Document Of The World Bank FOR OFFICIAL USE ONLY Report No. 6696 PROJECT COMPLETION REPORT PEOPLE'S DEMOCRATIC REPUBLIC OF YEMEN SECOND EDUCATION PROJECT (CREDIT 865-YDR) March 30, 1987 Education and Manpower Development Division Europe, Middle East and North Africa Region This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. FOR OMCAL4 USE ONLY THt WORLD BANK Washington, D.C 20433 U.S A. Oice of D,tectw.eCtwal Opeatwms vaoluailNI March 30, 1987 MEMORANDUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT SUBJECT: Project Completion Report: People's Democratic Republic of Yemen - Second Education Project (Credit 865-YDR) Attached, for information, is a copy of a report entitled "Project Completion Report: People's Democratic Republic of Yemen - Second Education Project (Credit 865-YDR)" prepared by UNESCO and revised by the Europe, Middle East and North Africa Regional Office. Under the modified system for project performance auditing further evaluation of this project by the Operations Evaluation Department has not been made. Attachment This document has a restricted distribution and may be used by recipients only in the perfonrance of their official duties. Its contents may not otherwise be disclosed without World Bank authodration. PEOPLE's DEMOCRATIC REPt 'IC OF YEMEN SECON EDUCATION PROJECT (CREDIT 865-YDR) PROJECT COMPLETION REPORT Table of Contents PREFACE ........ ............................***...**..** ********i BASIC DT ........o4-i EVALUATION SUMMARY ................ iv SUMMARY AND RLCOMMENDATIONS ..,*..* .........................*. viii II. PROJECT BACKGROUND ..........,..................... .......... 1 Socio-Economic Setting ..........4............ ..... 1 Sector Setting ....... .......... 2 Formulation of the Project................,......... 2 Project Objectives....... ........................... 4 Project 4 ..... .................. ... 4 III. PROJECT IMPLEMENTATION ...............................,...... 5 Overview .......................... 5 Delay Factors .......................................... 5 Project Management and Borrower Performance ......... 6 Project Unit ...................... o ................. 6 Ministry of Construction .................... 6 Ministry of Education ..... o.................. 6 Implementation of Software ....................... 4 6 Technical Assistar6e........ .......... ...... . 6 Curriculum Development ....... .... ........... 7 Textbooks and Libraries..................... 7 Physical Planning and Design.....................,. 8 Space Provisions ............. 8 Building Designs ............................. 8 Implementation of Civil Works ......... ............. 9 Construction Contracts ..................... 9 sites ..................................................... 9 Site Development ............................ . 9 Construction Quality ........................ . 9 Furniture and Equipment .................... ...... .4.... . . . 10 Consumable Materials ..... .. * .......... 4.... O..* ... *. 10 Main tenance . . . . . . I . . . . . . .0. a4. . . .6. . . . ... 4 10 Special Covenants. * ...*..*....*.......4.. 11 Section 3.02(a) Coordination of Training ..... 11 Section 3.02(b) Curricula.................. 11 Section 3.02(c) Tracer System ............ o .... 11 Section 3.03 Fellowships .................. 11 Section 4.04 Teachers ..................... 11 Association Supervision and Performance ............. 12 Table of Contents (con'td) ;V. PROJECT COST AND ............................ .......... 13 Capital C8 .... 13 Ovrvew ................... 13 Civil Works... .................. ..... ..... ... 13 Furiue......... .. ................................... . .... 14 14 Equipmens ................................................. 14 Disbursements ................................................ 14 V. INITLIL PROJECT OPEMATING OUTCOMES ......................... 15 Attainment of Project Objectives ............. 0040....... ." 15 Objectives ....................... 15 Achievements^ ........... 16 Enrollmentb and Outputs* ............................ 17 Earollmet ..and........ .. .... ..... .. .......... 17 6 r a d u a t e s ~~~~~~~~~~~~18 T e a c h e rs ~~~~~~~~~~~~~~18 Teaching Prosram/Curricala................................. 19 The Coumercial Training Center at aukalla lla........ 19 The Industrial Training Center at Al odd...... 19 The Agricultural Training Center at Saber........... 20 VI CONCLUSIONS AND LESSONS LEARNED .................... . 22 Summary Conclusions.......... 22 Lessons Learned........... 22 ANNEXES Number Title 1-1 Comparison of Net and Gross Floor Areas 1-2 Implementation of Civil Works Contracts 2-1 Actual and Estimated Project Costs by Item and Category in US$. 2-2 Actual and Estimated Project Costs in Yemeni Dinars. 2-3 Construction Unit Costs (m2) in US$ 2-4 Areas and Costs per Student Place in US$ 2-5 Actual and Estimated Cost of Furniture and Equipment in US$ 2-6 Actual and Estimated Disbursements by Fiscal Year in US$ 3-1 Origin of Students i-2 Student Enrollments 3-3 Graduates 3-4 Teachers 3-5 Curriculum for the Coumercial Training Center at Mukalla 3-6 Curriculum for the Industrial Training Center at Al aod 3-7 Curriculum for the Agricultural Training Center at Nukalla ATTACHMENT I: Comments from the Borrower PROJECT COMPLETION REPORT PEOPLE'S DEMOCRATIC REPUBLIC OF YEMEN SECOND EDUCATION PROJECT (CREDIT 865-YDR) PREFACE This is a Project Completion Report (PCR) on the implementation of the Second Education Project in the People's Democratic Republic of Yemen, for which Credit 865-YDR for US$4.0 million was approved in December 1978. The PCR was prepared for the World Bank Group under the Cooperative Agreement between Unesco and the World Bank. At the invitation of the Government, a mission composed of Unesco staff member, Mr. Mason (general educator and mission leader) and Mr. J. Jordan (architect-consultant) visited the country for two weeks (February 2-17, 1985). Before working in the country, the mission leader made a study of the relevant project files held by the World Bank Group in Washington, D.C. and consulted with Bank staff associated with the project. These provided the essential background for the mission's field work in conjunction with discussions held with Government educational authorities involved with the project. The Closing Date of the Credit was December 31, 1984; the final disbursement was made on July 22, 1985, and the balance of about US$15,800 cancelled. In accordance with the revised procedures for project performance reporting, this PCR was read by the Operations Evaluation Department (OED) but the project was not audited by OED staff. The draft PCR was sent to the Borrower and its agencies and comments received have been taken into account in finalizing the report and are reproduced as Attachment I. - ii - PEOPLE'S DEMOCRATIC REPUBLIC OF YEMEN SECOND EDUCATION PROJECT (CREDIT 865-YDR) Basic Data A. Key Project Data Appraisal Actual or Estimate Current Item Expectation Estimate Total Project Cost (US$ Million) 4.40 6.98 Overruns () - 582 Credit Amount (US$ Million) 4.00 4.00 - bisbursed 4.00 3.98 - Cancelled - Repaid - Outstanding - - Date physical components completed 7/81 3/85 Number of months since credit signature 31 75 Proportion completed by above date (%) 100l 1002 Proportion of time overrun () - 142% Irstitutional Performance good good B. Other Proiect Data Original Item Plan Revisions Actual First Mention In Files or Timetable 01-08-76 01-08-76 Government's Application 11-23-77 11-23-77 Negotiations 08-00-78 08-17-78 Board Approval 11-07-78 12-14-78 Loan/Credit Agreement Date 12-22-78 12-22-78 Effectiveness Date 03-22-79 06-22-79 06-18-79 Closing Date 06-30-82 12-31-84 12-31-84-' Borrower: The Government of the People's Democratic Republic of Yemen Executing Agency: Project Unit, Ministry of Education Fiscal Year of the Borrower: 1 January - 31 December Follow on project name: Third Education Project Credit Number: 1222-YDR Amount SDR Million: 5.30 Credit Agreement Date: May 25, 1982 1/ Final disbursement was made on July 22, 1985, and the undisbursed balance of US$15,827 was cancelled. -i$1i - C. Mission Data Sent Month No. of No. of Date of Item by Year Weeks ?ersons Manweek Report Identification Une4sco 1/1976 3e0 1 3.0 unknown Reconnaissance Bank 2/1977 2.0 2 A,AE,G,F, 8.0 3/09177 Preparation Bank 8/1977 0.3 2 A,F 1.6 8/11/77 Appraisal Bank 1/1978 3.0 3 A,AE,F 9.0 11/10/78 8.8 21.6 Supervision: I Bank 1/79 0.7 1 A 0.7 02-02-79 II Bank 10/79 1.0 2 AE,A 2.0 10-26-79 III Bank 5/80 0.4 2 AE,A 1.6 06-19-80 IV Bank 10/80 0.4 3 GE,AE,A 1.2 11-03-80 V Bank 5/81 0.4 3 GE,A,TE 1.2 06-18-81 VI Bank 12/81 0.3 3 TE,AE,A 0.9 01-29-82 VII Bank 5/82 0.3 2 GE,A,T 0.9 06-09-82 VIII Bank 10/82 0.6 3 GE,A,TE 1.8 12-08-82 IX Bank 2/83 0.6 3 GE,A,TE 1.8 03-15-83 X Bank 6/83 0.3 1 TE 0.3 07-11-83 xi Bank 8/84 0.3 1 TE 0.3 08-13-84 XII Bank 10/84 0.6 1 A 1.2 11-05-85 XIII Bank 2/85 0.2 1 A 0.2 03-05-85 Toal (SPN) 6.1 14.1 Completion Mission UNESCO 2/85 2.3 2 A,GE 4.6 05-03-85 D. Country Exchante Rates Name of Currency Yemeni Dinar (YD) Exchange Rates Appraisal year (1970) US$1 - YD 0.345 Intervening years average US$1 = YD 0.345 Completion year (1985) US$1 - YD 0.345 NOTE: A - Architect AE - Agricultural Educator TE - Technical Educator GE - General Educator F - Facilities Planner - iv - PROJECT COMPLETION REPORT PEOPLE'5 DEMOCRATIC REPUBLIC OF YEMEN SECOND EDUCATION PROJECT (CREDIT 865-YDR) EVALUATION SUMMARY Introduction The Second Education Project (Credit 865-YDR) in the amount of US$4.0 million) was identified by a UNESCO mission in January, 1976, and prepared by the Government with assistance from a Bank Group mission in July/August, 1977. As the original project scope and cost were larger than could be accommodated by the Government, a Bank Group appraisal mission in January, 1978, scaled down the proposed project which was then estimated to cost about US$4.4 million equivalent (Staff Appraisal Report No. 2097-YDR dated November 10, 1978). Board approval was secured on December 14, 1978. The Credit Agreement was signed on December 22, 1978 and the Credit became effective on June 18, 1979. The project was expected to be completed by July 31, 1981, and the Closing Date was June 30, 1982. Implementation actually took three years longer than planted, and the Closing Date was changed to December 31, 1984. The final project cost was about US$7.0 million equivalent (59% higher than appraisal estimate). Total disbursements amounted to US$3.98 million and the balance of about US$15,800 was cancelled on July 22, 1985 when the last disbursement was made. Obiectives Conceived as the first phase of a proposed network of vocational training centers, the project aimed at (paras. 2.12-2.13): (a) meeting training needs for skilled and semi-skilled workers in industry, agriculture and commerce; (b) reducing regional inequalities in vocational training opportunities; (c) increasing the role of women in the economy; and (d) assisting in the development of appropriate curricula and preparirg teachers for the vocational training centers. Implementation Experience Three Government organizations shared responsibility for project implementation: the Project Implementation Unit (PIU), created under the First Education Project (Credit 494-YDR) and the Directorate of Technical and Vocational Education in the Ministry of Education (MOE); and the Ministry of Construction (paras. 3.05-3.06). Project implementation took about six years Instead of the (overly optimistic) planned three years. Initial implementation delay, due to a manpower shortage, was subsequently compounded by a sharp increase in construction costs. By mid-1980, one year after construction was to have started, the Government and the Association agreed to a revision of the appraisal plans for civil works as a means of reducing project cost. It was decided that two of the three vocational training centers would be accommodated in two existing secondary schools to be converted and expanded. But what might have been an advantage in the revised plan was lost through further delay in calling for tenders for conversion/extension of the existing facilities because construction unit costs escalated to about 137% of what was eatimated at appraisal. Civil works were again delayed, this time by massive floods in 1982 when the buildings intended for conversion were used as temporary shelters for flood victims. Thus the conversion of the Al-Kod Industrial Training Center started only in July 1982 and was completed 33 months later, and work on the Agricultural Training Cent.er at Saber started in November 1982 and was completed 25 months later. The new Commercial Training Center at Mukalla was constructed in 29 months as planned (paras. 3.01-3.04). Compared with other construction in PDRY, the quality of the project buildings is good except for damage to some woodwork caused by termites, the result of inadequate anti-termite treatment of building foundations prior to construction (paras. 3.23-3.24). Furniture and equipment for the project institutions are appropriate and of acceptable quality (paras. 3.26-3.29). Total project cost was about US$7.0 million, 59% above the appraisal estimate of US$4.4 million (Annex 2-1). In local currency, total project cost was YD 2,406,000 or 582 more than the appraisal estimate of YD 1,520,000 (Annex 2-2). All special covenants were satisfactorily fulfilled. Results In May 1985, when the project completion report (PCR) was prepared, the three vocationai training centers were at varying stages of operntion. Only 311 of the appraisal enrollment targets had been achieved apparently because of the low social prestige attached to vocational- technical education. Other reasons includes (a) the Al-Kod Industrial Training Center had planned the first student intake for its new premises in September 1985; (b) the Saber Agricultural Training Center had moved to its new premises only in January, 1985, after the start of the academic year; (c) evening classes were not operating yet at the Mukalla Commercial Training Center because of inadequate supply of electricity; and (d) farmer training, which would have used the facilities at the Saber Agricultural - vi - Training Center, had been transferred to a different location (para.5.04- 5.05). The project has also not met its objective of achieving 38% enrollment of females because of perceived poor employment opportunities and socio-cultural barriers (para. 5.06). As there are shortages of all types of technical personnel, and the Government assigns all graduates to the public sector, there is presumably no unemployment among the graduates of these project Institutions. The training of teachers for the vocational training centers was expected to meet its target of 63 teachers trained under bilateral technical assistance. The project has been specially successful in developing appropriate curricula for the vocational training institutions. The availability of boarding places in all the vocational training centers to accommodate students from all parts of the country would help reduce regional inequalities in vocational training opportunities. Given time, the project has the potential for achieving all Its objectives. Sustainability As the three project institutions are part of a larger network of vocational training centers planned by the Government and are the main source of trained middle-level skilled workers, they are being maintained by the local government in each Governorate where they are located. If, however, enrollment remains low, the sustainability of each institution might depend on the cost-effectiveness of the output of trained workers, an issue which would need reexamination after the institution has had a reasonable period (say, five years) of operational experience. Findings a-id Lessons The project's experience suggests the following lessons: (a) Preparations for civil works construction should be at an advanced stage by credit/loan effectiveness to avoid implementation delay which would almost always result in much higher construction costs in a period of rapid price inflation (paras. 3.02-3.04). (b) Agreement at appraisal between the Borrower and the Association on the provision of building spaLe, schedules of accommodation, and other matters concerning civil works would avoid the necessity of revisions which would delay implementation and increase costs (paras. 3.13-3.15). (c) Constructive participation of the various Government agencies and the Association in decision-making during project implementation is a crucial factor in ensuring successful implementation (paras. 3.02, 3.10-3.12, 3.43). - vii - (d) To meet project objectives which involve rapid social change in a traditional society (such as enrollment in vocational education which has low prestige, or encouraging women to take a more active part in the economy where men have predominated) the project design should include programs for publicizing the advantages of vocational skills and the merits of having more women working in ir.dustry, agriculture and commerce (5.04-5.08). - viii - PROJECT COMPLETION REPORT PEOPLE'S DEMOCRATIC REPUBLIC OF YEMEN SECOND EDUCATION PROJECT (CREDIT 865-YDR) SUMMARY AND RECOMMENDATIONS Project Generation 1. The quantitative development of the education system in the People's Democratic Republic of Yemen between independence in 1967 and appraisal in 1978 was remarkable. But although structural deficiencies of the system were being addressed, deficiencies still remained in manpower training, education quality and finance. The appraisal mission estimated the annual shortfall of technicians by 1983 at about 740 and that in the clerical and skilled workers category about 6,650. The mission appropriately considered these critical shortages to be a serious impediment to economic development. Obiectives. 2. The Second Education Project (Credit 865-YDR) was conceived as the first phase of a proposed network of skill training centers, and it is designed to assist in meeting training needs for skilled and semi-skilled manpower in industry, agriculture and commerce. The main objectives of the project are to assist the Government in: (a) meeting training needs for skilled and semi- skilled workers in the above three sectors; (b) reducing regional inequalities in vocational training opportunities by providing boarding places for about 50 percent of the total student population; (c) increasing the role of females in the economic life of the country by encouraging female participation in each of the three vocational training programs; and (d) assist in developing appropriate curricula and training teachers for the three types of training centers. The project is scheduled to produce annually about 500 employable graduates of a two year (grades 9-10) skill training program. Project Scooe. 3. The project originally included new construction, furniture and equipmuent for 850 training places and 400 boazding places for three vocational training institutions, one each in the industrial, agricultural and commercial sectors. During implementation, project scope was changed to include one new and the conversion of two centers. It also included technical assistance for teacher training, financed from bilateral sources. Project Management and Implementation. 4. The Credit was signed on December 22, 1978. Six years later and after one, 18 month extension of the original Cosing date (June 30, 1982), physical aspects of the project had been substantially completed and the Credit was closed on December 31, 1984. The six year implementation period compares well with regional averages in implementation performance, although it substantially exceeded appraisal estimates of approximately three years. The main factors that accounted for the time overrun were limited design capacity in the Ministry of Construction and major price increases in the cost of labor and materials which necessitated scaling down of the project. Further delays also occurred as a result of the 1982 floods in PDRY. - ix - 5. Prolect Implementation. The project unit, originally created under the First Education Project (Credit 494-YDR), has performed well. Its responsibilities include: (a) general coordination of the project; (b) procurement of furniture and equipment; (c) monitoring of progress; (d) keeping of project records; and (e) liaising with the Association. The Ministry of Construction was responsible for the design and implementatiou of civil works. Bilaterally provided technical assistance was efiiciently aAministered by the Directorate of Technical and Vocational Education. Suitable curricula for the three training programs have been developed and are being introduced. About 50 teachers have been trained, compared with appraisal estimates of 63. All project institutions have the requisite textbooks and libraries. 6. All three sites are a4equate in size and location, but less than optimally planned or utilized. Construction areas are generally over 50 percent in excess of appraisal estimates due to: (a) the original allowances made at appraisal for walls and circulation were about 0l too low; (b) there were planning difficulties associated with converting existing facilities; and (c) the designers of the new facilities created unneccessarily large circulation and recreation areas. But despite flaws, the designs are generally simple and functional. 7. In comparison with other construction in PDRY, such as general secondary schools, the quality of the project buildings is acceptable, but several minor deficiencies need attention. The only serious shortcoming is caused by termite attacks on non-structural elements. 8. Appropriate furniture and equipment lists were prepatqd by the Ministry of Education, and procurement was timely and efficiently carried out, mostly by international competitive bidding. The quality of the imported furniture is excellent. Equipment is appropriate in terms of quality and quantity, but not yet fully operational. Adequate initial supplies of consumable materials are being provided for each ceuter. 9. Maintenance problems are evident at two of the three project institutions (paras 19v-l9vi below), but prospects are good that existing deficiencies will be rectified. 10. All covenants have been satisfactorily fulfilled. Association Sup evision and Performance. 11. The project concept and design were responsive to training needs of the Borrower. Effective communications were maintained between the Government and the Association, and critical problems were identified and solved in a timely manner. -x - Proiect Cost and Financing. 12. At appraisal, the project cost was estimated at US$ 4.4 million equivalent, whereas actual costs are US$ 7.0 million, an increase of 58 percent. The principal reason was an increase in construction costs by 66S over appraisal estimates despite an appropriate decision during implementation to scal. the project down by substituting rehabilitated facilities for the originally planned new facilities at two out of three project sites. Construction cost increases were caused by a sharp general escalation of construction prices during early implementation (321 in 1979) coupled with 50% increases in gross building areas (para 6). 13. Furniture costs increased by 43 percent over appraisal estimates and equipment costs by 25 percent, mainly because of about 302 higher than estimated price escalation rates for these items and minor changes in equipment lists. Disbursements were closely related to expenditures. Attainment of Pro lect Obiectives 14. The project is a forerunner of a proposed network of 14 planned vocational training centers. The project has the potential to met its stated objectives, but enrollments and outputs remain low because of the reasons stated below. At the time of the completion mission, civil works were with minor exceptions complete. Actual capacity of project institutions is 18 percent in excess of the originally proposed capacity. Enrollment 15. One school is fully operational and the others operated in temporary premises during 1984/85. To date, only 31 percent of appraisal enrollment Largets have been achieved because : (a) the first intake to the new f44ilities of the Vocational Industrial Training Center at Al-god will not take place until September 1985t (b) The Vocational Agricultural Center at Saber only moved to its new premises in January 1985; (c) the low social prestige of vocational-technical education has discouraged better qualified students from enrolling; (d) evening classes are not yet held at the Comercial Vocational Training Canter at Mukalla because of limited availability of electricity; and (e) farmer training bas been appropriately transferred to an agricultural extension program on a different location. The project has not met its objectives in terms of enrollment of females (21 of compared with estimated 38%) because of perceived poor employment opportunities and socio-cultural barriers (para 5.06). The Government is contemplating measures to encourage enrolment, but further. avenues must be sought to increase enrollment, particularly that of females. Dropout at the only fully operational institution is low at 3 percent per annum. Graduates 16. The Ministry of Planning assigns graduates to employment in the public sector. Specific plans for student placement are not known, but there are shortages of all types of technical personel of the type produced by the three centers. - xi - Teachers 17. The outcome of the teacher training program both locally and through bilateral agreements has been successful in that about 50 of the required 63 teachers have been trained and the remainder is undergoing training. Teaching Programs/Curricula 18. The project has been particulary successful in its attempts to generate appropriate curricula for its training institutions. Recently developed curricula are in use at the industrial and commercial training centers and serious efforts are being made tc introduce new curricula to the agricultural training institution. Appropriate consultations were held with various education and research institutions as well as with user ministries and potential employers about tba cantent of the new curricula. The result is a good balance between theory anc. practical subjects. 19. Recommendations 1. Special attention needs to be given to the site supervision aspects of projects in PDRY, which is %enerally a serious problem because of shortages of staff and funds. However, site supervision has effectively ensured an acceptable quality of construction work at two project institutions. There are nonetheless a number of problems at the Vocational Agricultural Center at Saber, where site supervision was less efficient (paras 3.17, 3.25). ii. Appraisal missions should carefully assess the abilities of design agencies to deliver designs within provided time, cost and area limits when proposing stringent construction programs (paras 3.13, 4.03). iii. The Government should wake more use of the recommendations of the building study included in the First Education Project (Credit 494-YDR), in particular in respect of design features appropriate for the climate (para 3.16). iv. Efforts by students and school authorities to prepare landscaping and vegetation on site should be encouraged, and the Ministry of Construction should develop specialized specifications for the establishment and maintenance of such planting on new sites (para 3.18). v. Attention needs to be given to completing or remodelling minor construction work and equipment installation on all three sites (paras 3.19, 3.20, 3.21, 3.22, 3.25, 3.28, 3.29, 3.30, 3.34). vi. The Ministry of Construction should give more attention to the hazards of termite attacks, by ensuring that effective treatment of sites is carried out, or alternatively by using designs that eschew the use of timber Doors and windows on two project sites will by necessity have to be replaced because of termite damage within the next couple of years (para 3.24). Consideration should be given by the Association to finance replacement of these window and door frames from the proceeds of the Third Education Project (Credit 1222-YDR). - xii - vii. The Project Unit should provide, by September, 1985, a one year's supply of consumable materials from the project budget. There is some danger that the recurrent budget may not suffice in the future, and this needs to be monitored by the Ministry of Education. This is particularly important for the IndustrIal Vocational Training Center at Al-Kod, because some courses cannot otherwise be offered (para 3.31). viii. The Government's efforts to encourage enrollment in technical/ vocational education (including the establishment of evening classes) should coutinue, but the focus of such activities should probably be on publicity and information campaigns rather than provision of increased stipends to students. At the local level, the education authorities should organize and implement a publicity campaign to educate the public about the activities of the training centers through organized parental visits, as well as visits by the eighth grade classes. Increased effort must in particular be made to educate the public about training opportunities for females (paras 5.05-5.07). ix. To facilitate implementation of the curriculum and to ensure practical orientation of agricultural training, the Government should arrange for title transfer of a Ministry of Agriculture farm site adjacent to the Agricultural Vocational Training Center at Saber to the center. Although the physical facilities for animal husbandry have been provided at this center, it has as yet neither animals nor feed. Progress in rectifying these shortcomings should be monitored by the Association. The prospects for their resolution are considered good (para 5.13). X. The next scheduled education mission to PDRY (September 1985) will review the status of the project institutions and discuss the above recommendations with the Government. PROJECT COMPLETION REPORT PEOPLE'S DEMOCRATIC REPUBLIC OF YEMEN SECOND EDUCATION PROJECT (CREDIT 865-YDR) CHAPTER 1 INTRODUCTION 1.01 The preparation of this Project Completion Report has been based largely upon data collected by a mission to the People's Democratic Republic of Yemen (PDRY) during the two first weeks of February, 1985 and data available in the Bank Growr files in Washington D.C. The mission visited all three project sites, observed classes, held discussions with the Director and some teachers at the training centers in operation, and consulted with the Government authorities at ministries connected with the Project, including Education, Planning* Labour and Civil Service and Construction. The Project Director or his Deputy accompanied the mission on all visits. The Director's contribution to the work of the mission was invaluable in that he had collected data for forms previously prepared by the Association, and his records were complete, reliable and accessible. 1.02 Before going to PDRY, the mission leader made a one week study of the relevant project files held by the World Bank Group in Washington D.C., and consulted with project officers associated with the Project. The files include supervision reports, progress reports, correspondence with the Borrower and other documents which had been prepared during project generation and implementation. 1.03 The mission reviewed the achievement of project objectives and targets (physical, financial and educational) against the planned or expected schedules and achievements set out at the time of appraisal and negotiations. However, a meaningful evaluation of the quality of the internal efficiency and output of the project institutions was not feasible, because only one institution has recently become fully operational. CHAPTER II PROJECT BACKGROUND Socio-Economic Setting 2.01 At the time of appraisal, the People's Democratic Republic of Yemen had a population of about 1.7 million with an estimated growth rate of 2.6 percent per annum. With GNP per capita at about US$ 280, the country was among the least developed in the world. Economic development efforts were hindered by two major problems: (i) limited availability of natural resources combined with rugged topography and difficult climatic conditions; and (ii) a critical shortage of skilled technical and managerial personnel. These problems were exacerbated by an uneven population distribution, and emigration of workers to nearby oil producing countries. - 2 - 2.02 Despite these adverse conditions, the country had achieved a healthy GNP growth rate of 8 percent per annum, mainly as a result of large scale workers remittances, effecetive mobilization of public investment (which rose from 7 percent of GDP in 1970 to over 23 percent in 1975) as well as a series of structural and institutional reforms, which had increased the absorptive capacity of the economy. Yet considerable potential for futher economic development existed, particularly in agriculture, fisheries, manufacturing, construction and transportation. However, successfull economic development in these sectors depended to a major degree on the availability of the neccessary technical manpower. Sector Setting 2.03 As a result of a sound administrative structure and dedicated and industrious staff, the quantitative development of the educational system between independence in 1967 and appraisal in 1978 was remarkable. But although the reform measures were appropriately directed towards rectifying the structural weaknesses of the educational system and provided a promising framework for its future development, deficiencies still remained, particularly in relation to manpower training, education quality and education finance. 2.04 In the area of anpower training, an annual shortfall by 1983 of 740 technicians and 6,650 clerical and skilled workers had been estimated at the time of appraisal. These critical shortages were appropriately perceived by the Government as serious impediments to economic development. Accordingly, appropriate measures were developed in the Government's educational development strategy to assist in meeting the shortfall. These measures included: (a) assigning responsibilty for pre-service training to the Ministry of Education and retraining and upgrading of skills to the Ministry of Labor and Civil Service; (b) establishing a National Technical and Vocational Council, responsible for formulating comprehensive training programs and coordinating training activities in the country; and (c) establishing a new Directorate of Technical and Vocational Education to act as the executive branch of the Council. 2.05 In view of the limited expansion of technical and vocational education after independence compared with the rapid expansion of general education, the Gjovernment decided to accord top priority to the development of two year vocational skill training centers (grades 9-10) for programs for industry, agriculture and commerce. Fourteen such centers were to be established with a combined annual output of about 2,700 graduates by 1985. The Second Education Project was conceived in support of the Government's efforts to develop such skilled and semi-skilled manpower. Formulation of the Project 2.06 The project was formulated over a period of 22 months. The Government's request for the project was originally made by the Minister of Education during an IDA mission to Aden in November, 1975 and was reiterated at the Bank/Fund Annual Meetings held in Manila, Philippines in October 1976. -3- 2.07 In response to the Government's request, the Association advanced the project from FY80 to FY79. Consequently a four-man reconnaisance mission went to Aden in late February 1977 and concluded that the Government's educational strategy was sound and consistent with the socio-economic needs of the country. The mission proposed that the project focus on the Government's priority of developing vocational training, beginning with nine vocational training centers with 2,860 student places 1/. The Government proceeded with the preparation of the project on this basis, and was assisted by a two-man reconnaisance and preparation assistance mission from the Association in July, 1977. 2.08 The major issue at this stage was financial: total estimated cost of the proposed nine centers was at that time about. US$ 12.5 million, including contingencies. The Government anticipated difficulties in obtaining suitable cofinancing for the project and decided to reduce the project to five centers 2/ in order to permit an early start of project. These centers were to have about 1,600 student places and cost a total of about US$ 7.0 million. 2.09 In January 1978 a three-man appraisal mission assisted the Government in completing project preparation and appraised the project. The mission recommended that four centers 3/ with 1,400 student places and 600 boarding places be established at a total estimated cost of about US$ 6.8 million. Technical assistance in the form of fellowships was to be provided by the Government through bilateral assistance. 2.10 The financial issues continued to stay with the project during its subsequent processing. A Credit of only US$ 4.0 million was available, while construction costs between 1976 and 1978 had escalated at an average annual rate of 16 percent 4/. To compensate for the escalation, the Government and the Association correctly decided to reduce project scope to three centers. 2.11 Negotiations were held August 15-17, 1978 in Washington DC., and the Credit was signed on December 22, 1978. It was scheduled to become effective on March 22, 1979, but because of delays in ratifying the Development Credit Agreement and obtaining legal opinion thereon, the actual date of Credit Effectiveness was June 22, 1979. 1/ Three industrial, two agricultural, two commercial, one fishery and one health. 2/ Three industrial, one agricultural and one commercial. 3/Two industrial, one agricultural and one commercial. 4/Source: Analysis of unit cost data from IBRD Report "People's Democratic Republic of Yemen, A Review of the Construction and Manufactoring Sectors, October 30 1981". -4- Proiect Objectives 2.12 Cr'tical manpower shortages had appropriately been perceived by the Government as one of the most serious obstacles to economic development, and the project was a part of the Government's educational development strategy to help overcome this impediment. It became the first phase of a proposed network of fourteen vocational training centers (para 2.05), and was designed to assist in meeting needs for the training of skilled and semi-skilled manpower in industry, agriculture and commerce by producing annually about 500 employable graduates. 2.13 The project also responded to the Government's objective of balanced regional development by providing boarding places for 50 percent of the total student population to cater for the needs of studenta from rural areas. In response to the Government's policy of increasing the role of women in the economic life of the country, the project provided for 15, 20 and 75 percent participation of female students in the industrial, agricultural and commercial training programs, respectively. Project Description 2.14 The project as negotiated consisted of: (a) Construction, equipment and furniture for: Estimated --Capacity- Annual Institutions Grades Academic Boarding Output VocationalTraining Centers : (a) Industrial 9-10 and 250 100 115 Third Governorate evening classes 65 (b) Agricultural 9-10 and 250 150 110 Second Governorate ungraded 50 200 (c) Commercial 9-10 and 300 150 135 Fifth Governorate evening classes 75 Total 850 400 700 (b) Technical Assistance: About 36 man-months of bilaterally financed fellowship training abroad for the directors of the industrial and agricultural centers and four selected teachers (six man-months each). - 5 - CHAPTER III PROJECT IMPLEMENTATION Overview 3.01 The Credit wes signed on December 22, 1978. Six years later and after one, 18 months extension of the original Cosing date (June 30, 1982), physical aspects of the project had been substantially completed and the Credit was closed on December 31, 1984. The six year implementation period compares well with regional averages in implementation performance (about 10 years), although it substantially exceeded the optimistic appraisal estimates of approximately three years. Chart 1. shows a comparison between planned and actual implementation schedules and disbursement profiles. 3.02 Delay Factors. Several, mutually reinforcing factors accounted for the time overrun when compared with appraisal estimates. Manpower deficiencies had begun to emerge in certain key sectors, including construction, as a result of a rapid intake into the government sector and emigration 1/. As a result, the Ministry of Coustruction required about six months in excess of estimates to prepare the original tender documents for the project. In addition to causing design and construction delays, the msnpaxw; shortages also had a major effect on construction costs. During 1979 alone, construction unit costs for non- residential buildings increased by an average of 32 percent because of accelerated growth of the constructiu sac.to= and inflationary consequences for the entire economy 2/. These unit costs increases, coupled with approximately 60 percent increases in construction areas between appraisal provisions and actual designs (para 3.13), resultad in tenders (December 1979) that were 100 percent above appraisal estimates iclu&din contingencies. At final account these costs had risen to 120 percent over appraisal estimates. 3.03 A further six months delay took place while decisions were being made about how to proceed in view of the cost overruns. By mid 1980, one year after the initially scheduled start of construction, the Assocation and the Government agreed to depart from the originally appraised proposal to construct new facilities for all project items. Existing secondary school facilities were provided, and converted and expanded for the use of the Vocational Industrial Center at Al-Kod and the Vocational Agricultural Center at Saber, while the Commercial Vocational Training Center at Mukalla was constructed in 29 months as per the original designs. 3.04 In hindsight it becomes apparent that much of the advantage of deciding to adapt existing facilities rather than continue with the original designs was lost. Tenders for the extensions/conversions were not received until December 1981, two years after calling the original tenders and about three years after appraisal estimates. By this time, construction unit costs I/Source: IBRD Report "People's Democratic Republic of Yemen, A review of Economic and Social Development, March 1979". 2/Source: Review of unit cost data from IBRD Report "People's Democratic Republic of Yemen, A review of the Construction and Manufactoring Sectors, October i0 1981". had escalated to YD 184/m2 - an increase of 137 percent over the average construction costs for non-residential buildings at the time of negctiations in 1978. lurther delays occurred as a result of the 1982 floods, when the buildings intended for conversion were impounded for use as temporary shelters for flood victims. Conversion of the Vocational Industrial Training Center at Al-Kod started in July 1982 and was completed in 33 months. The Vocational Agricultural Center at Saber had to be retendered because the Association found the Government's proposal to reject all tenders and award the contract to a Government Corporation that had not participated in the bidding process inconsistent with its procurement guidelines. Work began on site in November 1982 and was completed in 25 months. Project Management and Borrower Performance 3.05 Three Government organizations were the main participants in project management, namely the Project Unit of the Ministry of Education, the Ministry of Construction and the Directorate of Technical and Vocational Education of the Ministry of Education. 3.06 Project Unit. The project unit was originally created under the FirstEducation Project (Credit 494-YDR) and has been responsible for implementing three subsequent education projects. Responsibilities of the project unit include: (a) general coordination of all entities involved in the project; (b) procurement of furniture and equipment; (c) monitoring of progress; (d) keeping of project records; and (e) liaising with the Association. The project unit has performed well, not only in the management of events under its direct control, but also in its handling of problems. outside its direct control. Procurement of equipment and furniture was carried out efficiently, its records are commendably complete, and the unit has established an excellent liasion with the Association. 3.07 Ministry of Construction. A major participant in project management was the Ministry of Construction. Because of excessive workloads and manpower shortages (para 3.02), this ministry experienced severe difficulties in the timely carrying out its assigned tasks, namely the preparation of design, preparation of tender documents, tendering, evaluation and supervision of construction. The designs were excessively spacious and the quality of tender documents for the Vocational Industrial Training Center at Al-Kod and at the Vocational Agricultural Center at Saber was less than satisfactory, including omissions of major construction items from the tender documents. Another cause of construction period overruns was clearly beyond the control of project managers, namely the neccessity to refurbish buildings that had been used for flood victims after the cessation of the occupation. 3.08 Ministrv of Education. Technical assistance for the project was efficiently administered by the Directorate of Technical and Vocational Education of the Ministry of Education. Inplementation of Software. 3.09 Technical Assistance. The Government provided training for the directors and four instructors of the Vocational Agricultural Center at Saber, and the Vocational Industrial Training Center at Al-Kod through a bilateral agreement with East Germany. Table 3.1 shows the fellowships actually provided compared with appraisal estimates. - 7 - Table 3.1. Technical Assistance (Fellowships) Project Appraisal Estimate Actual Provided Item Number Duration Total Number Duration Total Months - - Months Al Kod Industrial Training Center. - Direc-or 1 6 6 1 6 6 Saber Agricultural Training Center - Director 1 6 6 1 6 6 - Farm Machinery 2 6 12 - - - - Food Processing 2 6 12 2 30 60 Total 6 36 4 72 The successful outcome of this program is discussed in paragraph 5.09 3.10 Curriculum DeveloRment. The Education Research Center of the Ministry of Education prepared curricula for the general subjects, whereas the curriculum for the industrial, agricultural and commercial training programs were each developed by Technical Education Committees, commissioned by the Minister of Education, and assisted by professionals in each category. These professionals were selected from staff of the Nasser College of Agriculture, the Malla Technical Institute and the College of Ecotomics, respectively. Representatives from the Ministry of Education Headquarters, teachers, business and industry also participated in their respective areas of competence. The curriculum was approved in 1979 by the Second Education Congress. Comments and suggestions on the draft syllabi by user ministries and potential employers were evaluated and incorporated as appropriate into the final curriculum design prior to finalization and approval by the Advisory Council of the Ministry of Education. The Technical Education Committees selected appropriate books and reference materials and also prepared examination policies and regulations for all vocational programs. This achievement is expected to ensure consistency of content and quality in each program specialization and simplify future development of additional training centers. The outcome of the curriculum development program is discussed in paragraphs 5.10-5.14. 3.11 Textbooks and Libraries. Appropriate textbooks, library books and reference materials were selected from abroad and modified by each curriculum conmittee to suit the Yemeni situation. Accordingly, the Industrial and Commercial Training Centers have a set of textbooks similar to those used in Egypt and Syria, respectively. English language books were imported from the United Kingdom and India, and Arabic ones from Egypt and Syria. Eighty reference books were imported for the Vocational Agricultural Center at Saber. 3.12 Considerable attention is being paid to the development of libraries. Each vocational training center has a library with seating for about 50 students and equipped with about 1,000 new books. Although the library of the Vocational Agricultural Center at Saber has not yet been organized and there is - 8 - no trained librarian at any of the vocational training centers, the librarian at the Commercial Vocational Training Center at Mukalla has worked for three years under the guidance of a professional librarian and serves full time. There are also plans to send staff members from the other two institutions to attend elementary training courses at the libraries of the Nasser College of Agriculture and the Aden University. Phrsical Planning and Design 3.13 Space Provisions. The building areas for the new buildings are about 50 percent in excess of appraisal estimates. At the Commercial Vocational Training Center at Mukalla (the only institution with entirely new construction), the gross academic areas (8.6 m2 / place) are 40 percent in excess of appraisal estimates (6.1 m2) and the boarding areas (15.0 m2 / place) are 67 percent bigher than appraisal estimates (8.7 m2 / place). Similarly at the Vocational Industrial Training Center at Al-Kod, the new boarding facilities are 64 percent in excess of appraisal estimates. This was in part due to excessively stringent appraisal estimates for walls and circulation (15-20X) but mainly because the designers of the facilities created unnecessarily large circulation and recreation areas. At the converted facilities, there were also planning limitations associated with the existing structural elements. (Annex 2-4). 3.14 The conversion of the secondary school at Saber into a Vocational Agricultural Center provided over 602 more usable academic areas than those envisaged at nppraisal because of the availability of existing space at the converted secondary school. Accordingly, the capacity of this institution is well in excess of appraisal estimates (para 5.02). Useable areas at the other two centers are similar to the appraised ones. Only at the Vocational Industrial Training Center at Al-Kod did it prove difficult to accommodate the original schedule of accommodation and a fitting workshop had to be omitted. The boarding areas included during appraisal had provided recreation areas and other amenities sparingly. Expansion of these areas during the design process resulted in a 341 exceess over the appraisal program. A detailed comparison of originally proposed and actually provided areas is shown in Annex 1-1. 3.15 Building designs. The schematic designs, approved by the Association, were in broad terms simple and functional, but excessive in terms of circulation areas (para 3.13) and the buildings were spaced unnecessarily far apart, which contributed to cost increases and created u=managable external spaces. The building plans are based on single loaded corridors in single storey buildings with the exception of the academic block at the Vocational Agricultural Center at Saber and the classrooms at the Coumercial Vocational Training Center at Mukalla where two storey blocks have been used. 3.16 During subsequent construction drawing and supervision stages, the Ministry of Construction sacrificed some construction quality and gave insufficient attention to detail in attempts to economize oa construction costs. Thus in several important respects, the designs differ from the recommendations of the building study, financed under the First Education Project (Cr.494-YDR). The study encourages the use of traditional construction in stone, dressed externally and rendered internally and resulting in a 16" thick external wall. However, while the unshaded 8" blockwork used for many buildings is less costly, but gives a much lower thermal comfort. Similarly, roofs are uninsulated reinforced concrete and windows lack sun-shading devices or sh.utters. Building orientation is generally correct although large areas of unprotected glass face west in the recreation room at the Vocational Training Center at Mukalla. - 9- Implementation of Civil Works. 3.17 Construction Contracts. The conversion contracts for the Vocational Agricultural Center at Saber and the Vocational Industrial Training Center at Al-Kod were carried out by local public building corporations, while the Comuercial Vocational Training Center at Mukalla was constructed by a joint venture of two private contractors. Effective site supervision has ensured a generally acceptable quality of work at the Vocational Industrial Training Center at Al-Kod and the Commercial Vocational Training Center at Mukalla, whereas the quality of work at the Vocational Agricultural Center at Saber is low. Details of implementation of the civil works contracts are given in Annex 1-2. 3.18 Sites. All three sites are adequate in terms of size, and location. Although provisions were made in the construction contracts for some planting, these were not implemented because of the climatic and terrain difficulties. A laudable effort which should be encouraged is underway at the Vocational Agricultural Center at Saber, where the students are developing a garden in their hostel courtyard. 3.19 Site Development. Site works are still incomplete, but arrangements have been made to ensure that the work will be done. Access and service roads are still incomplete at the Vocational Agricultural Center at Saber and at the Vocational Industrial Training Center at Al-Kod. The boarding blocks at all three sites and the kitchen and dining block at the Vocational Agricultural Center at Saber lack service roads. 3.20 Sewage disposal is by septic tanks and soakaways. At the Vocational Agricultural Center at Saber, the old septic tanks and drainage runs of the converted buildings are dilapidated and require thorough maintenance and repairs before they can be used. The PIU is entering into an agreement with the Ministry of Construction to ensure that this takes place. 3.21 At the Commercial Vocational Training Center at Mukalla the permanent water supply is scheduled to be installed shortly by the Water Authority of Fouah. In the meantime, the institution uses the building contractor's temporary supply. 3.22 Electrical mains were being connected at the time of the completion mission, except at the Commercial Vocational Training Center at Mukalla, where a generator, capable of providing power for the hostels and limited amount of power for the classrooms is still temporarily in use. 3.23 Construction Quality. All structural elements of project buildings are well constructed, although thermal movements in external hollow block walls have produced some unsightly cracks. 3.24 In comparison with other construction in PDRY, the quality of the project buildings is good. The only serious defect of the new work is caused by the failure of the anti-termite treatment of the ground prior to construction. Door frames have been seriously damaged at the Commercial Vocational Training Center at Mukalla and at the Vocational Industrial Training Center at Al-Kod where timber door frames were used instead of aluminium. Replacement of these frames will become necessary within the next couple of years. - 10 - 3.25 Of the two project items that were based on conversions of existing facilities, the Vocational Agricultural Center at Saber is the less satisfactory because of inadequate site supervision. Rehabilitation of the 1978 secondary school buildings at Saber was difficult also because of the poor standard of the original construction; plumbing is of poor quality and there is a shortage of electrical power outlets in classrooms and laboratories. Furniture and Equisment 3.26 Furniture and equipment lists, acceptable to the Association, were prepared by the Ministry of Education with assistance from staff of the Nasser College of Agriculture, the Malla Technical Institute and the College of Economics. 3.27 erocurement of about 96 percent of all project equipment and furniture was efficiently carried out by international competitive bidding. The remaining 4 percent (vehicles) was procured on the basis of three price quotations from suppliers providing service in PDRY. 3.28 The quality of the imported, steel framed, mobile furniture is very good and appropriately sturdy. Quality of the built-in furniture is acceptable except at the Vocational Agricultural Center at Saber, where doors are poorly fitted and worktop tiling requires replacement. 3.29 Equipment quality and quantity are appropriate, but the equipment was not fully operational at the time of the completion mission. In the Vocational Industrial Training Center at Al-Kod, the machinery had not been permanently connected and allowance will have to be made for commissioning and familiarization before classes start in September 1985. Evacuation ducts for exhaust gases are missing from the mobile engine rigs in the automotive workshop. 3.30 All three vocational training centers would benefit from the installation of blackout curtains in selected rooms to facilitate the use of visual aids equipment. Consumable Materials 3.31 Steps are being taken by the Project Unit to ensure that a one year's supply of consumable materials is provided from project funds. After the first year of operations, the supply of consumable materials will become the responsibility of the Ministry of Education which must enaure adequate provision in its recurrent budget. Maintenance. 3.32 Responsibility for maintenance of school facilities rests with the local Government in each Governorate where the institution is located. 3.33 The Commercial Vocational Training Center at Mukalla has been operating since January 1983 and appears clean and well maintained. Termite attacks at this institute will however prove an itcreasing maintenance problem and replacement will soon become a necessity. - 11 - 3.34 The Vocational Agricultural Center at Saber requires urgent maintenance to plumbing, drainage and fittings as well as making good of defective finishes under the building contract. 3.35 The Vocational Industrial Training Center at Al-Kod does not suffer from maintenance problems. Special Covenants. 3.36 All special covenants under this project have been satisfactorily fulfilled. A covenanted tracer system has been developed, but not fully implemented because of construction delays. The Ministry of Education is taking action to ensure that benefits will be realized from the tracer system. The following paragraphs discuss fullfJllment of all project specific covenants. 3.37 Section 3.02(a) of the Credit Agreement - Coordination of Training. Under this covenant the Borrower was required to ensure that the National Technical and Vocational Council continue to function as a coordinating agency among the various ministries and public corporations involved in vocational training. The Council has carried out this function satisfactorily. Section 3.02(b) of the Credit Agreement - Curricula. Under this covenant, the Borrower was required to consult with local and other appropriate interest groups about continued relevance of curricula. As dicussed in detail in paragraph 3.10, this requirement has been fully complied with. 3.39 Section 3.02(c) of the Credit Agreement - Tracer System. Under this covenant, which is being satisfactorily implemented, the Borrower was required to establish by December 31, 1980 an evaluation system, including a tracer system for analysis of job placement and performance. Such a system was designed and developed on time by the Directorate of Vocational and Technical Education of the Ministry of Education and reviewed by school administrators before final approval by the Advisory Council of the Ministry of Education. Implementation of the system has, however been delayed because of delays in physical implementation of the project. Satisfactory tracer forms for employers and employees were issued to the schools in February 1984 along with procedures for implementation and vocational education guidance regulations. After the first six months of employment (starting around January 1986) the graduates are expected to fill the forms and again at the end of the first year of employment. 3.39 Section 3.03 of the Credit Agreement - Fellowships. The Borrower was required to arrange for overseas training of center directors and other staff in adequate numbers under this covenant. A satisfactory arrangement for such a bilateral technical assistance was also a condition of the Credit's presentation to the Board. This training program was carried out satisfactorily as shown in paragraph 3.09. 3.40 Section 4.04 of the Credit Agreement - Teachers. The Borrower was required to provide suitably qualified teachers in adequate numbers and on a full time basis for each vocational training center. This covenant has been fully met as futher discussed in paragraph 5.09. - 12 - Association Sugervision and Performance. 3.41 The project concept and design wero responsive to the need to provide training facilities for the industrial, agricultural and comeurcial sectors of the ecoiomy. Project objectives were clearly defined (para 2.12) with the proper emphasis on targets to be achieved, including reductions in regional disparities and increasing the participation of women. The three year implementation schedule, adopted by the appraisal mission wan, however, unduly optimistic (para 3.02). 3.42 Communications between the Government and the Association were generally good throughout the project period and critical problems were solved efficiently. The large difference between the appraised and actual construction programs (para 3.13) points however to a lack of clear communications on that pOint. 3.43 When external factors threatened to derail the project (i.e. runaway inflation in the construction sector - para 3.02), the Association adopted a flexible attitude in its attempts to assist the Government in meeting the basic objectives of the project by approving: (a) the conversion of the two existing secondary schools into industrial and agricultural vocational training centers in lieu of the originally planned two new vocational training centers in the Credit Agreement; (b) the use of local competitive bidding procedures (including the use of Arabic in bidding documents) for the conversion of the vocational training centers in order to expedite the implementation of civil works; and (c) an appropriate 18 month extension to the Closing Date and reallocations of the proceeds of the Credit. 3.44 Supervision reports were informative, problem areas were id6ntified and warning signals were sounded in time. Appropriate advice was given at critical times, and recoamendations were made about the composition and timing of future missions with a view to help solve identified problems. Although four project officers were responsible for the project during its life-span, the overlap in transition provided the necessary continuity. 3.45 Sup6rviaion missions were timely with average intervals between missions about sixc months. The average span of these missions, including time spent on other activities was about ten days. The ten missions by an architect to: (a) review the initial design work of the Ministry of Construction; (b) recommend action to counteract the effect of runaway construction prices (para 3.02); (c) supervise the redesign proess (para 3.03); (d) review contract awards; and (e) supervise other implementation aspects of the project, was justified by the complexity of these implementation problems. Three other specialists participated in about five missions devoting about equal attention to the three training programs. - 13 - Chapter IV Prolect Cost and Financing. Capital Costs 4.01 Overview. At appraisal, the project cost was estimated at US$ 4.4 miilion equivalent, whereas actual costs are US$ 7.0 million, an increase of 58 percent. Table 4.1 sumarizes the estimated and actual project costs by category of expenditure. A detailed comparison of estimated vs actual capital expenditures by category and by project item is given in Annex 2-1 (US$) and Annex 2-2 (Yemeni Dinars). Table 4.1 Comparison of Estimated and Actual Costs by Category of Expenditure- including Contingencies. Appraisal Estimates Actual Difference (S) Between Actual us$ M. S of total US$ M. %of total and Estimates - - - - - Construction and Site Development 3.143 71.4 5.217 74.8 + 66 Furniture 0.328 7.4 0.468 6.7 + 43 Equipment 0.760 17.2 0.948 13.6 + 25 Professional Services and Local PIl Costs 0.117 2.7 0.292 4.2 + 150 Technical Assistance 0.057 1.3 0.050 0.7 - 12 4.405 100.0 6.975 100.0 + 58 4.02 Civil Works. The principal reasons for the increase in project costs were: (a) runaway cost escalation-in civil works between appraisal and tenders in 1979 and later, caused by manpower shortages and accelerated growth of the construction sector (3.02); and (b) large construction area increases over appraisal provisions, caused by overly stringent appraisal provisions and unneccesarily generous designs (para 3.13). Civil works tenders received in December 1979 totalled US$6.93 million 1/, an increase of 120 percent over appraisal estimates including contingencies. l/ The final account for the Commercial Vocational Training Center at Mukalla has been used to determine construction costs because the tender documents inadvertently omitted one boarding block, subsequently added back to the contract. - 14 - 4.03 The base unit costs used by the appraisal mission (US$ 227/m2 at Mukalla) were in line with the then prevailing construction costs, and the local inflation factor, 14.5 percent per annum was in line with the country inflation rate at the time. However the appraisal was unduly optimistic in two respects: (a) the originally scheduled implementation period of three years was optimistic and total price contingencies were consequently low; and (b) the provisions for walls and circulation were conservative at 15-20Z, an average figure of 25-301 would have been more realistic. 4.04 The high tender costs were reduced to an actual construction cost of US$ 5.22 million by foregoing entirely new facilities for the agricultural and industrial centers and resorting instead to the conversion of existing secondary school facilities. At final account, the unit cost of the Commercial Vocational Training Center at Mukalla, built as originally designed, was US$4441m2, an increase of 96 percent over appraisal estimates. Annex 2-3 shows comparisons of costs per m2 for each center. Annex 2-4 compares estimated and actual areas and cost per place. 4.05 Furniture. Furniture costs exceeded appraisal estimates (including contingencies) by 43 percent as a result of the general sharp increase in the prices of imported goods during project implementation that exceeded appraisai estimates by about 30 percent, and minor changes in quantities. 4.06 Equipment. Equipment costs were over-estimated at appraisal, except for costs for machine tools for the Vocational Industrial Training Center at Al-Kod, which had been underestimated. The net result was an overall 25 percent increase in equipment cost. Annex 2-5 compares the estimated and actual cost of furniture and equipment per student place. Disbursements 4.07 Disbursements lagged about 36 months behind appraisal estimates due to delays in implementation, but otherwise there were no problems associated with disbursements. 4.08 When it became evident that total project cost exceeded appraisal estimates by a large margin (para 3.02, 4.02), the Government had to shoulder the cost overrun. To ensure continued financing from the proceeds of the credit throughout the project period, the proportion of IDA financing of civil works was accordingly reduced from 89 percent to 45 percent in August 1981. To ensure full disbursement of the credit by June 30, 1985, this proportion was raised to 100 percent after the final Closing date, December 31, 1984, resulting in an average IDA financing of 50 percent. The undisbursed balance of the Credit is being used to finance civil works contracts that were fully committed by the Closing date. Disbursements are scheduled for completion by June 30, 1985. A comparison of actual withdrawals with appraisal estimates by year is shown in Annex 2-6, and a comparison of actual and estimated disbursement profiles is made in Chart 1. 15 - 4.09 Table 4.2 below shows the actual totaJl disbursements from the credit by category of expenditure. Table 4.2 Comparison of Original Allocation and Actual Disbursements from the Credit by Category and Expenditures Percentage Estimated Percentage Type of Original 2 of Expndt. Disburse X of Expendi- Expenditure Allocation of to be ments of tures US$ Million Total Financed US$ Mill Total Financed. Civil Works 2.68 67 89% 2.62 65 50 Equipment & Furniture 1.00 25 85/100% 1.38 35 98 Unallocated 0.32 8 - - 4.00 100 4.00 I/ 100 1/ US$ 3.56 million had been disbursed as of April 26, 1985. The balance of the Credit is fully committed and is expected to be disbursed by June 30, 1985. 4.10 Due to delay in implementation, the original Closing Date of June 30, 1982 was postponed to 31 December 1984. The Credit Account will be closed by June 30, 1985, at which time project cost and disbursements will be updated. CHAPTER V INITIAL PROJECT OPERATING OUTCOMES Attainment of Project Obiectives 5.01 Oblectives. The project constituted a first phase in a proposed network of 14 vocational training centers, planned by the Ministry of Education. It was designed to assist in: (i) meeting training needs in industry, agriculture and commerce, by providing a vocational training center in each of the above sectors; (ii) reducing regional inequalities in vocational training opportunities by providing boarding places for about 50 percent of the total student places; and (iii) increasing the role of women in the economic life of the country by providing for female participation in each vocational training program ranging from 15-75 percent of enrollments of the various programs (38% average). In addition to these explicitly stated objectives, the project was also designed to assist in developing appropriate curricula and to train teachers for the three types of vocational training centers. - 16 - 5.02 Achievements. The project has the potential to meet its stated objectives* At the time of the completion mission, civil works had been completed at all three vocational training centers, with the exception of some external works still in progress. Quality of construction and finishes is acceptable except with regard to termite protection and all facilities have been built in accordance with the agreed designs. The quality of furniture and equipment is acceptable. A comparison of the originally proposed and actual capacity of project institutions (Table 5.1) shows that the two are identical at two insitutions, whereas the capacity of the Vocational Agricultural Center at Saber is about 60 percent in excess of appraisal estimates because of availability of space in the converted secondary school (para 3.14). Table 5.1, Capacity of Project Institutes Project Proposed at Appraisal Actual Capacity (1985) Institutions Academic Boarding Academic Boarding 1. Al-Kod Industrial Trng Center. 250 100 250 100 2. Saber Agri- cultural Trng. 250 150 400 150 Center. 50 1/ 50 1/ -3. Mukalla Commercial Trng. Center 300 150 300 150 Total 850 400 1,000 400 1/ Farmer Training Places 5.03 Regional inequalities have been reduced by providing boarding places to students coming from all parts of the Governorates in which the vocational training centers are located. In the case of the Commercial Vocational Training Center at Mukalla, recruitment of students is conducted on a country- wide basis. Annex 3-1 shows the origin of students enrolled at the various vocational training centers. The 38 students at the Vocational Agricultural Cenzer at Saber are all boarders, and likewise are 141 of the 166 at the the Commercial Vocational Training Center at Mukalla. Eighty of the 90 students assigned to the Vocational Industrial Training Center at Al-Kod are also boarders. - 17 - Enrollment and OutDuts 5.04 Enrollment. One school is fully operational and the other two operated in temporary premises during 1985. To date, only 31 percent of enrollment targets estimated at appraisal have been achieved because of reasons enumerated below. Table 5.2 compares appraisal estimates with actual enrollments for 1984/85. Further details are shown in Annex 3-2 . Table 5.2, Comparison of Estimated and Actual Enrollmants Appraisal Actual Estimate for for Inslitutions 1981/82 1984/85 Commercial VTC 475 1/ 166 Agricultural VTC 450 150 2/ Industrial VTC 380 90 / 1,305 406 .J Including 175 evening class students 2/ including 112 farmers that were trained at Giar and 90 students that have been assigned to the Vocational Industrial Training Center at Al-Kod 3/ Assigned for March 1985. 5.05 Several reasons account for current under-utilization of project facilities and full capacity utilization is not expected until 1987. The Vocational Industrial Training Center at Al-Kod has not yet opened in its new facilities, but an enrollment of 150 can be expected in September 1985. The Vocational Agricultural Center at Saber operated temporarily in a former secondary school and only moved to its new premises in January 1985. The Ministry of Planning had assigned only a handful of students to the former premises. Farmer training (50 places), originally planned to be conducted at Saber, has been appropriately transferred to the agricultural extension program at Giar, supported under the Fourth Education Project (SF19-YDR). Lack of transportation or alternative boarding arrangements for day students at the Commercial Vocational Training Center at Mukalla is reportedly the prime reason for current low enrollments at that institute. Prospects .for improvement in this respect are good when the nearby new township of Fouah becomes fully populated within the next two years. Evening classes have also not yet been held at Mukalla because of limited availability of electricity (para 3.22). The low social prestige accorded to vocational-technical education in terms of future employment prospects compared with those of general education is claimed by the authorities to have discouraged better qualified students from enrolling. The Government is taking steps to increase enrollments, including payment of stipends to students, but further publicity and information activities should be introduced to educate the public about activities of the centers. - 18 - 5.06 The project has not met its objectives in terms of earollwent of females, which is only about 4 percent at the Commercial Vocational Training Center at Mukalla and zero at the other two institutions. This may be compared with appraisal estimates of 382 (75, 20 and 15 percent for the commercial, agricultural and industrial training centers, respectively). Several reasons account for this shortfall: despite the Government's objective to increase the role of women in the economy, and the necessity to do so in view of the ongoing large scale migration of men, reluctance apparently exists among middle level managers to recruit females for the agricultural and industrial fields, for which training facilities are supported under this project. 5.07 At the time of appraisal many females were enrolled at the Nasser College of Agriculture. However, female graduates in agriculture tend to work only in ministry offices in Aden because of socio-cultural resistance to their employment elsewhere. Family pressure encourages those interested in technical fields to enter "clean"specializations such as radio, television, X-Ray technology and other related areas. Other reasons given for low female enrollment are: (i) early marriage of females; and (ii) parental objections to co-education in geographic areas ouside of Aden (for example, 21 girls listed the Commercial Vocational Training Center at Mukalla as their first choice for further education, and the Ministry of Planning assigned 26 places for girls, but only 4 enrolled). 5.08 Graduates. Only the Commercial Vocational Training Center at Mukalla has had an output of students. The training center opened in the middle of a school year, January 1983, with a limited intake of 102 students in accountancy (compared with a full complement of 150) and operated during the vacation period in order to complete the academic year in August 1983. The Center began its second year of operation on the regular school calendar in September 1983, and 90 students graduated in June 1984. Dropout at this school has decreased annually from 12 percent in 1983 to current 3 percent. The first graduates of the agricultural training institute are expected in 1986 and those of the industrial training institute in 1987. Annex 3-3 shows details of appraisal estimates of outputs compared with actuals. Teachers 5.09 The outcome of the teacher training program both locally and through bilateral agreements (para 3.09) has been successful in that the centers now have sufficient numbers of fully qualified and trained teachers. About 50 teachers have been trained (locally and abroad), compared with appraisal estimates of 63. The balance is being provided by expatriate teachers. LI To provide the necessary teachers for the project, special two-year post secondary instructor training programs were established at the Nasser College of Agriculture and the Malla Technical Institute for agricultural and industrial instructors, respectively. About 30 instructors subsequently 1/Three teachers, recent graduates from the Vocational Agricultural Center at Saber have not had professional pedagogical training, but are expected to attend such classes later. - 19 - attended the Nigher College of Education for pedagogical training, two days per week for one year. Four specialized teachers were also trained in the German Democratic Republic under a bilateral agreement. Teachers who had completed their training prior to physical completion of the vocational training centers were temporarily assigned other teaching and professional responsibilities, such as assisting in curriculum development. Teachers for the Commercial Vocational Training Center at Mukalla were trained at the College of Economics of the University of Aden. About 12 qualified and experienced expatriate teachers (202 of total) were recruited to fill posts that could not be filled by local recruitment. Details of the teacher training program are shown in Annex 3-4). Teaching Programs/Curricula 5.10 The project has been particulary successful in its attempts to generate appropriate curricula for the three types of training institutions. Appropriate consultations were held with various education and research institutions in ,:he country (para 3.10) and consultations were held with both user minintries and potential employers about the suitability and appropriateness of syllabi to be incorporated in the curricula. The following paragraphs discuss in detail these project achievements. 5.11 The Commercial Training Center at-Mukalla. The curriculum proposed at appraisal allocated about 33 percent of the time to general subjects and 66 percent to technical theory and practice. This distribution is appropriate and provides for realistic job preparation. However, the technical curriculum committee of the Borrower made some modifications in the allocation of time and changed a few subjects in view of emerging needs. By and large, the curriculum remained within the originally allocated time distribution, as summarized in Table 5.3 below and shown in detail in Annex 3-4. Table 5.3 Comercial curriculum distribution. Periods Per Week First Year Second Year Appraisal Actual Appraisal Actual A. Accounting Section General Subjects 12 15 12 10 Special Subjects 24 21 26 26 Total 36 36 38 36 B. Secretarial Section General Subjects 13 14 14 9 Special Subjects 23 22 24 27 Total 36 36 38 36 -_ - _- - 20 - 5.12 The Industrial Training Center at Al-Kod. At the time of appraisal the curriculum of this Center was designed to cater to the agriculturally oriented third Governorate and its rapidly developing construction and transportation needs, and the distribution of periods was adequate for this type and level of instruction. The Government's technical curriculum committee did not make any changes which would significantly affect the program, but some internal shifting of courses and changing of titles, as appropriate, were made. This is summarized below in T.able 5.4 and shown in detail in Annex 3-6. Table 5.4 Summary of Industrial Training Curriculum Periods per Week - - Percentage First Year Second Year First Year Second Year Subjects Appraisal Actual Appraisal Actual Appraisal Actual Appraisal Actual General 7 12 6 10 17.5 30.0 14.0 24.0 Technical 33 28 36 32 87.5 70.0 86.0 76.0 Total 40 40 42 42 100.0 100.0 100.0 100.0 Technical Theory 13 8 15 12 39.0 29.0 42.0 38.0 Practical 20 20 21 20 61.0 71.0 58.0 62.0 Total 33 28 36 32 100.0 100.0 100.0 100.0 5.13 The Agricultural Training Center at Saber. While a new, practically- oriented curriculum has been developed, the center continues to use the old curriculum for training agricultural technicians except for some of the new courses. The old curriculum has a heavy emphasis on general subjects in the first year. The primary reason for retaining the old curriculum is that the temporary facilities did not permit the implementation of the new curriculum. Teaching remains at present overly theoretical. The Director of Industrial Education at the Ministry of Education assured the completion mission that as of the beginning of the academic year in September 1985, serious efforts will be made to implement the new, practically oriented curriculum. This entails acquiring ten acres of the adjacent state farm for developing a farm for the center and then purchasing the necessary livestock and feed. The prospects for such a transfer to take place are considered good. Table 5.5 below is a summary of curricula given in detail in Annex 3-7. - 21 - Table 5.5 Suamary of Agricultural Training Curriculum S U B J E C T S Periods Per Week Percentage Appraisal Actual Appraisal Actual FIRST YEAR: General Subjects 7 16 18 44 Agricultural Subjects 33 20 82 56 Total 40 36 100 100 Agricultural Subjects: Theory 10 20 30 95 Practical 23 70 5 Total 33 20 100 100 SECOND YEAR: General Subjects 8 6 19 17 Special Subjects 34 30 81 83 Total 42 36 100 100 Special Subjects Theory 10-11 30 29-32 100 Practical 23-24 - 68-71 - Total 34 30 100 100 5.14 Last year's students spent one month (rather than two as recomnended at appraisal) of internship at the Nasser College of Agriculture, working in plant production, animal husbandry and plant protection. The director of the center estimates that two months will be spent in internship once the center becomes fully operational in September 1985. - 22 - CHAPTER VI CONCLUSIONS AND LESSONS LEARNED Summary Couclusions 6.01 Despite early implementation problems resulting from increases in construction areas, manpower shortages and runaway inflation in the construction sector, the project was implemented in only six years, which compares well with regional averages in implementation performance (para 3.02). This achievement may be attributed to good project management and to an appropriate decision by the Government and the Association to scale the project down by substituting rehabilitated facilities for the originally planned new facilities at two out of three project sites (para 3.03). 6.02 The benefits to be derived from the project are expected to be substantial despite the above mentioned implementation problems. New, appropriate curricula have been prepared for the three vocational programs and are being introduced as project facilities become operational. Appropriate examination policies and regulations for all vocational trades were also prepared to help ensure consistency of content and quality in each specialization and to facilitate the development of future training centers (para 3.10). Lessons Learned 6.03 The large difference between appraisal estimates for construction areas and the originally designed facilities indicates a lack of agreement between the Borrower and the appraisal mission on an important project issue, that should have been settled during appraisal. It also underscores the desirability to base project cost estimates during appraisal on actual designs rather than on schedules of accommodations (para 3.13). 6.04 The importafce of constructive participation of the various Government agencies and the Association during project implementation cannot be overstated. Many of the difficulties encountered during the early implementation stage of the project (para 3.02) were later resolved as a result of good cooperation between the Government and the Association (para 3.43). This cooperative spirit was particularly pronounced within the Governmeat as manifested by the large number of Government agencies involved in successful curriculum development (para 3.10). 6.05 Enrollments and outputs remain disappointingly low at only 311 of appraisal estimates and the project has not met its objectives in terms of enrollment of females which is only 2% of the total, compared with appraisal estimates of about 38X. This may point to a need to introduce special marketing and information programs into project designs and to estimate conservatively when dealing with the introduction of social change such as increased participation of females (paras 5.04-5.08). PEOELKS DEIOCMTIC It6Ptl8LIC OF YtEn SECOND EDWCATION P£16Ct - (CltDIT 865-YI) COWARISON OF MET AND GCOSS FLOWR ARUAS I Addition to Nbt Usable Area for circulation a walls let Usable Area Gross Area Appraisal Appraisal Actual Diff. 4 Appraisal Actual Diff. * Workabeet Actual Type ot Facilities .2 .2 2 .2 m2 W Z (h 2 Academic & Coamnutal 1. At-Kod 1/ 2730 2856 t 4.6 3195 3715 .16 15 (17) 30 2. Saber Aced. 11 1574 2549 +62.0 2110 3199 +52 15 (35) 25 Far= Didga. 600 852 +42.0 690 1004 *45 IS 18 3. N"aksia a 1600 1576 - 1.5 1840 2573 +40 15 (22) 63 TOTAL 6504 7833 +20.0 71635 10491 .34 15 (20) 34 1. Al-Kod 2J 785 990 e26 900 1475 +64 IS 49 2. Saber I/ 1125 1630 445 1290 2364 .83 IS 45 3. tukalla l 1125 1438 *28 1290 2162 +67 15 50 TOTAL 3035 4058 +34 3480 6001 472 1S 411 Total all Facilities 9539 1131S .25 11315 16492 +46 15(9) 39 I/ Uholly or partly in converted apace. 2J NeWly built space. 3/ So-calculated X with 'Covered Area' included in full. Notes Net Usable Area' is measured to iaside of vwals and partitions for each space. - 24 - 6Ms 1-2 PKOPLZ S O3WICUATIC RIP8LIC Of Y!U SiCOIID KDUC.ATZON PaO.CT - (CRIDtT 865-YDR) 2WlZFl)ltATION OF CtV2L WORrS CONrACTS Contractual Actual Additioul Cel.tion of Completion Concract Works 1 Construction Contract Contract Aout (Variation Orders) Period Tocal Cost Project Institution (Duration) (Duration) YD YD Overrun over YD contract 9riod 1. tadustrial Voc. Dec., 1983 Dec., 1984 609,625.540 297.635 671 609,923.175 School - 1l-ICod (18 months) (30 months) Z. Agricultural Voe. Feb., 1984 Dec., 1984 384,t26.950 84,502.465 1/ 63S 469,329.41S School - Saber (16 moutho) (26 motha) 3. Co*rcial Voc. June, 1982 Dec., 1982 595,995.470 123,536.348_/ 25X 719,531.818 School - Fous'ah (24 mouths) (30 months) __ TOTAL 1,590,447.960 208,336.448 1,798,784.408 1/ Due to extra work of restitution following refugees occupotion after contract signature. _/ Tender documats omitted *ae boarding block, added back by variation order. SaNod E*,catos Project iCredut 1165-1011 ftojat Coitletaa 3s1 ALtual and Estimated Project Costs by Item and Category …I~~~~~~~~~~~~~~~~~ad 1 . -…C4 Tt Slit ee k,s)a at fbraatere rqmt id aad Local costs *ssltuace I Costs 'to j J c I ia9paasaI 34tual:6kIfsr.:Ap.,al" Actallkiffr.3#1taisal kival3affer.14gap'asal *ctsIAHOiEs4prM assa1 4ct.aI:Iffa'dtperWzsal &toaII01Uer. I Astlaatt Costs cc2 I Mst:aate Costs 2 is I lEstiakta Costs so I Ztstosat Casts ast I tEstasita costs I in I Mstleate Coast.so I a t o -------------------I-------- ----- -…2-------- …… 414-35)2 …---------- I £1928f---- --------- 2 123-fl) fatal Itact. tfAc. : tAct. lot). : I tact. tact. 2 1Eui. tact. I tadl. tac. I tact. tact. I 2C.ataog. Cbatiog. 2 ats.alag I Iato.Caag 2 IotilAosCta CsagCtang 2 tiol.castt I 2 I 2 3 4: 5 £ 1 8*~~~ ~~~~~~~~~~~ ~~~~~~~~ ~~~~~~ I 3', 3 122 3 24 £ £16 £7 is £9 20£I 31 23 22 23 24 2~. V&taidta, £ad,nStIAa)2 AcEd:' 2 . 922 933 I is i4 £14 23 I 20 255 540 1122 24 34 57 be 01 993I 1,30 ,14 30 24 Isaaua2cgoster bwad:2 395 24* ISa 2032 25 so a0 551I 4 5 to IOU1 I 1 9 44 4111 01 231 304 an0 tti 3 Al AltKm IatAI:; 3e 1.333 1,149 50: 10o 125 144 3t11 ha 240 SW0 322 30 3 43 103 340±. 0 o 0 a2 1,224 t,41£ 2,534 4£ 3/ Votataaal Aqta&u£tw2a; 40d . 4" 53 9,053 422' 45 54 I 73 30 29 35 245 42711 2£ 28 00 £34 1 0 04 1,100 1,471 34 213 Ir.aaaaqgLstet Mwad:: 24i 356 310 (113)2 15 44 72 442 4 5 £0 300: £. 2 15 23 532 02 Sib 422 415 42£ & M SAW ot£ 753 3,009 1,34 352 00 IGO 45 45 1 2294 310 275 424)2 33 43 303 £402. 0 0 0 01 1.£6O 3,52 3,34 24 21 Vocataaoa Loaawc1aat0ckd: 417 559 3,019 132 45 U a I 31 184 325 133 410)1 14 iI 45 £501I 02 50 75 3,324 14 £9 3edamiag Cat*thaard:2 293 392 1,004 £5S2 37 44 72 312 4 5 to to 300 to £3 41 21521 0 344 4541,129 140 A4 at Aa£la :Total. 110 951 2,65 £392 32 303 159 542 88 I30 123 W5s 24 3t 84 £771I 0 0 0 @2 W4 3,215 2,453 102 35 blall 100.6349 2 ** 50 57 50 412)1 so 57 so 412 1 … 2…………………………-- - - -- - - - - - - -- - - - - - - -- - - - - - - -- - - - - - - -- - - - - - - -- - - - - - -- - - - - - - -- - - - - - - - - - - - - - - - - - - - -- -- - - - - - - -- - - - - - - - luteS troject Costs WUSI,owl: 2,3s44 3,I4 5.21/ 642; ZoI 328 448 432; 590 liv 943 25: 90 £17 29 £502I s0 57 50 41232. 3,133 4,405 4,915 so 160 ..... 42". ~ ~ ~ ~ ~ ~ ~ ~~~4 £4 I- '-4 1461 K WI on'? 1011 11111 it @0 It s 0 1 SI 0 0 lZ L 901 ft10* a It :9; fit 0 9 0P31 *go eos 2Icf0*SIl OW3IfM)aOM 5t1 1 41il11 o 0 u1 :e: It Oz It I 0 r. 0 to0 0 ce zo o 0 :o o * o lit lI S lot "a6 451 110 1 0 09 0 UI Of It S '105 1* pt a0 Kt SS 'K sz ll 411 &i Ste IIPpttiI DI u GU 53t 415 10 * 9 0 lOl I H I I05; :; oz 9 1 :o; 1oIs53 ~ iU2~3.8ttI 141 *1 LII IZ 041 19 0 0 0 1 act 95 9 P. :(oil 40 to I I Os 00 01 'I titU 041 1,6 I :w?3v :'I,A..I:, *,uo,e,oo …------------------~~~~----'… --------------------… --------- - 11--------------- ---------------- ---…------------ ----!I…--------- 110 *1 109 IZI WIll~ ~ ~~ ~ 0 @ 0 "I @i 01 It :(97 S O4tt lo0 :ct 0s St R S t it off 6*0 A9lai ::115:qs W 9 Ii, tot *3 Oil I0 0 0 100 * 0 0 I K : oz II Ui lOl tot *fl Z1 ~ :PH'M:iIW3 516"I# Ill o too ow *1 :0 * o ~~ ~~~~~ ~ ~~~0 :"I a 01 I IIZ) 14 IRV *01 160 at 45 91 11 9! 011 391 1liiutttW~ I1It 19 as 90 at I O 0 0 0 Ott190 St 5 It l? 04504t I It 10 It St 19 019 on0* 10 II1O P" IV if Is Al i i 10 "I1 toe 0 tit1 91 £ I 2001 0 I I lI S it of 4 :o l 06 for lt91 pm 2P06J3v-j s9tSiYJ5 WI0 00 00 00 t10 0 0 9 169 01 11 1111 " 931 (it91 1It 0* 00 1 I tit oil lit ~ 6WIT WIMMIN1fStIv3DA sAl *1 01 El 11 2*1 41 It if 96 01 U i it Al is 9 k!U1;UY'3SIU3. 1 hiws4~3 u;waralmn. S hsoovS'uoo3: 1 1111"3i@t1U6" 2 - iWfliO P'I 13'31 1 131 ' 1 I1 13') 11'39 1 1 113' V')2 1 2 'p) 1'132 I 'I 3'1 's'23 P I0 WI 1 9*U3 alolveti I as 0 S imo 9*"'I3'1 t 0" 1 ''es 9*Nt)S3: Of I 1iq *i"')?s " I ~ ~ *u~3 ass 51103 85t113: I ~ ~ ~ ~~1~~~IS3 I *2isWsV I 1)103 PV1' I 914 1 )uUtS3 1*f'ma 'ad;ails~ tolW. 1*114 *1033 lJ30a3qW-) PUP malI £q P,3t1P 3trnJo) prs1p!1'3 pity jrvniV (NPOIl153)3)P*OJJ WT3M1103 p063' - 27 - Annex 2-3 PEOPLE'S DEMOCRATIC REPUBLIC Of YEMEN SECOND EDUCATION PROJECT - (CREDIT 865-YDR) COMPARISON OF UNIT COSTS (USQ) Unit Costs US$/M 2 Appraisal Aetual Z ± Excluding Including Unit Increaase/ Project item Cont. Cont. Cost Decrease Industrial VTC Acad.& 1/ Al-Kod Communal 217 289 265 8 1/ Boarding 2/ 217 290 533 + 84 Total 217 289 341 + 18 Agricultural Acad.& 1/3/ VTC Comunal 181 243 251 + 3 1/3/ Saber Boarding 1/ 207 278 131 - S3 TP Total 190 254 208 - 18 Commercial Acad.& 2J VTC Communal 227 304 419 + 38 2/ Mukalla Boarding 2 227 304 465 + 53 2/ Fouah) Total 227 304 440 + 45 Totals; Aead. & Communal 203 272 297 + 9 Boarding 217 291 350 + 20 Total 207 278 316 + 14 L/ Wholly or partly in converted space. 2/ Newly-built space. 3/ New farm buildings included. Annex 2-4 l0!~~~ .A 4IQ!Iis j h ]g $g81! X N1 1 i: i l 8 03 9 t ^ | S S S j 8~~~~~~~~~~~~~* ! ! F aj2I j N0 PEOPLE'S DEMOCRATIC REPUBLIC OF VhEN SEOOND EDUCATION PROJECT (CREDIT 865-YDR) ACTUAL AND ESTIMATED COSTS OF FURNITURE AND EQUIPMENT (US$ 000,000) Furniture Equipment Project Institution Actual 1/ Appraisal 21 Appraisal Percentage Actual 1/ Appraisal 2/ Appraisal Percentage W/Cant. Overrun U/Cont. Overrun 1. Industrial Voc. School, Al-Kod 0.16 0.10 0.12 +31 0.55 0.22 0.26 +11 3/ 2. Agricultural Voc. School, Saber 0.14 0.08 0.1O +45 0.28 0.29 0.37 - 26 3. Commercial Voc. School, Foua'ah 0.16 0.08 0.10 +54 0.11 0.09 0.13 - 5 Total 0.46 0.26 0.32 +43 0.94 0.60 0.76 o 25 1/ Including installation charges, insurance and transportation. 2/ Excluding contingencies. 3/ Due to machinery tool cost increases. Ul VI P8OPLE'S DEHOCRATIC REPUBLIC OF YEaN SECOND EDUCATION PROJECT (CREDIT 865-YDTE ACTUAL AND ESTIMATED DISBURSEHENTS BY FISCAL YtR Disbursements Per Year Ciaalative Disbursements IDA Fiscal Calendar Year Planned Actual Planned Actual I Actual Year PDQY Fiscal Year U8$ milliov S of Total us8 Million I of Total US$t u8s of Planned 1978 1979 0.00 - - - 0.00 - - 1979 1980 0.40 10.0 - - 0.40 - - 1980 1981 2.20 55.0 0.39 9.8 2.60 0.39 15.0 1981 1982 1.40 35.0 0.27 6.8 4.40 0.66 16.5 1982 1983 1.81 45.2 2.47 61.8 1983 1984 0.73 18.2 3.20 80.0 1984 1985 0.38 9.5 3.58 89.5 1985 Total 4.00 100.0 3.58 1L 89.5 4.00 3.58 11 89.5 I/ As of April 22, 1985 The balance of the Credit is expected to be disbursed by Jone 30, 1985. x 31 - ,1zIS iaCM=mcLC :' mu Izatrial V eCa:tm T Cater AL-Iad Plwe of 0gMber of SuA s Diatom fuu Al-god Saber 26 200 N Loader 20 10 IK Yafa 6 150k K Ahwar 6 1S Ki Ga'ar I0 16 kAI Lahe 12 60 Rk Zingibar lo Total 90 !gdLdbagt l Vmaoaiul Trabizg Ctr, Saber Sabe Mukaila 9 620 Ka Dhala 5 100k Yafa 2 180 Km Shoaib 6 125 K Kresh 5 95 Pil Abyan 10 901F Mukeiras 1 180 i Tota 38 Com=iad Vocaicia1 , , ,z C , 1 1 ? a Sir Pfviz 37 60 kn Qatin Pioviae 6 162 k Seiyus Povitm 11 180 k Hajr P 24 100 K Dom Poviu 4 1F80M bwe Gmen t 4 200 K Mkhm Garmunet 3 400 En Altil Povixce 24 50 Km Bnu Provi 15 50s F outside Mhla 13 45 k1 Total 141 PEOPLE'S DEMOCRATIC REPUBLIC OF YEMEN SECOND EDUCATION PROJECT (cteDrT 865-YDi) STUDENT ENROLLMENTS Appraisal Student Intakes Total Total Project Institutions Estimate 1981/82 1982/83 1983/84 1984/85 Enrollment boarding for 1981/82 1984/85 1984/85 Commercial Training Day classes 300 - 102 86 90 166 141 Evening classes 175 _- Total 475 - 102 86 90 166 141 (Proportion of girls) 75Z - - 4 4.4 4.2 Agricultural Training Skilled workers 250 - - 38 38 38 Formers 200 - _ - 112 1 112 1 - Total 450 - _ - 150 38 38 (Proportion of girls) 202 - - - 0 0 Industrial Training Automotive - - - 302/ 3Q0/ General metal work - - - 302/ 3011 Masonry and tile - - - 30Q/ 3021 Electricity - - - - Carpentry - - - Sub-Total Enrollw2nts Day 250 - - - 902/ 90o/ BO Evening 130 - - - - - - Total Enrollments 380 - _ _ 902/ 90/ 80 (Proportion of girls) 152 _ - 0 0 0 GRAND TOTAL 1.305 102 86 330 3 406 3/ I/ 112 trained at Giar. 2/ Assigned places. 3/ Including j/ and 1/* - 33 - Annex 3-3 PEOPLE'S DEMOCRATIC REPUBLIC OF YEMEN SECOND EDUCATION PROJECT (CREDIT 865-YDR) GRADUATES Annual OutPuts Appraisal Actual Current Estimate Estimate for Project Institutions for 1983 1984 1985 1986 1. Industrial Trainin8 Day 115 - - - Evening 65 Sub-Total(l) 180 - - 2. Agricultural Training - Skilled workers 110 - 26 12 - Farmers 200 112.1/ Sub-Total (2) 310 26 12 3. Comiercial Training - Day classes 135 90 79 87 - Evening classes 75 - - - Sub-Total(3) 210 90 79 87 GRAND TOTAL 700 202 105 99 1/ At Giar Extension Center 112 farmers received training. - 34 - Mo 34 EE1'S C ATC aZC Sa ED=A PM= (comrr 865- Teadns A. Avaiable Teachas rai.aille Available Estimate of !ast2mte of Qalifiegd Qu8ified tal No. of Pwject Istititim asquiramnt Ihtctoes Tzttuctors tstncts 1982 1984 1985 1986 1 Al-" Irxistrul 22 15 23 28 TainiG (+Ia)e/ 2. Saber Agriultural 20 22 22 22 Trainizg Center (+1)/ 3. Wala Coma=W 21 1,4 1.5 is Ta Co (+I)-! 63 S. 60 68 1/ Dixtor of the Intitute 8. Suject Distribution kuig Teaus 2Tudier First Year Seci Yar Total Saber AEriclturul Center Genesl sbjects 3 4 7 Agricutural subjects 5 10 1S Total 8 14 22 Scood Year SEE!a tictU Gieal 4 !brtiasl tbi 3 Plant Protection and Bedeepizg 4 Anijii Iisbundry 3 Total 14 Al-IKod trdustrial Center First & Sod Yea Ceznral Subjects 8 Special Subjects 1S 23 -35 - A 3.4 hg2 XWC= ima (r V6W FirLt and Secod Yea Al-&i Idghtrial- Cater (cotnciAm dmical aibjects auilding comtmwtion 5 hit.otiie mSdwica 5 Gw,rs1 wl hm ndaics 5 btalia CamccialCue Gwaml azbjects 4 ACc=Mcw? 3 ScsAril 4 Gcamwtims e d Seretarl 4 Thaura' 62aUficatiow No. of Tmaderr PIec of rang Twnhical Subjects 4 MILI TkdmiAal Iutitut Taduic.al Suject. 11 Gersan Dm=Lic kpiublic Total 15 Gawal Ubjects a Collage of Eduacacio, Aden Total 23 comarcial (HAS1Il U N_iwule, collg of T; Anmics 3 syrians, traine eeatziat. mider contat 1 &gptian, aited apacraites under Contract TOWal 15 Agricul bC llof natb 8 litils College of Apiculbneand 2 Comeumn dcuc Papiblic 9 Trained lpentat under cntrct 3 yaAW collgep pamuetu (on PZC- - ~fmwimml traiin. para. 5.13) Total 22 - 36 - Annex 3-5 BUlB'S IEWAUC aLc Y' Wm EWC :rw (w m 865-i _zuiw for amogs1 ocaL aal ,ai Cmtw at Igmlia Pa:ioda VW 1w =it Y Segoc Year A. Acaim Sectim Ganul ogbLeta 1. Aabic 5 6 4 4 2Z* Uii 4 S 4 3 3. CLvics 1 2 2 2 4. RyscaainiT W 2 2 2 1 Spc2i sibjecta 5. Coial Arithltic 6 3 4 4 6. kd*ewirg 8 - 6 - hoc-mca - 6 - 6 7. Ciae1 KwIsI 2 2 - - 8. E.M ly fitip1s of A. aid Oqixanu m 3 - - tijgs AA4^;trtion - - 2 9. Civii SuwicoG m ' Ordm 2 - - - Govmeuin was&Rhgtuiscwu - --2 10. SHrtarial Partie 3 3 - - 11. G_emtt & ElbUc Seor AolCa a 5 3 12. T of A c _ 4 _ LU. E1m5 aiy Costm AMa: - - 3 4 14. Az bicTpir a 3 2 3 15. Ewiih Typiz g 2 2 2 16. MAS= Pactic j 2 . Mtal A 36 36 33 36 B. Secretaril Seati Gom kxects 1. Arabia 5 6 5 4 2. R%tlih 5 5 3 3 3. CLva 1 1 2 2 4. RMoysaL Traizmiz 2 2 . X14 14 9 N Ar gbicShorthd 4 - 4 _ 6. Se-tazil 4 -4 Avabic - 4 a 4 7. AsbicTypirg 4 6 5 6 8. ftlish Typi 3 4 5 5 9* 3j0 p~ 4 L0. ainrciAl .4richtc± 2 3 - 3 11. Coammial XI 2 2 - - So .* ar-al *nrwtie -n 1i -- 23. xeioi f .i sm - - :- 14. Civil Seice GAMI d - - 2 2 15. &win Ada. dst tiai - - 2 16. Aaccumcacy a 3a onl 23 22 24 27 - 37 - Am= 3-6 mm'S mra c cw(D aF ) am ,ZL P5 (rrF 86- oxrriwltan for tidawtruil Vocational TB.z cuter 1. hAtwtiw =choics 2. CaxpwAcy 3. Moctta Insallatin 4. Gbunl bta1 1hdsmics 5. asm y ad Tile (Cntuctziai a Tili) Enod per We Frst Yewr Sed Yew Gsural- bjecta - Cma for all T w - 1. habjc 2 2 - 2 2. E4liJh 2 2 2 2 3. civics 1 1 2 1 4.> Riy Tzniai 2 2 - 2 . mth. - 2 - 2 6. yuic - 2 - 2 7.ai.i.tzy : 1 - _ 7 1.2 6 10 6 S~~~ - 6 -- & H±aintiCI an 5 -W 4 a 9.TdmcalDmeii 3 3 3 3 10. Buie T f5bd 5 a a 1iarkhup ka - s - 9 11. A1jU Tlhooa y - - 8 - Trade Specialty - 9 12. Wkp awtice 20 20 21 20 33 28 36 32 Total 40 40 42 42 butrigal an Ei*A w. of Itcrial ?raii duzing the vacatia paid bomm the flat and ser yes Finst Yew Secid Yewr First Yew Secci Yea * ~ ~ ~ ~ ~ gislAtal M,fln AcomaL G.iral Subjects 7 12 6 10 17.5 30 14 24 Tacmical Subjects 33 25 36 32 82.5 ?0 86 76 40 40 42 42 I00 100 100 100 .acmical iubiecs 3 a 15 12 39 29 42 38 Practical 20 20 21 20 61 71 S8 62 33 28 3 32 10D 100 100 100 38 - Ahnnr 3-7 Par I 'tWWS MN TIC JLIC M 9D W E (WMDr 865- g gwrijagl for Aricultal Vocata D Cater Periods Mr Week First Yea - a Actul Goneal biects 1. Aai 2 2 2. Mathetics 2 3 3. Civics 1 1 4. Physical Training 2 1 5. Ealish - 2 6. Qmitry and B 1ioo - 3 7. Apicultural Eiee - 4 7 16 &2k Aktwl Theoxetica Ths~retical Practical Total and Pti cal Agria4lbiral &ifibects 8. Priwiiples of Ap8rmy & Field M" nt 2 4 6 9. Principles of Irticultuzu &Food TechioloV 2 4 6 10. Prieas of Soil Sciesce, Plant Nutrition and Fertilization 1 3 4 11. krinciples of Pint Protection 1 3 4 4 12. Principles of AMiml IRibaodty & Daixy Production 2 4 6 13. Principles of Agricultual Egze rx P Mhazation, &iwying, Irrigation) 2 5 7 14. Basic Plants 4 15. Basic lbrti'iltuwe 4 16. Dairy & Food Production 4 17. Basic Mimal }zbandry 4 10 23 33 SO Total: 40 periods/wb 36 -39 - A=3-7 hp 2 3I'8 D~2C liHAC aY1S $me SUAU WM (MmT 865-Us) FeridahAk April AcJSl alr l Actual Xfvot peau Gmel Sabjects 7 16 17.5 44 Apicltural Sbjects 33 20 82 56 Awicultml Sbet A4im TP Acaa T4P Thry 10 20 30 iDO Practical 23 70 Total 332-0 Secm Year - Speial¢ Poiioda gem Walk Axxm Acta OGrul &Wot4s (Sm fr te fLya indicated below) 1. Arabic 2 2 2. Mathewtics 2 0 3. civia 2 1 4. Ryuical aming 2 1 S. sliah 2 Thortical Pratical Totl Theeical an Practical A. Ilxtiaaltuz and A~q 6. Veptable Poduction 2 4 6 6 7. Fsuit P kodztian 2 4 6 6 8. Fo t2y, Vi4cal & 0E!CHItal Nut & Plaats, landscapin 1 3 4 9. Field cvp produtic (Fibta, Ollsoed, Tabecco) 2 4 6 6 10. Field crop pnduction (Grain & Fadder) 2 4 6 11. Seeds Pnowiuct (Vqcable & Field Crops) 2 4 6 3 12. Plant Dicoratica 3 13. Crop Productioa (sed in geval) 6 11 23 34 -i ToCalu 42 PEioisMk 36 ekE'S *I(XEATICW M C (I I*A E. Fann Kahziat itLical PraCLical Total flhretic*l 5. Tractom 2 5 7 ad 6. kddcal Ibxlp Patice 2 5 7 5g. PlJuaat h1g.cti4j, auvl -±q4t Practical it 23 34 I. EkL(a5calbtau4o 2 5 7 6 2. bimtici&.s & Ruicideu 1 3 4 6 Toelb s 42 PariodlslAd 3. Plaomt Di se 2 5 7 6 4. Mcuikmepieg & silkhar. Brelig 2 5 7 6 iab de 5. Iterinary & slical lnasto 1 3 4 3 6. Sprjyiog & ib tzir Naduiswa 2 4 6 3 Anwaial Ab.a 10 24 i34 -30 Agaiml Actual Pfrc" Pe Tvtal; 42 Ferimiaft 36 cmaal njeta 8 6 19 17 -. h iisma ft "A wti4xl Sp cial s jects 34 30 81 83 (:. Mauaml n au.- ti>r 42 36 100 U100 1. Aiami h%A.tion 2 4 6 6 4 2. Rdltry lWki:ti la 1 3 4 6 Special subjects 3. Aiami Ittrition 3 4 6 AlJprOl t *t&ml TOP O 4. hiultry Mtatriti 1 3 4 3 1 5. Ahin.l Healtb 2 5 7 6 theoty 10-11 )30 9-32 )30 6. tRlsyM al(lth 2 5 7 6 factical 24-23 ) 71 -68 ) 7. ILoterinidry & hwlical Inett 10 24 34 i30 34 30 0 t100 Todl; 42 ILriols/MmA 36 factical Field Traunigs EiSt b practica field tmia8 *ariz the ai periio 0. lhai:y all lagi TaI)lug betimon the first and secod year. 1. milk Pleuaige 6 laboratory Establiadmdat 1 3 4 2. itilk Pat Pxcxtion 2 5 7 3. tv Ptwtixs 2 5 7 4. ksice 6 61u1ea PucJAtioi 2 4 6 5. Fl CDtJitg 1 3 4 6. teauzvAtiun by .anting 2 4 6 10 24 34 > Touls 42 &r-ioda/M* IX QQ - - - - - - - - - - - - …-. 01. .i!g { w- W t t # ~~~- [1z §#fig1- ------------a1 g o S S 8 F 0 0 E - xS - li1 "i T A - i T S| I , ML )Lit - 43 - COMHENTS FROM THE BORROWER ATTACHMENT I JWX0078 J6I738 IN 01/02:07 OUT O1J02:11 =2289YJ) 1KH1IT MAR 01 10:02 MR . tRAHAM DONALDSOU CHIEFP AGRIC AND HUMAN EVALUAIAION CEPT, WORLO BANK. SUBJECT:- PROJEC1- COMPLETION REPORT CREDIT 865-YDR WITH REFERENCE TO YOUR LETTER OF 11.12.86 REGARDINO ABOVE SUBJECT. PLEASED TO INFORM YOU THAT WE ARE IN FULL AGREEMENT TO THE CONTENT OF IHE REPORT SOME VERY MINOR CORRECTION ON 1HE REPORT AS FOLLOWS*- 1) CORRECTION OF NAMES IN D[STRIBUTI1'4 LIST ENCLOSED IN ABOVE LEITER AS FOlLOWSS- (A) MINISTER OF EDUCATION# DR, SALEM ABUBAKER BA-SIl.M INSTEAD OF HASSAN AHMEED SALLAMI. (B) MINISTER OF CONSTRUCTION MR. MOHAMMED AHMED SAL.MAN INStEAD OF MR. FADIL AWADH DUBBA. 2) CUORECTION OF ''THIRD EDUCATItON PROJECT.'' TO ''SECOND EDUCATION PRO.JECT.'' ON THE FOLLOWlNG PAGESS- (A) COVER (B) PAGE VXI) 1ITLE (C) PAGE. IV IITLE. CORRECTION OF tHE FOLLOWINO NAMES XN ANNEX 3-1 FRUM TO LODA LOA D1 R YAJAR GA'AR LAJ1H LAHEJ BHALA ONALA ABIEN ARYAN MUKRAS MUKE I RAS KINIDl.Y REQUESTED TO AMFND THE ABOVE-MENTIONED ERRORS. * EST REBA RDS. ABDIJLLA SAEED ABADDAN DEPUTY mINISTER OF PLANNING. =22#8YY) TKH lIT