_ _ 8. (i) Selection, appointment and (ii) preparation of briefs for architects in: RP. Raluchistan - _)_ __ __ _ ________ Rh N P. A in the various R s_ _lu:JAb _-__) Provinces Rd. i-nd 9, Recruitment of experts _ FPCU _ _________ 10. Acquisition of sites in: 1A Rsl.31uchistan ,___""_ lOb NWFP P i th aious Inc. Punjab Provinces _ lQd Sind -- - ___ 11. Preparation of final furniture and equipment lists, including approvals in: 11a Baluchistan ) _ _ _ - lLh N.W.F.P _ _ ) PPIAs in the various - _ - 11c Punjeb Provinces. Approval - lld Sind ab IDA. - - - 12. Preparation of sketch plans of the institutions and necessary approvals for: 17p, Raluchistan PWD _____ _ __ 12b N W .F.P. FPCU ___ _ - 129, Punjab PWD - - ___ 1?d Sind Consultants _____'_-- 13. Preparing fellowships programs and selecting candidates in: 1l's Raluchista) ___________ _ Thb N.W.F.P_ PPIAs in the various - _ - _ 13c- Punish Provinces. Approval _ _ _ _ _ - l d . ind _by IIA t - - ANNEX 13 Page 3 PAKItSTANf THIRD EDUCATION PROJECT Wstial Project tsDeatti Ihedule C A LE ND0AR Y EA R A ND U A R TE R 3 4 1 2 7 4 1 2 3 4 1 2 3 4 Mai. Aett~~~~~~ity ~Respo.aibl. Athority 195175 1976 1976 1976 1976 177 9717 9717 978 9 978 14. Eum.-rio of the Irrigation sod Watesr 7 M.anagenet Stody PIPCU sod eoperts ~---_ _ _ __ _ _ _ _ _ _ _ _ 15. Preparation of bid docs.ssn ft r Inc10.1 procuremet of q.up ..nt and Dur.itor. in: isa_ __ _ -_ 1596 NWRP _ 2 ______ 16& WInC`or - _ -Pr- - - - - - - - of equipment (nod furniture)FPCU Dlrectocato of 17. Preqoalificati.n of otoil sork. c-ntr-ctornio: lz __ 2uja _ _ _ _ _ _- -_ __ _7 i j for civil -oks in; o i ouet 18,4 - _AA_ - - - --- LaX--- I., _,"k- Aprnuals by PPIL.n -- 19. I-vitatiee of bid. for local frnito- and equip.ent pm.rocrenet, evaluation of bids. approval.soad contract award io: ____tif- - ti-' ,CB of qmipsent and furnit-e~, ii) e-lo-tlo- of I.d.strie. - -- of bids, approvals nd contract aard. Approval by IDA 21. Invitit.tise of bids for civil -ork., bid analysis, approvals and awards in: 21a. jAlachietam-- - -___ - 21h- __jjLZ_2Ejf CnulansPP.a,-- ___ - ___ _ - -y 22. Local (1) prod-cti-n pr ...r.enet end (ii) deli-cy ..18 of furiture aod eq.ip.ent io: 22c _luflifb __ - L ApRqv-ls by IDA - 2nr___ rioalW r odo o n jfAlvt f Contractors. PICU sod - _ _ _ --JOn19 forsiture sod Oq.ip-nt Diotorate of Indutries--- ---- - 24. tonatrrotion of institotions in: - I--Mrb18 24. Aialuch=a - ___ - ----- --__ - -- _ 24b~~ 5f~~PP~~ -~~ -- I ~ Cyivil Woeks cootroctors:- ---,- 24b- N ---}ZPAW -1i IIi _ P: PIA.,1 Annex 14 PAKISTAN THIRD EDUCATION PROJECT Forecast of Disbursements Implemen- Disbursement Undisbursed tation |__ ___ Balances Quarter Quarterl Cumulative /1LL..... '000 USS %__'OOUS '000 US I '000 uSS X . 1 _ . . 15,000 100 2 . 15,000 100 3 . _ - 15,000 100 4_ 100 1 100 1 14,900 99 1 100 200 2 14.800 9 8 1978 2 300 2 _ 500 4 14,500 96 1978 2 0 -_______ 3 300 2 800 6 14,200 94 41 300 2 1,100 -8 13,900 92 1 400 2 1,500 10 13.500 90 2 600 4 2.100 14 19 qnn 864l 1979 3 700 5 2,800 19 12,200-. R8 4 700 5 3,500 24 11,500 _j1 1 900 6 4,400 30 10,600 70 1980 2 1,100 7 5,500 37 9,500 63 3 1,300 9 6,800 46 8,200 54 4 1,400 9 8,200 55 6,800 45 l 1,700 11 9,900 66 5.100 34 1981 2 1,500 10 11,400 76 3,600 24 3 1,200 8 12,600 84 2.400 16 41 800 5 13,400 89 1,600 11 1 600 4 14,000 93 1,000 7 1982 2 500 3 14,500 96 500 4 3 300 2 14,800 98 200 2 4 100 1 14,900 99 100 I 1 100 1 15,000 100 i _ _ _ . _ ._ _ _ __ . l 1983 3 __ _ __ _ _ __ ___ _ _ _ .__ _ . _ __ _ __ _ _ 4 _ Total 15,000 100 15,000 100 /1 IBRD Fiscal Year and Ouarter PAKISTAN STRUCTURE OF EDUCATIONAL SYSTEM 1975 (Formal only) TECHNICAL TEACHER TRAINING Certificate Diploma PRIMARY TEACHER CERTIFICATED TRAINING TEACHER (P.T.C.) 1/ TRAINING (C.T.) B.ED. M.ED. INTER PASS MAS.ERDS PRIMARY MIDDLE HIGH MEDIATE DEGREE DEGREE _ - I HONOURS DEGREE MEDICINE/DENTISTRY * Selection point I~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~~~~~~~~~~~~~~~aceoro NEW SHEML (19{3}|4) B. ScJ M. Sdicine/SurgerV AGRICULTD RAL COLLEGES AND UNIVERSITY l {k; ~~~~~~~~~~~~~~~~~~~~~~~~~~~~Ph.D. in I Aonours TRINN I UAgricultuEal reoEtG/6EE B.Sc. honour Etcation l DVERSI Agricultural Engineering and Veterinary Medicine Supervised training in industrY I{0 * Selection point XNEW SHEME (1973/74) B. Sc,- M. Sc. Engineering 1/ Primary stage teachers t l 1 1 1 lmlVoatioal Tache 1/ Primary stage teachers | nB. Tech. honours Certificatee teachers Diploma Associate EngineerD i. lec pass AGRICULTURAL FIELD VOCATIONAL 15/16 16A1171SSISTANT TRA NING INSTITUTE INSTITUTES (for boys) Source: IBRD/IDA staff as the basis of UNESCO |Certificate (Skilled Worker) report EFM/69 "Pakistan, Education for O L Dl Rural Development". (frwmn L ~~~~-[ T I [-IO-,Vocational Teacher Certificate Diploma GRADE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 NOTIONAL AGE 5/6 617 718 819 9/10 10/11 11/12 12/13 13/14 14115 15/16 16117 17118 18119 19/20 20/21 World Bank-16841 EDUCATIONAL PYRAMID PAKISTAN 1974/75 Enrollment and Enrollment Ratios by Stage Enrollment AGE GRADE M e up MALE TOTAL FEMALE Female age group l POSTGRADUATE 9.5 jj 180 DEGREE 52,000 68,000 16,0 0 6i2 INTERMEDIATE 8.9% 1 2.9% F40 7] 1 ~ ~ ~~~H137,000 178,000 41,000H } H Ga-/ 418.83% 142 |29 |4{ HIGH - 2| |308,000 371 ,00 63,000 13 237 49 MIDDLE J3fi*J7.3% -7 MIDDLE 954,000 ~~~~~1,36.00181.000 277 60 -6 [ j l l l l340 72 10- 10-_ 5 r I I m I I 1% | | 408 124 -4 {2 l . | l | Ll | |502 161 8- -3 PIAY26%57 19 8- - 3 PRIMARY rJ § . 12,61%80,000 l Ll l | 575 | 199 | 7- 7-2 g _ l1@- 1 666 1256 62 6 - ~~~~~~ 1 d w ' SL > | | % | ~~~~~~~~~~~~~~~~~~~~956 438| 1,000,000 500,000 0 500,000 1,000,000 a/ E.cluding 30.000 male and 13,000 female students in Secondary Vocational Schools for which enrollment bY grade is unavailable. Source: II Working papers for the development perspective (75-80). 2) Pakistan education statistics 1947-48 to 1972-73. 31 P3RD siaff. World Bank -15247 PEAK ISTAN THIRD EDUCATION PROJECT 'C A AGRICULTURAL COLLEGE OR UNIVERSITY AGRICULTURAL INSTITUTE I 777 Q FEMALE TEACHER TRAIRING IR5TITUTE IN MALE TEACHER TRAINING INSTITUTE CIHltRAL > S ® PROVIKCIAL HEADDUAKIERS G' A o ° OTHER TWN., CITIES ROADS ) | CHILAS _AILWAYS 'A _TI . . . .LO . . . . . I, , I I BREAD GAUGE ..I-...A-. EOTHERS -+ WF A METER GAUGE RIVERS , ) %eAD - 1 DSRCT EH3UN.ARY A ASii, PRDAlbCIAL ROUNDARY INTERRATIONAL BOUNDARY ANS A F G H A N I S T A N 'EIA~~~~~~~~~~~~~~~~~~~~E / AETA OR~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~I,~IR C-~~~~ RAST NO ~~~~~~~~~~~~~JAMPAR 71 A.U 70 NA WI GIRl ~ ~ ~ ~ ~ ~ ~ ~ I DI K ARAN 7~~~CA OHRI~~~~~~~~~~ ADI.~~IN I bI Ih,I W,,Id R-1 ./ 11-'