Document of The World Bank FOR OFFICIAL USE ONLY Report No. 2998 PROJECT PERFORMANCE AUDIT REPORT INDONESIA FIRST EDUCATION PROJECT (CREDIT 219-IND) June 2, 1980 FILE COPY Operations Evaluation Department 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 OFFICIAL USE ONLY PROJECT PERFORMANCE AUDIT REPORT INDONESIA FIRST EDUCATION PROJECT (CREDIT 219-IND) TABLE OF CONTENTS Page No. PREFACE ............................ . . #. ................ ....... i PROJECT PERFORMANCE AUDIT BASIC DATA SHEET........................ ii HIGHLIGHTS...... ............... . . .. vi PROJECT PERFORMANCE AUDIT MEMORANDUM I. PROJECT BACKGROUND AND SUMMARY ............ .. 1 II. PRINCIPAL ISSUES .............. ... ............. 3 1. Concept of Central Workshops ........................ 3 2. Changes Introduced During Implementation . ..... 3 3. Staff Training ... 4...........0............0............ 4 4, Staff Housing. ....... .. . .. ... ... . .. . 4 5. Physical Implementation.................. .......... 5 (a) Buildings .................................... 5 (b) Furniture and Equipment ...................... 5 (c) Costs and Disbursements..................... 5 6, IDA Supervision ........ ................... 6 III. EDUCATIONAL IMPACT........... ................ 7 IV. CONCLUSIONS ............................................ 8 ATTACHMENT: PROJECT COMPLETION REPORT 9 SUMMARY AND CONCLUSIONS 10 INTRODUCTION 15 PROJECT BACKGROUND 16 PROJECT IMPLEMENTATION 19 PROJECT COST AND FINANCING 27 PROJECT OPERATING OUTCOMES 30 ANNEXES Annex 1 Mission Data Annex 2 Estimated and Actual Implementation Schedules Annex 3 Staff Development Annex 4 Indonesia Technical Assistance to Technical Education Projects Annex 5 Covenant Requirement Annex 6 Comparison of Estimated and Actual Areas and Unit Costs Annex 7 Comparison of Project Costs, Estimated and Actual Annex 8 Estimated and Actual Disbursements Annex 9 Enrollment of Project Institutions, by Courses and by Institutions Annex 10 Actual Enrollment,Teachers, and Student-Teacher Ratio at TTCs by Course and Grade (1976 and 1977) Annex 11 Curriculum - Original, Revised and Present 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.  PROJECT PERFORMANCE AUDIT REPORT INDONESIA FIRST EDUCATION PROJECT (CREDIT 219-IND) PREFACE This is a performance audit of the First Education Project in Indonesia for which Credit 219-IND in the sum of US$4.6 million was approved in October 1970. The credit account was formally closed in March, 1977, when a balance of about US$105,000 was cancelled. The audit report consists of a Project Performance Audit Memorandum (PPAM) prepared by the Operations Evalua- tion Department (OED) and a Project Completion Report (PCR) dated July 19, 1977 prepared, after a field visit, by the East Asia and Pacific Regional Office. In February 1978, a two-member OED mission visited Indonesia in connection with a study of Bank Group educational lending in 17 countries, and discussed with officials Indonesia's experience with this and five other education projects. The views expressed to this mission are fully reflected in the PPAM. The Audit Memorandum is also based upon a review of the Appraisal Report No. PE-19a of October 13, 1970, the President's Report No. P-864 of October 13, 1970, the Credit Agreement, No. 219-IND, dated Novem- ber 6, 1970, the PCR, the minutes of the meeting of the Board of Executive Directors at which this project was considered and the Association's files and documents pertaining to this project. Discussions have been held with Bank Staff presently and formerly associated with the project. In accordance with normal practice, the draft report was sent to the Borrower for comment; no response has been received. The audit agrees with the main findings of the PCR which reviews the implementation of the project and fulfillment of covenants as well as the operating outcomes of the project which can reasonably be measured to date. The audit examines some questions of staff housing and the concept of central workshops and adds some initial findings of a tracer study of graduates which became available after the PCR was prepared.  - ii - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET REPUBLIC OF INDONESIA - FIRST EDUCATION PROJECT (CREDIT 219-IND) KEY PROJECT DATA Appraisal Actual or Estimate Current Estimate Total Project Cost (US$ million) 7.6 10.75 Overrun (%) 41 Credit Amount (US$ million) 4.6 4.5 Disbursed as at 12/31/76 4.5 Cancelled -- 0.1 Repaid Outstanding as at Jan. 1980 -- 4.5 Date Physical Componenents Completed Dec. 31, 1974 July 31, 1976 (5'I months) (57 months) Proportion Completed by Above Date (%) 99 Proportion of Time Overrun (%) 14 Institutional Performance Good Good OTHER PROJECT DATA Original Actual or Plan Revisions Estimated First Mention in Files July 31, 1968 Government Application May 31, 1969 Negotiations Sept. 1970 Board Approval Oct. 27, 1970 Date of Credit Agreement Nov. 6, 1970 Credit Effectiveness -- Jan. 29, 1971 Closing Date Dec. 31, 1976 -- Mar. 18, 1977 Borrower Republic of Indonesia Executing Agency Ministry of Education and Culture Fiscal Year of Borrower April 1 - March 31 Follow-on Project Names Second Third Fourth Education Education Educatioa Loan/Credit Number Cr. 288-IND Cr. 387-IND Ln. 1237-IND Loan/Credit Amount (US$ mln.) 6.3 13.5 37.0 Dates of Loan/Credit Agreements Mar. 9, 1972 June 1, 1973 April 15, 1976 Follow-on Project Names (Cont'd.)Teacher Non-Formal Second Training Education Agricultural Training Loan Number Ln. 1433-IND Ln.1486-IND Ln. 1692-IND Loan Amount (US$ mln.) 19.0 15.0 42.0 Dates of Loan Agreements June 6, 1977 Sept. 14, 1977 May 7, 1979  - iii - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (Cont'd) MISSION DATA No. of No. of Man- Date of Mission Month/Year Weeks Persons Weeks Report Reconnaissance Bank Group Jan. 1969 1 1 1 1/28/69 Reconnaissance Bank Group/UnescoMay 1969 2 2 4 6/25/69 Preparation Unesco Nov.-Dec. 1969 3.5 3 10.5 12/13/69 Appraisal IDA Feb.-Mar. 1970 4 4 16 10/13/70 Total 31.5 Supervision IV1 IDA June 1971 4.0 1 (a) 1.5 7/30/71 II IDA May 1972 2.0 1 (a) 2.0 7/31/72 III/ IDA Jan. 1973 7.0 3 (a,c,d) 2.0 3/16/73 IV3/ IDA July-Aug. 1973 2.5 1 (b) 1.0 /29/73 VT/ IDA Oct.-Dec. 1973 5.5 1 (a) 1.5 1/11/74 VI5/ IDA May-June 1974 3.0 1 (c) 1.5 7/03/74 VII IDA Sept. 1974 1.5 1 (c) .5 9/27/74 V1116/ IDA Feb.-Mar. 1975 10.0 2 (a,c) 2.0 4/08/75 IX7/ IDA Apr.-May 1975 1.0 1 (b) .5 7/07/76 36.5 12.5 Completion IDA Aug.-Sept. 1976 3 3 (a,c,e) 9 7/19/77 Note: (a) = Architect; (b) = General Educator; (c) - Technical Educator; (d) = Agricultural Educator; (e) = Sociologist CURRENCY EXCHANGE RATES Name of Currency (Abbreviation) Rupiah (Rp) Appraisal Year Average US$1 = Rp378 Intervening Years Average US$1 = Rp415 Completion Year Average US$1 = Rp415 1/ With appraisal Second Education Project 2/ With supervision Cr. 288-IND and discussion proposed Third Education Project 3/ With supervision Second and Third Education Projects and discussion proposed Fourth Education Project 4/ With supervision Cr. 288-IND 5/ With reconnaissance proposed Fourth Education Project 6/ With appraisal proposed Fourth Education Project 7/ With reconnaissance proposed Fifth Education Project and supervision of Credit 288-IND and Credit 387-IND  - iv - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (Cont'd.) ALLOCATION OF CREDIT PROCEEDS IN UE$ Original Actual Allocation Disbursement I. Civil Works 850,000 1,165,000.00 II. Equipment 2,380,000 3,049,356.89 III. Furniture 80,000 80,011.04 IV. Professional Services for Civil Works 220,000 200,325.20 V. Technical Assistance 320,000 -- VI. Unallocated 750,000 -- Total disbursed 4,494,693.13 Undisbursed (cancelled March 18, 1977) 105,306.87 Total 4,600,000 4,600,000.00 SCHEDULE OF DISBURSEMENTS (US$000s) Actual as % of Semester ending Appraisal Estimate Actual Appraisal Estimate December 31, 1971 78 June 30, 1972 122 December 31, 1972 793 June 30, 1973 1,102 50 5 December 31, 1973 3,716 90 2 June 30, 1974 4,047 120 3 December 31, 1974 4,295 960 22 June 30, 1975 4,428 2,740 62 December 31, 1975 4,501 3,880 86 June 30, 1976 4,562 4,220 93 December 31, 1976 4,600 4,500' 98 1/ The undisbursed balance of US$105,306.87 was cancelled on March 18, 1977  PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (Cont'd) CAPITAL COST PER STUDENT PLACE. Appraisal Estimate US$ 2,030 (building, furniture, equipment, professional fees) Actual Cost US$ 2,875 Increase 22%  - vi - PROJECT PERFORMANCE AUDIT REPORT INDONESIA FIRST EDUCATION PROJECT (CREDIT 219-IND) HIGHLIGHTS The Credit Agreement for the First Indonesia Education Project signed on November 6, 1970 provided for a credit of US$4.5 million to assist the Government in developing technical education to help meet the country's need for industrial skills. The project was designed to (a) construct five Technical Training Centers containing well-equipped workshops, each center intended to serve a group of neighboring secondary senior technical schools and (b) provide technical assistance experts to assist in project implementa- tion, curriculum development and the training of technical teachers. The project has been completed and the credit has been disbursed with the excep- tion of the sum of US$0.1 million which was cancelled in March 1977 when the Credit account was closed. During implementation the Borrower decided to reduce workshop class sizes from 20 students to 12 students. This decision generated the need for an increased number of teaching spaces and teachers and increased operating expenditure per student. A cost overrun of about 40% occurred partly because of the increase in construction areas and partly because of the exceptional inflation rates of the early 1970s. On the whole, physical implementation was good. The targets of enrollment and output are being met. The U.K. Govern- ment provided all of the technical assistance expert man-years needed under the project. Teachers have been trained and training programs have been developed which provide for increased attention to practical work. Advisory Committees which include employers have been established for the centers. On the whole, this has been a successful and worthwhile project. At this stage the concept of using centrally located workshop units for upgrading technical education appears to be working well. The Indonesia Fourth Educa- tion Project is providing additional centers. Tracer studies to follow up the graduates of these centers have been initiated and are continuing (PPAM, para. 24). The Borrower feels that the centers have contributed to enhancing the image of technical education (PPAM, para. 22). Experience with this project has also helped to develop project management expertise which in turn has served subsequent education projects in Indonesia (PPAM, para. 12). Other points of special interest are: (i) the acute need for staff housing, which IDA declined to provide but which the Government later decided to provide out of its own resources (PPAM, para. 11) and (ii) the importance of early supervision by the right kind of specialists (PPAM, para. 20).  PROJECT PERFORMANCE AUDIT MEMORANDUM INDONESIA FIRST EDUCATION PROJECT (CREDIT 219-IND) I. PROJECT BACKGROUND AND SUMMARY 1. Informal discussions between IDA and Indonesian government officials were the genesis of a Bank Group reconnaissance mission to Indonesia in January 1969. About four months later, a joint Unesco/Bank reconnaissance mission completed the identification process, and reported in June 1969. From November 18 to December 13, 1969, a Unesco mission helped the government to prepare the project. An appraisal mission visited Indonesia in February/March 1970; the Credit was negotiated in September, approved in October, 1970 and became effective January 29, 1971. 2. The project as appraised represented an attempt to assist priority education development needs while awaiting the findings of on-going studies including the Government's first Five-Year Plan (1969-73), the National Assessment Study (by the Ford Foundation with UNDP/UNESCO) and a feasibility study of a National Education Center being conducted with UNDP/Special Fund support. It was intended to be a modest intervention which would meet urgent needs without pre-empting the findings of these on-going studies and planning. The items being considered were in technical and agricultural education. The agricultural education items of the original project proposal having been deferred to a later date for better preparation, the project ultimately consisted of five Technical Training Centers (TTCs) - centrally located workshops to serve groups of feeder or satellite Senior Secondary Technical Schools (STMs) within walking or cycling distance of the Project TTCs. 3. The size and location of the TTCs were to be as follows: Enrollments of Location of TTC Student Places Feeder STMs Bandung 840 3,360 Jakarta 860 3,600 Medan 540 2,160 Surabaya 740 2,880 Makassar 440 1,800 (now known as Ujang Pandang) TOTAL 3,420 13,800 In addition, the project included a technical teacher training program for which however no credit funds were provided, and contingency financing of twelve man-years of technical education expert services to assist the teacher training program and the initial operation of the TTCs. -2- Special Covenants 4. Special covenants of the Credit Agreement required the Borrower to: - establish a Project Implementation Unit to include the full-time services of a director, an architect-engineer, a technical educator and an accountant; - implement an agreed timetable for the training of technical teachers; - employ technical education experts; - establish and maintain a National Advisory Committee to advise the Ministry of Education on matters of general policy concern- ing the project TTCs; and a curriculum advisory committee for each TTC; - coordinate the curricula of the senior secondary technical schools with those of the TTCs and collect employment data on graduates for at least three years following graduation; - operate the TTCs on a double shift basis during a five-day week; - provide salaries for instructional staff such as to enable them to devote their professional attention exclusively to the TTCs; and - admit candidates to the TTCs following successful aptitude testing and after trainers assess their ability to perform the tasks for which they had been trained. In addition, the establishment of the Project Implementation Unit and the appointment of the project director, the engineer-architect and the technical educator were conditions of Credit effectiveness. 5. The project buildings were completed by March 31, 1975, and sub- stantially furnished and equipped prior to the originally scheduled Closing Date, December 31, 1976. Final project costs at US$10.75 million exceeded appraisal estimates of US$7.6 million by 41%, mainly because of inflation and also because of increased building area. The project has provided much needed facilities for the improvement of secondary technical education. The project is also close to meeting its quantitative targets in terms of teachers trained and students enrolled. - 3 - II. PRINCIPAL ISSUES 1. The Concept of Central Workshops 6. The project was based on the concept of central workshops - Technical Training Centers (TTCs) - each to serve a group of two to five nearby feeder or satellite senior secondary technical schools. The need for an affordable alternative to the poorly equipped workshop facilities of existing senior technical secondary schools was clear. The TTCs were expected to serve an average of three STMs per center and, on a double shift basis, about 25% of technical school enrollments. Accordingly, a better range of equipment and more highly specialized staff could be provided at markedly less cost than for separate workshops at each technical school. 7. This concept has proven workable for its purposes and the workshops have been established at a reasonable average per student capital cost of US$2,875. The location of these five centers has been well selected in major concentrations of population. Good cooperation among the feeder schools and the TTCs is a feature and benefit of the project and the Fourth Education Project is providing additional TTCs. 2. Changes Introduced During Implementation 8. During implementation two major changes in the project were intro- duced. The first came about in response to the Government's decision to abolish junior secondary technical schools in 1974. One of the premises on which the TTC was based was that only successful graduates of the junior technical or general schools would be eligible for entry to senior technical schools (feeder schools for the TTCs) following competitive examinations and aptitude testing. The expectation was that such candidates would have had an opportunity to explore and develop their interest and aptitudes and to elect an appropriate field of training immediately upon entry to the TTC (Appraisal Report, para. 3.05). As a consequence of the 1974 abolition of junior secondary technical schools, a common first year program was introduced into the TTCs to compensate for the loss of the exploratory program of the junior level schools. This change generated a need for more basic level workshops than originally intended and has caused the TTCs to operate with less intensive use of advanced workshops than had been originally intended (see PCR, para. 3.24). 9. The second change resulted from policy changes regarding class sizes in the feeder schools. With IDA agreement, the Borrower decided to reduce class sizes from 40 to 24, and workshop classes from 20 to 12. This has caused some imbalances in the utilization of facilities and has increased the requirement of instructors from 330 to 590 (PCR, para. 5.02). The merits or disadvantages of this switch to smaller class sizes are not immediately apparent. The decision contrasts with that taken under the Korea First Education Project (Cr. 151-KO) where the Borrower, during implementation, decided to increase class size from 40 to 60; without apparent ill-effectl/. However, it is interesting to note that, for similar workshop classes being financed under the Fourth Project (Ln. 1237-IND), the agreed workshop class size has been raised to fifteen students. 3. Staff Training 10. The Credit did not include funds for the training of instructors and directors of the TTCs. This training was left to the Borrower to organize. After some initial start-up difficulties the training of instructors was undertaken; the agreed number of instructors was trained; however, because of the increased demand for instructors arising from the reduction in class sizes, additional numbers were required to be trained and the additional training programs were provided. These training programs lacked well quali- fied teacher trainers and were supplemented by ad-hoc programs organized by technical assistance experts. Thus the program of staff training was late and inadequate, but a response to the need. With regard to the training of directors, the Borrower drew the attention of the OED mission to the lack of fellowships for such training and noted that the Fourth Education Project provided fellowships, some of which will be used for this purpose. The Fourth Project also makes provision under the project for training instructors. In this sense, the experience is not unique. The Bank Group has often left teacher training activities in the early projects to be done by the Borrower unassisted but has assisted activities in a subsequent project in the country in the light of the problems encountered with the earlier project2/. 4. Staff Housing 11. This project included no provision for staff housing. The Indonesia delegation to the credit negotiations specifically requested the inclusion in the project of 305 housing units - estimated to cost US$1.5 million, with a foreign exchange component of US$0.6 million - for the reason that housing would be difficult for staff to obtain. IDA did not agree because it felt, despite the views advanced by the delegation, that such housing was available in the towns in which these centers were to be located. The experience during implementation confirmed the appropriateness of the request. Rented housing proved to be very expensive and of such low standard that many out-of-town teachers were unable to have their families with them and, having to return promptly to their homes during school vacations, were unable to take advantage of jobs offered by industry near the TTC for industrial upgrading and exposure during these breaks between sessions. These housing difficulties exacerbated the problem of recruiting teachers for the TTCs and the Borrower, during implementation, eventually undertook to provide some 60 houses to help alle- viate the problem. 1/ See Report No. 1801, dated November 22, 1977; Project Performance Audit Report, Korea First Education Project (Cr. 151-KO), page 9. 2/ See, for example, Report No. 2368, Project Performance Audit Report on Cameroon First Education Project (Cr. 161-CM), dated February 12, 1979, page 10. -5- 5. Physical Implementation 12. The Borrower's performance in project implementation was generally good. The agreed project unit was established in the Ministry of Education - at first in the Office of Educational Development; after about 16 months, the unit was transferred to the Directorate of Technical Education. The staff of this unit has been useful as a resource for subsequent units established to implement subsequent Bank Group assisted education projects. (a) Buildings 13. Implementation of the civil works component of the project was successful. Despite a 15-month delay in the selection of consulting archi- tects and redesign delays introduced by program changes, most civil works components of the project were completed on schedule.!' Some criticism of the designs of buildings has been recorded by the PCR: the inadequate provi- sion of storage space, inadequate control of noise and air pollution in the workshops, less than optimum orientation of the administration buildings, and two elements of overdesign, namely, reinforced concrete frames for the roofs of covered walkways and the saw-tooth configuration of the workshop roofs (PCR, para. 3.11). Despite international tendering, all contracts were won by local contractors and the buildings have been well constructed. (b) Furniture and Equipment 14. The procurement of furniture appears to have been well handled. A 24-month delay in the preparation of furniture schedules has been in- directly attributed by the PCR to the late arrival of technical assistance consultants (PCR, para. 3.15), although this would normally be a function of project architects. All contracts were awarded to local contractors following international invitations (PCR, para. 3.15) and expeditious delivery of satisfactory quality furniture was achieved. 15. The procurement of equipment was, on the whole, successful; however the process was more complicated and subject to delays and problems, such as the late arrival of the technical assistance consultants, losses during transit, the lack of instruction manuals in the vernacular and lack of famil- iarization of teaching staff with the equipment provided. Eventually not all of the required equipment was procured by the Closing Date (para. 19). (c) Costs and Disbursements 16. The total cost of the project exceeded appraisal estimates by 41%, the increases being attributed to a 22% increase in physical areas, inflation, and the needed expansion of the teacher training program. Cost increases were offset by savings resulting from the provision of most of 1/ Minor changes were also made during implementation in the target enroll- ment of the Jakarta TTC from 860 to 820 students and in the related feeder schools from 3,600 to 3,360 when the foundry course was deleted. - 6 - the technical assistance requirements of the project from bilateral, grant sources, and savings in professional fees. The cost of professional fees had been estimated at the extraordinary level of 23% of building construction costs, and accordingly, despite increased areas and redesign requirements, a saving of about 30% was achieved. The cost of furniture, a comparatively small item, was substantially underestimated by the appraisal mission (PCR, para. 4.02). 17. Disbursements were far below estimates for the first three years because of late start-up and delays in the procurement of equipment. The lengthy time interval provided for the completion of technical assistance however enabled completion of the project in advance of the scheduled comple- tion date. 18. The need for stronger IDA support of the Borrower's efforts to understand IDA disbursement procedures was evident in two phases - one at the start and the other at the end - of project implementation. For the civil works category the agreed disbursement percentage was 40% of expendi- tures. However, up to 1975, until the error was discovered, the Borrower claimed reimbursement not against 100% of such expenditures but against 40% of expenditures hence receiving only 16% of actual expenditures. This was eventually remedied but it did have the effect of making the pre-1975 dis- bursement picture less representative of actual project progress than it should have been. 19. The second problem of unfamiliarity with procedures occurred around the time of Credit closing. The Borrower expressed to the OED mission dis- appointment over the cancellation of about US$105,000. As the originally scheduled Closing Date of December 31, 1976 approached, IDA exhorted the Borrower to complete all purchases on time. It was not clear to the Project Unit what funds remained. However, with the knowledge of IDA, the Project Unit had issued, on December 23, 1976, letters of intent to purchase certain items of equipment, but appeared unaware that it was necessary for purchase contracts to have been entered into before the Closing Date if they were to be eligible for reimbursement. The relevant contracts were signed on March 9 and 10, 1977 and IDA was informed on March 11. Recognizing that no outstanding valid claims remained, IDA cancelled the Credit balance on March 18, 1977. What was unusual about this experience - given the fact that on almost every completed education project procurement of instructional equipment has proven to be a sluggish process and that Closing Dates have usually been extended to permit the finalizing of this procurement - was the absence of a suggestion by IDA to the Borrower to request an extension of the Closing Date. 6. IDA Supervision 20. The project unit was first visited by an architect in two separate missions five and fifteen months respectively after Credit Effectiveness and it was not until January 1973 that the project was visited by an educator - a deficiency that the Borrower commented upon to the OED mission in view of the amount of planning which was needed during the initial implementation - 7 - phase. There was insufficient architectural support during the critical building design stages. During 1973 the problems of overdesign (para. 13) were raised by the IDA architects but these were not corrected. After 1973, missions were scheduled regularly and with appropriate representation of specialists. It is also clear that the problem of cancellation of the out- standing balance of US$105,000 could have been largely avoided through better liaison between IDA and the project unit. 21. As this was its first experience with a Bank Group assisted project, the project unit needed an extra measure of assistance from IDA staff. On the whole, despite the reservations noted in paras. 18-20 this was provided. The Borrower has expressed to the OED mission its appreciation of the assistance given by supervision missions and by the Resident Mission in Jakarta espe- cially in coping with IDA procedures but stressed that too many matters still had to be referred to Washington for decision. III. EDUCATIONAL IMPACT 22. For a variety of reasons it is too early to evaluate the impact of the TTCs and their role in strengthening senior secondary technical education in Indonesia. Such an evaluation must necessarily be deferred for a few years. However, at this stage, a few observations and impressions are possi- ble. It is evident that the project schools are within reach of meeting their target enrollments and outputs but that the quality of education remains to be evaluated on the basis of the employability of graduates and their subsequent performance. In the view of the Borrower the project has generated increased confidence in the secondary technical school as an institution on the part of students and staff, community and employers: the TTCs, with their new stan- dards of staffing and equipment, have already enhanced the image of technical education in a way which will favorably influence the country's system of values and attitudes of work; they have enabled workshop practice to be increased from six periods per week prior to the project to sixteen periods per week. The Borrower also felt that the close cooperation between industry and training which has been secured by the establishment of Advisory Com- mittees at each TTC has enhanced the stature of graduates in the eyes of industry. 23. The strengthening of basic science in the feeder schools was con- sidered essential to the success of this concept of central workshops; how- ever, it appears that a weakening may have taken place. The Bank Group considered in 1975 that there was a marked weakness in science instruction in Indonesian schools.±I 1/ Report No. 443a-IND, Indonesia Sector Survey Report, February 5, 1975, pp.21, 22 of Appendix E). - 8 - 24. The following table, based on reports issued in late 1979, summa- rizes the responses to tracer questionnaires issued to the first two sets of graduates of three of the five TTCs: Graduates Graduates 1977 1978/79 Number of forms sent 1970 1979 Number of forms returned 1610 1529 Percentage response 82 77 Employed 965 714 Continued education 164 172 Total active 1129 886 Total active as % of responses 70 58 Non employed 479 643 Non employed as % of responses 30 42 While this provides insufficient data and experience on which to base firm conclusions, the initial results appear relatively encouraging for recent school leavers. The tracer studies are continuing and it will be necessary to review the position in about five years' time especially regarding unem- ployment among graduates and the employers' views of their performance. IV. CONCLUSIONS 25. Physical implementation of the project was good and the project appears to be meeting target enrollments and outputs. The project unit has developed project management expertise and has served as a resource for units concerned with subsequent projects. The evaluation of the effectiveness of the institutions and their performance is being undertaken chiefly through on-going tracer studies spread over a period of years. The project represents a significant test of the feasibility of the concept of central workshops. On the basis of the performance to date, the concept appears to have been successful and is being reinforced under the Fourth Education Project (paras. 6, 7). The lack of fellowships in this project for training directors and the lack of provision for staff housing are being addressed by the Fourth Education Project and by the Borrower respectively (paras. 10, 11). IDA supervision, which suffered from the lack of appropriate specialists prior to 1973, was strengthened thereafter (paras. 20-21). One important shortcoming of the project was its lack of provision for staff housing; however, the necessary housing is being provided by the Borrower (para. 11). -9- PROJECT COMPLETION REPORT CREDIT 219-IND July 19, 1977 Education Projects Division East Asia and Pacific Regional Office - 10 - INDONESIA FIRST EDUCATION PROJECT (CREDIT 219-IND) PROJECT COMPLETION REPORT SUMMARY AND CONCLUSIONS Summary (i) The first education project in Indonesia, assisted by Credit 219- IND of 1970, was completed in 1976 prior to the closing date set for December 31 of that year. The US$4.6 million credit was extended in support a US$7.6 million equivalent technical education project designed to introduce centralized workshops to be used by students from 15 (reduced to 14 during implementation) existing senior secondary technical schools (STMs). This completion report reviews the project experience and assesses implementation and early operating outcomes with a view to improving the effectiveness of IDA procedures and similar future projects. (ii) The project was to finance construction, equipment and furniture for five TTCs and an upgrading program for 330 technical teachers to be appointed to the TTCs. It also included funds for specialist advisors (12-1/4 man-years) to assist with project implementation including development of the TTC curriculum and the program for technical teacher upgrading (para 2.08). (iii) The objective of the project was to improve practical training in industrial skills to help meet Indonesia's skilled manpower requirements. Existing STMs lacked adequate facilities for practical work. However, provi- sion of workshops for each STM would have resulted in underutilization due to the small school size (about 300 students per STM). The centralized workshop complex (TTC), designed to serve a cluster of STMs, was justified as a more economical means by which to provide practical facilities and to ensure maxi- mum utilization. The STMs were to conduct theory classes and the TTCs work- shop practice. The proportion of students' weekly timetables allocated for workshop practice was to increase from less than 10% to 40%. Operating on a double shift basis, each TTC was to accommodate about 1,120 full-time equi- valent students. With the improved facilities, increased emphasis on work- shop practice and teacher training provided under the project, the quality of skills training was expected to improve. The project institutions were to produce 4,000 graduates yearly, or an estimated 40% of annual demand for skilled labor (paras 2.07 - 2.09). (iv) Under the project, all civil works and equipment were provided as planned, and 550 technical teachers received upgrading. Technical assistance, to have been financed by the Credit, was provided instead by the Overseas Development Ministry of the United Kingdom. Advisory responsibilities were successfully fulfilled, though only 8 of the 12-1/4 man-years of assistance were used during implementation because of delayed appointment of the experts. The estimated final cost of the project, US$10.75 million equivalent, was 41% higher than the appraisal estimate including contingencies. In absolute terms, the greatest overrun occurred in the civil works category and can be attri- buted to both inflation and a 22% increase in gross construction area. Credit - 11 - disbursements reached US$4.5 million and the remaining US$0.1 million was cancelled (paras. 3.01. 3.18, 3.19, 4.01-4.02). (v) As required under the Credit, a project implementation unit (PIU) was established in the Department of Education and Culture in 1970. Its location in the research and planning arm of the Department impeded the general efficiency of early project implementation. The unit was trans- ferred, in accordance with line management, to the Directorate of Technical Education in early 1972. The timely completion of the project, six months prior to scheduled credit closing, attests to the improved performance of the relocated project unit. Despite a delay of nearly two years in appointment of required consultant architects, civil works were completed as scheduled by 1975. Procurement of equipment was initially delayed as a result of PIU inexperience, late arrival of advisors and inefficient contract award pro- cedures which prohibited package subdivision. This restriction was overcome and 86% of equipment was procured through international competitive bidding in early 1975 before the TTCs were opened. Procurement of the remaining equipment was facilitated by the Association's approval of prudent shopping procedures. As a result of experience gained, the PIU has been charged with implementing a larger technical education and teacher-training component under the fourth project assisted by Loan 1237-IND of 1976 (paras. 3.03, 3.09, 3.16). (vi) The performance of the consultant architects was also satisfactory. Designs were practical and, with minor exceptions, the quality of civil works is good and maintenance adequate. Despite the 22% increase in gross areas, judged by the Association to be unnecessary in terms of the project training objectives, the actual investment cost per student place, at US$3,700 equiv- alent, is reasonable for the types of facilities provided. In general, equipment procured under the project is also suitable and its delivery, installation and testing were efficiently carried out (paras 3.09-3.17, 4.05). (vii) The TTCs began operating in mid-1975 and progress towards achieve- ment of capacity enrollments has been satisfactory. During implementation, planned capacity was reduced from 13,800 to 13,100 in part as a result of the Government's decision to reduce planned STM class size from 40 to 24 and TTC workshop group size from 20 to 12. In 1976, enrollments reached 57% of revised design capacity (at 7,480) and in 1977, 86% (at 11,220) (para. 5.01). (viii) Indicators of efficiency of student flow are good and suggest that distances between feeder STMs and the TTCs are reasonable. Dropout and ab- sence rates have declined since appraisal and are relatively low. Student repetition, ranging from 2% to 7%, is also acceptable (paras. 5.03 -5.04). (ix) With the exception of electronics teachers, the TTCs have an ade- quate supply of teachers. All TTC teachers are employed on a full-time basis, an innovation for Indonesia, and are efficiently used. A salary incentive was extended to achieve this end. Staffing shortages at the STMs are more severe (paras 5.07-5.10). - 12 - (x) The mid-implementation reduction in workshop group size decreased the planned student-teacher ratio at the TTCs from 16:1 to 9:1 and raised the required number of TTC teachers by 70% from 330 to about 590. The project's teacher training component was therefore expanded and all teachers appointed to the TTCs by January 1977 had received 10 months of training. The prior qualifications of TTC teachers (65% had not gone beyond the STM or general secondary level, few had industrial experience) and the brief duration and varying quality of the upgrading programs reinforce a need to further strengthen pre- and in-service technical teacher training. A teacher training program under the fourth project addresses both qualitative and quantitative shortcomings of technical teacher training (paras. 5.06, 5.12). (xi) The revised curricula introduced under the project are appropriate. A full 40% of the STM students' weekly timetables is allocated for practical training at the TTCs. Cooperation between the TTCs and the feeder STMs (responsible for general and theoretical courses accounting for 60% of students' weekly schedules) has enabled efficient introduction of the new curricula. Special Credit conditions designed to further improve the quality of curricula have been partially fulfilled: all but one TTC has a local advisory committee and a national advisory forum is planned but not yet estab- lished. In 1976, a common first semester of studies was introduced as a means to prepare students to select a trade. While the common semester is educa- tionally sound, its introduction has resulted in imbalanced TTC workshop and STM classroom loading (paras 3.20, 5.13-5.14). (xii) The TTCs are operating on a double shift. Scheduled utilization of workshops at three TTCs ranged from a low of 61% to 79% and is satisfactory. When capacity enrollments are reached, utilization factors will further in- crease. However, the introduction of the common first semester has resulted in some reduction in the use factor. There is a shortage of workshop space for basic training and an underutilization of specialized workshops. Among possible alternatives for correcting the imbalance (staggering first semester entry dates, increasing use of basic workshops over the planned 80 periods per week), the Government has chosen the most costly. It has decided to build 10% to 20% more workshops which will increase unit capital costs. Equip- ment utilization at the TTCs is generally satisfactory. Lack of adequate teacher orientation and spare parts has reduced the use of some items (paras. 5.14, 5.18-5.21). (xiii) Despite the relatively high utilization factor anticipated for TTC workshops at full operation, the cost-effectiveness of TTC operations will be lower than originally expected. The reduction in workshop group size had the effect of increasing annual recurrent costs per student by about 50%. The decision to reduce workshop group size (originally argued on grounds of quality and safety) has increased the ratio of teachers to students to an unnecessarily high level (under the fourth project, TTC workshop group size has been increased to 15) (paras 5.02, 5.06, 5.22). (xiv) Annual output from project institutions is expected to reach the 4,000 estimated at appraisal which would still supply roughly 10% of total skilled manpower required. Until the first groups of final (third year) - 13 - students complete the training cycle, it is not possible to analyze fully the quality and relevance of TTC training but employment prospects for STM students have been generally good and a decrease in demand is not anticipated. In the future, skills tests, to be administered to final year students in accordance with Credit conditions, and the recently established graduate tracer system, should provide a basis for assessing and improving the qua- lity of TTC training. In view of the improvements added by the project (workshops and equipment, increased emphasis on workshop practice, rela- tively better-trained teachers and closer links with industry) it is rea- sonable to assume that the quality of TTC graduates would be higher than that of the average STM graduates (paras. 5.15-5.17). Conclusions (xv) The operating outcomes at the TTCs financed under the first educa- tion project in Indonesia demonstrate the feasibility of the centralized work- shop concept. Determinants of success appear to have included the preparation of appropriate curricula; coordination and cooperation among the feeder schools and the TTCs in implementing the curricula; availability of technical teachers for the TTCs; and reasonable distances between the feeder schools and the TTCs. A basis for comparison with a non-centralized workshop alter- native is not available but original appraisal assumptions on cost-effective- ness of the TTCs (both in terms of investment and operating costs) appear to have been valid. The following conclusions drawn from the project experience may be applicable to future projects. (a) Project Scope. Implementation outcomes suggest that an original decision of the Association, to assist a compact first project, aimed at improving the quality of existing skill training programs, was essentially correct. The relatively small size of the single-component project simpli- fied management responsibilities and contributed to timely project completion (para. 3.22). (b) Implementation Inefficiencies. The efficiency of early project implementation suffered in part from lack of experience of PIU staff, delayed appointment of advisors and inefficient procurement procedures. The effi- ciency of initial implementation might have benefitted from concentrated early IDA assistance (only two of nine supervision missions, totalling four man- weeks, were carried out during the first two years of implementation) and from agreed scheduling (in legal documents) for appointment of special advisors. The mislocation of the PIU, which also impeded early implementation, demons- trates the difficulties associated with determining the appropriate mechanism for project management. In this case, the decision to relocate the PIU under the Directorate regularly responsible for technical education proved to be an appropriate solution (paras 3.03, 3.19, 3.23). (c) Changes in Project Design. The main deficiencies in project opera- tions resulted from two changes in project design made by the Government during implementation. The first, to reduce workshop group size, was approved by the Association. The second, to introduce a common first semester, was made without prior Association approval. It would have been preferable if the project changes had been preceded by detailed analysis of implications. - 14 - The reduced group size has increased operating costs and exacerbated the shortage of qualified technical teachers. Scheduling problems arising from introduction of the common semester could have been resolved without incurring the additional capital costs now planned by the Government (paras 3.24, 5.02, 5.15, 5.19). (xvi) Despite inefficiencies described above, the project can be judged a success on the whole. It has provided most inputs necessary for improving the quality of technical education in Indonesia and initiated the process of improving training for technical teachers. - 15 - INTRODUCTION 1.01 This completion report on the first education project in Indonesia (Credit 219-IND) was prepared by S.Z. Sung (technical educator and mission leader), V.C. Demetriou (architect), and J. van L. Maas (sociologist/ educator) 1/, who visited Indonesia from August 30 to September 18, 1976. The purpose of the mission was to (i) Collect data on the physical implementation of the project and on the achievement of its educational objectives; (ii) Analyze issues related to the project, based on relevance, effectiveness, and efficiency, and study the causes and effects of major problems; (iii) Evaluate, to the extent possible, the success or failure of the project in both physical and educa- tional terms; and (iv) Recommend, if any, actions and precautions for future education project design and implementa- tion based on lessons learned from the project. 1.02 The mission visited all 5 technical training centers (TTCs) estab- lished through the project, 13 of the 14 satellite senior secondary technical schools (STMs), 3 nonproject STMs, 4 industrial enterprises, and both central and local offices of the Department of Education and Culture. Discussions were also held with local advisory committees of two TTCs, three industrial proprietors, one multinational company staff, one chamber of commerce and industry, and one local planning organization. The mission was unable to observe four TTCs in operation because of a long holiday in Indonesia. Mr. J. Lubbock (educator, Resident Mission in Jakarta) provided additional findings from his follow-up visits to TTCs in January 1977. 1.03 This report focuses on the problems encountered during project preparation and implementation, evaluates the methods with which the problems were dealt, discusses the degree to which project operating objectives have been achieved, and outlines the lessons learned from this experience for ap- plication to future projects. It is too early to analyze fully the quality of TTC training and the manpower impact of the project because students have not yet graduated from the TTC program. However, results of tracer studies, set up during the completion mission, should provide a basis for assessing curricula relevance and graduate employment in the future. I/ Mr. Maas assisted the Indonesian Government in designing graduate tracer studies and in making preparations for monitoring and evaluating the achievements of education project objectives. - 16 - PROJECT BACKGROUND Socioeconomic Setting 2.01 In 1969, Indonesia (a country with an estimated population of 115 million and a per-capita GNP of about US$80) began to recover from a stag- nated economy that had been plagued by inflation, lack of funds, and a short- age of manpower since independence in 1945. The First Five-Year Plan for 1969-73, Repelita I, was completed and presented to Parliament in late 1968, but data on demography, manpower, and education were scarce. There was an obvious need to develop more and better industrial skills training for improv- ing production and productivity, but the amount of manpower needed to satisfy this requirement was difficult to determine. 2.02 Quantitatively, the education system, based on six years of primary, six years of secondary, and five years of higher education, was reasonably developed at the primary level. Enrollment ratios in primary, secondary, and higher education were 65%, 9%, and 2%, respectively. Financial resources of the country were limited, however, and only about 13% of total public expend- iture and 2% of GNP were allocated for education in 1971. Moreover, dropout rates were high, school curricula tended to be irrelevant, and students were inadequately prepared for work because school facilities were ill-equipped and teachers were inadequately trained. The training of skilled workers for in- dustry was carried out in Senior Secondary Technical Schools (STMs). However, these STMs, small in average size (with about 300 students each), suffered from poor facilities and equipment and inadequate operating funds for materials, tools and maintenance. Further, the practical content in the curriculum was low (3 to 5 periods per week). The quality of the output therefore could not reach industrially acceptable standards. While there was a great need for qualitative improvement at all levels of education and training, the need was particularly acute for industrial training. 2.03 In 1969, the Department of Education and Culture was reorganized, and a new educational planning office, the Office of Educational Research and Development (BP3K), was established. The goals of BP3K were (a) in the long term, to improve overall planning of the educational system, and (b) in the short-term, to design and implement projects aimed at satisfying immediate manpower requirements. Its first major task was to carry out an ambitious comprehensive analysis of the education system, the National Assessment Study. This work, assisted by the Ford Foundation and Unesco, spanned four years from 1969 to 1973. Project Generation and Description 2.04 IDA's Education Department Director visited Jakarta in January 1969 (Annex 1) to establish contact with the Government ministries involved with education and to review the educational priorities designated in the First Five-Year Plan. The Plan emphasized consolidation and improvements in quality of the existing system rather than further quantitative expansion-- except for secondary technical education. Although a targeted secondary tech- nical enrollment expansion from about 100,000 to 300,000 students was highly - 17 - optimistic, the Government's strategy to strengthen scientific and technical education for the development of industrial skills was a clear priority. A second priority identified through preliminary discussions with the Government was to strengthen agricultural training. 2.05 Pending the outcome of the National Assessment Study and in view of the absence of detailed education sector and manpower planning, the Associa- tion's interim strategy in 1969 for providing first-project assistance to Indonesia was to concentrate on a small manageable project that addressed obvious needs of the education system (paras 2.02 and 2.04). A reconnais- sance mission visited Indonesia in May 1969 and proposed (a) construction of four new TTCs to be used to provide practical training for students attending the three-year (grades 10-12) STMs (US$4 million); (b) equipment for three existing agricultural training centers (US$0.75 million); (c) related tech- nical assistance (US$0.25 million); and (d) contingencies (US$1 million) for an estimated total cost of US$6 million. 2.06 Based on the project items listed (para 2.05), a Unesco/IDA mis- sion prepared the project in November 1969. In February-March 1970, the ap- praisal mission deferred the agricultural training element in the project because of incomplete planning (it was later implemented under Credit 288-IND), modified and slightly enlarged the technical education element to include five TTCs instead of four, and emphasized the training of technical teachers through a larger technical assistance component (nearly US$0.5 million). Project Objectives 2.07 In accordance with Government policy, the objective of the project was to improve practical training for industrial skill development in selected STMs to help meet skilled manpower requirements of Indonesia. Project insti- tutions were expected to produce 4,000 graduates per year, or 40% of the estimated annual manpower requirement for skilled workers of 10,000 1/. 1/ The basis for this estimate, according to para 11 of the Reconnaisance Mission Report of June 25, 1969, was experience in adjacent countries in an apparently similar state of development. This figure was revised to 41,000 per annum in the Education Sector Survey, 1973, IDA Report 443a-IND (para 2.14) based on an assumed 7% economic growth rate per annum; higher figures were given for higher growth rates. - 18 2.08 As finally agreed, the project included the following: Estimated Cost Items (US$ million) Construction and equipment 5.43 for five new TTCs for 13,800 students in 15 feeder STMs /a In-service training of 330 0.18 STM teachers through upgrading courses in existing Government training institutions to enable them to implement revised curricula Provision of 12-1/4 man-years 0.43 of technical assistance to assist the Indonesian counter- parts with project implementa- tion, initial operation of the TTCs, and the teacher training component Contingencies 1.56 7.60 /a During appraisal, 3 feeder schools were estimated to be needed to supply the students for each TTC; thus 15. How- ever, during implementation, it was found that only 14 feeder schools were needed to supply the adequate number of students. Of the total estimated cost, US$4.6 million was to be financed through the Credit. 2.09 The TTCs, or centralized workshops, represented an innovative ap- proach to technical education in terms of the existing system for technical training in Indonesia and the Association's lending program. The existing STMs were small in average school size and had practically no workshops (para 2.02). The provision of workshops and equipment for each STM would have resolved the problem of physical shortage, but the small STM enrollments would have precluded efficient utilization of such facilities. The provi- sion of a single centralized workshop complex for use by a cluster of nearby STMs was intended to support higher utilization of practical facilities at lower investment costs. Under the project, the curriculum was to be modified to increase its practical content to 40% of the students' weekly class hours. - 19 - Students were to attend the TTCs two days each week for workshop practice and the STMs, three days each week for theoretical classes. The TTCs were designed to permit maximum utilization. Operating on a double shift basis each TTC would accommodate five groups, or roughly 1,120 full-time equivalent students weekly. In accordance with the planned TTC utilization, intensified use of technical teachers was also planned. The total amount of practical work performed by each student in the three-year program would reach about 1,500 hours. With the improved practical facilities, equipment, and teacher training supported by the project, it was expected that the quality of practical instruction would be improved to the extent that graduates with TTC training would reach a skill standard acceptable to industry. 2.10 The project was negotiated in September 1970 and was approved by the Board of Directors in October 1970. The Credit was signed on November 6, 1970. PROJECT IMPLEMENTATION Overview 3.01 The project was fully implemented by mid-1976, about six months before the Closing Date of December 31, 1976. Implementation was initially delayed because of inappropriate location of the project unit, late appoint- ment of the architectural consultants, and late arrival of technical assist- ance experts; however, initial delays were overcome later in the implementa- tion process. Construction started 12 months behind schedule because of delays in appointing consulting architects, but most civil works were completed on schedule. This was achieved because the construction period was reduced from about 24 (the original estimate) to about 14 months for each TTC. The actual Dhvsicl execution of the project, from the initial design stage to the end of guarantee period, took about three years, or 29% less than the appraisal estimate of 4 1/4 years. Equipment procurement was about 1 year behind schedule because of initial delays in the preparation of equipment lists and bidding documents. Procurement was accelerated during the final stage of project implementation and continued until August 1976. Annex 2 shows the estimated and actual implementation schedules. The TTCs started operating on a limited basis in mid-1975, were nearly two-thirds fully operational in 1976 with two of the three grades making use of the facilities and reached nearly 90% planned enrollment capacity in 1977 with feeder STM students from all three grades attending. Credit Effectiveness 3.02 The conditions of effectiveness were the establishment of a project implementation unit and the appointment of a project director, project architect/engineer, and technical educator. The Credit became effective on January 29, 1971, as scheduled. - 20 - Project Management 3.03 The required project implementation unit was established in BP3K, the planning and research body in the Department of Education and Culture (DEC). After 16 months, in March 1972, the project unit was moved to the Directorate of Technical Education (line management). The initial delays experienced with this project may have been caused in part by the inappro- priate location of the project unit. The accelerated implementation after the unit was transferred seems to substantiate this conclusion. Throughout implementation, the unit was fully staffed with a project director, assistant director, project architect, procurement officer, in-service training officer, treasurer (accounting officer), and other supporting staff. (All were full- time except the director and assistant director). The Unit had a large, well- equipped office in Bandung, where most of the technical work was done, and a small second office in Jakarta for administration. Technical assistance was not financed from the Credit as originally planned, but was provided by the United Kingdom. Architectural design and supervision were carried out by an overseas architectural firm in collaboration with a local firm. 3.04 Although most of the project unit staff had no previous experience in managing IDA-financed projects, their performance was satisfactory. In general, handling of problems, coordination of project activities, prepara- tion of progress reports, and record keeping 1/ were efficiently carried out during implementation. 3.05 As a result of the experience gained in this first project, the unit is now able to implement the US$19 million DEC component (including four additional TTCs) in the fourth education project (Loan 1237-IND) with little increase in staff. Five Technical Training Centers 3.06 Sites. All five sites were selected by mid-1971, about eight months after the Credit Agreement was signed. Four were acquired on time, but acquisition of the Jakarta site was delayed because dwellings had to be cleared. Consequently, evidence of land ownership for the Jakarta site, which was to be provided six months after the signing of the Credit Agreement, was not sent to IDA until September/October 1973, about 30 months behind schedule. 3.07 All orginial sites were suitable, except those in Jakarta and Surabaya. The Jakarta site was in a "green belt area," and the site at Surabaya was too far from city transportation. These were changed to more suitable alternatives in early 1973, only a few months before scheduled con- struction. Despite these changes, construction began in November/December 1/ Checking total disbursements and disbursements by category has been made difficult because books were not kept for each category of Schedule I of the Credit Agreement. - 21 - 1973, as intended. The sites in Bandung, Jakarta, Medan, and Ujung Pandang, ranging from 3.5 to 4.5 hectares, are adequate in size and have space for future expansion. The Surabaya site, only 2 hectares, has little space for expansion. 3.08 The location of the 5 sites in relation to the 14 feeder schools they serve are approximately as follows: Distance (in kilometers) to Feeder Schools TTCs First Second Third Fourth Bandung 2 3 3 Jakarta /a 4 6 8 12 Medan 4 5 Surabaya 2 3 5 Ujung Pandang 0 0.5 /a The bus route was modified so that STM students can take the bus to a site near the TTC; they then have to walk about 1/2 kilometer. Distance traveled by students was therefore largely reasonable, except to the fourth STM in Jakarta. Convenient city transportation has, however, made up for this deficiency. The generally good attendance rates at the TTCs (para 5.04) indicate that the distances between feeder schools and the TTCs do not adversely affect attendance. 3.09 Professional Services. From the 14 proposals for required archi- tectural services, the firm Fry/Drew Partners was originally selected, but negotiations, which started in July 1971, were unsuccessful. Another firm, Daniel, Mann, Johnson, and Mendenhall (DMJM), was finally selected. The con- tract with the consultants was approved by IDA and was signed in July 1972. This process of selection and negotiations took 21 months and was completed about 15 months behind schedule. The professional services were satisfactory. On the advice of the Association, the interval between the consultants' super- vision of civil works was reduced from six to four weeks. This action improved the poor workmanship witnessed during the early visits to the sites. 3.10 The actual cost of professional services was US$0.46 million, 32% below the appraisal estimate of US$0.68 million, including contingencies. The actual cost, about 9% of the final cost of the civil works, was reason- able; the appraisal estimate, about 23% of the estimated cost of the civil works, appears to have been high. Fees were based on time spent, and subse- quent demands for increasing the amounts were made because of project delays. 3.11 Designs. Preliminary designs (completed in December 1972, about 10 months behind the appraisal schedule) were reviewed in the field by an IDA architect in January 1973. The gross areas were found to be 25% greater than - 22 - the appraisal estimates, and some suggestions were agreed for deleting covered walks, a bicycle shed, and maintenance training shops. However, these items were added again later; this resulted in a 22% increase in building area over the original appraisal estimate. Generally, designs were practical and func- tional, the structures suitable, and the external finishes austere. Electric power, after some initial inadequacy due to an underestimation of need, was later increased to a satisfactory level. The water, sewerage, and fire alarm systems were satisfactory, and safety precautions were observed for students. Some design deficiencies are as follows: (i) Reinforced concrete frames in external corridor links could have been of lighter steel or wood construction and therefore cheaper; (ii) The sawtooth configuration of the roof could have been replaced by a simpler roof structure; (iii) Central storage for materials was lacking; and (iv) Noise and pollution levels could have been reduced in some workshops, and orientation improved in administration buildings. 3.12 Construction and Maintenance. The civil works for all five TTCs were satisfactory. All construction contracts were awarded to the lowest bidders, all local contractors, after international competitive bidding (ICB). Of the 33 contractors who expressed interest during prequalification, only one was foreign (Korean). The construction period, originally set at 24 months, was reduced to 14 months. Despite initial delays, most buildings were com- pleted within the original schedule, and, generally, building workmanship was satisfactory. Minor roof leakages and other defects were rectified by the contractors under the defects liability, which in Indonesia normally covers six months from the date of completionr. This period should be increased to 12 months so that the user can report structural and other defects revealed only after a full wet-dry weather cycle. 3.13 Most of the construction problems were encountered in Ujung Pandang because of shortages of skilled labor and materials. The unit building cost increased to about US$158 (Rp 65,500) per square meter at that site as compared with an average of US$140 (Rp 58,000) per square meter for the four other locations. The final cost of civil works was about US$5.1 million, 76% above the appraisal estimate of US$2.9 million, including contingencies. Approxi- mately two-thirds of the overrun can be 2attributed to the inflation 2ince appraisal (appraisal estimate, US$100/m ; final cost, about US$145/m ), and one-third to the 22% increase in gross areas (see para 3.11). 3.14 Overall, the buildings are adequately maintained and efficiently run. - 23 - 3.15 Furniture. Furniture lists, prepared by the project unit with assistance from technical assistance advisors from the U.K. and the consultants from DMJM, were forwarded to IDA for approval in February 1974, about two years behind the appraisal estimate. Preparation of bidding documents, tendering, and contract awards were similarly delayed. However, the manufacturing and delivery period was only about six months. Most deliveries were made by March 1975. Most project furniture was manufactured by one local contractor; there was no response during ICB from foreign manufacturers/suppliers, indicat- ing a lack of need for ICB on small scale furniture procurement. The overall construction of the furniture is satisfactory. The actual cost of furniture was about US$300,000, or about 6% of civil works costs, compared with the appraisal estimate of US$100,000, including contingencies. The award of fur- niture contracts was approved by IDA. The cost overrun is attributable to increased quantities of furniture necessitated by the increased building areas, higher transportation costs, inflation, and special features such as a knock- down system and assembly on site. 3.16 Equipment. Preparation of the master equipment list was delayed by about one year because of the late arrival (August 1972) of the specialists from the U.K. These experts assisted to make the master list technically correct. Equipment procurement efficiency was further impeded in the first tender exercise due to a fault in the bidding document. The equipment was reasonably grouped into 26 packages to be procured through ICB. However, after bid opening, it was found that only one bid for one package was complete. Under normal circumstances, items could still have been procured through the use of item-by-item comparison method. However, this was not possible because of a clause in the bid document which read, "No package shall be sub-divided." This statement legally prohibited the splitting of a bid package for award to several suppliers. To improve the efficiency of this tender exercise, the largest number of items that could be awarded to one supplier on the grounds of the lowest evaluated bids was made the criterion for selecting the supplier for that package. With IDA assistance, it was thus possible to purchase about 60% of items tendered. The remaining items had to be retendered, but the condition precluding package subdivision was overcome and the efficiency of procurement improved thereafter. The main procurement exercise was substan- tially completed (about 86%) in three tenders, in March, June and September 1975. Some of the remaining items were those that had been tendered unsuc- cessfully two or three times. These and some accessories and spare parts were procured later partly through a simpler procurement procedure (see para 3.23). 3.17 Equipment received is in satisfactory condition and is generally suitable for training purposes. At the Surabaya port, 20% of the equipment was missing; however, the lost items were covered by replacement insurance. The times loss due to the need for a second delivery did not create serious problems in TTCs and installation, testing, and initial operation of the equipment was generally satisfactory. Technical Teacher Training (Annex 3) 3.18 Arrangements for training technical teachers and recruiting administrators began in early 1973. During project implementation, three - 24 - groups of teachers were trained and a total of about 550 completed the train- ing. The following table summarizes the implementation of the technical teacher training component of the project: Group Implementation Number Number No. Period Recruited Graduated Training Institutions Used 1 5/73 - 3/74 278 240 Five in Bandung /a and two STM(P) /b 2 8/74 - 5/75 240 178 Two PLKs (Bandung & Palembang) 3 7/76 - 4/77 165 129 Bandung Technical Teacher Upgrading Center Total 683 547 /a Vocational Training Center, Bandung (PLK); National Institute for Instrumentation, Bandung (LIN); Materials Testing Institute, Bandung (LPB); Institute of Technology, Bandung (ITB); and STM, Bandung (Instructor). /b The Development Senior Secondary Technical Schools at Jakarta and Jogyakarta. The numbers (547) who completed training exceeded the appraisal target of 330 by 217, or 66%. Nonetheless, there is an estimated shortfall of about 40 teachers (see para 5.11 below) because a reduced workshop group size has sharply decreased the student/teacher ratio from about 16:1 to about 9:1. The qualifications of teacher training recruits was generally low: (a) most re- cruits were from existing technical schools and few had industrial experience, (b) the candidates were not trade-tested; and (c) the minimum requirement of five years experience as a technical teacher was not enforced. All technical teacher recruits received only 10 months of training. They are now employed at three TTCs. At the end of their third year, TTC students will have re- ceived some 1,500 hours of practical training, 25% more, on average, than their instructors. The Government is aware of the weakness and additional upgrading will be provided at the Bandung Technical Teacher Upgrading Center. Some administrators have also been trained, but only nine TTC administrative officers received training in education, finance and shop management. Some of the TTC Directors cite the lack of administrative training as a shortcoming of the in-service program, but nearly all are critical of the teacher up- grading program. - 25 - Technical Assistance 3.19 The Credit Agreement called for a team of five experts in technical education to assist the Borrower in programming and supervising the teacher- training courses and in planning and initiating operations at the new TTCs. The project provided financing for about 12-1/4 man-years of expert services. The British Government in 1972 agreed to furnish technical experts for the project. Funds earmarked for technical assistance under the project were sub- sequently allocated to cover cost overruns in other categories. The arrival of the first two experts (late 1972) was about two months behind schedule, but arrival of an additional four was delayed by about a year (to mid-1975) because of recruitment difficulties. As a result, only eight man-years of technical assistance were provided before project completion. 1/ However, the overall impact was positive. The specialists successfully fulfilled the important technical assistance requirements, namely: (i) Programming and supervising the training of technical teachers; (ii) Assisting in the preparation of master equipment lists and specifications; (iii) Advising on workshop layout and installation of equip- ment, and; (iv) Contributing to curriculum and syllabus development. The contribution by experts would have been greater by earlier arrivals and more coverage of subject areas. Covenants 3.20 Special covenants in the Credit (Annex 5) have been fulfilled except for the following: (i) A national advisory committee, required under Section 4.03(a), has not been established. The Ministry of Education has re- quested permission from the Government to establish such com- mittee. 1/ The remaining 4-1/4 man-years will be provided in the fourth educa- tion project (Annex 4) in which four more TTCs are to be established. Altogether the U.K. is providing fourteen specialists for about 24 man-years under the fourth project. - 26 - (ii) An advisory committee for each TTC, provided for under Section 4.03(b), 1/ has not yet been established in Jakarta only because of the complex nature of the city and its industry. A preparation meeting has been held for the formation of this committee. (iii) Final examinations for testing students' practical skills, provided under Section 4.05(ii), have not been introduced because there are no grade III students yet. The examina- tions have been designed and will be administered in fall, 1977. IDA Performance 3.21 IDA's first education mission to Indonesia consisted of one staff member and lasted for six days only. This is less than the usual time and staff allotted to project identification for a first IDA-financed educ- ation project in a country; however, project generation was satisfactory. 3.22 The appraisal mission modified the project design by focusing on industrial education and by removing the agricultural training component and a related additional project unit. In addition, despite the experimental nature of TTCs, project objectives emphasized improving the quality of instruction at existing institutions rather than expanding technical education. Compact project design facilitated management of the first project and con- tributed to its timely completion., 3.23 There were seven supervision missions, two supervision visits, and one completion mission within six years. An initial supervision mission visited the project in June 1971 (5 months after the date of effectiveness), and not until 10 months later did another mission arrive. Most subsequent missions were spaced about six months apart; in two instances, the interval was as little as two months. Quantitatively, supervision was adequate, but more missions scheduled during the early stage of implementation could have benefited the Borrower more e.g., accelerating the equipment procurement pro- cess through earlier advice. Qualitatively, these missions and the supervi- sion by headquarters staff were helpful to the Borrower. For civil works, apart from the routine review and advice given to the project unit on tech- nical matters, IDA staff consistently advised that the gross area be kept as close to the appraisal estimates as possible and insisted on closer super- vision and frequent site visits by the project unit and their consultant architects to improve the quality of workmanship. IDA contributed to equip- ment procurement by 1/ Advisory committees have been established for the four TTCs at Surabaya, Bandung, Medan and Ujung Pandang. The Surabaya committee is most active but all four have participated in the development of curriculum and training programs, and assisted in establishing means to find employment for the TTC graduates. Linkage with industry has been improved. - 27 - (i) Improving the bidding document by removing the clause, "No package shall be sub-divided." This increased procurement efficiency by allowing more awards to be made from one tendering exercise. (ii) Advising that a complicated formula, which would have caused serious subsequent disputes, not be used for bid comparison purposes. (iii) Approving a simpler procurement procedure, prudent shopping, in February 1975, to allow easier and faster purchase of inexpensive miscellaneous items, such as accessories and spare parts. 3.24 During implmentation the Government made two decisions (paras 5.02, 5.06 and 5.15) which had adverse implications on staff requirements and costs. The first decision, to reduce STM class size from 40 to 24 and TTC workshop group size from 20 to 12, was approved by the Association in January 1973. The second decision, to adopt a common program for first year students, was made without prior reference to the Association. In each case it would have been desirable for the Association to have pointed out more forcefully the staffing and financial implications of these decisions. PROJECT COST AND FINANCING 4.01 The project cost was originally estimated at US$7.6 million: IDA was to provide US$4.6 million, and the Indonesian Government, US$3.0 million. The following table compares the estimated and actual project cost in US dollars and Indonesian rupiah (Annexes 6 and 7): - 28 - Appraisal Estimate Actual Costs Rp US$ Rp US$ Difference Costs (million) (million) Rp(%) US$(%) Civil works 806 2.13 2,112 5.09 +162 +139 Professional services 220 0.58 191 0.46 -13 +21 Furniture 30 0.08 125 0.30 +312 +275 Equipment 998 2.64 1,444 3.48 +45 +32 Technical assistance 162 0.43 33 0.08 -80 -81 Teacher training 66 0.18 394 0.95 +497 +428 Unallocated 588 1.56 - - - - Other /a - - 162 0.39 - - Total 2,870 7.60 4,461 10.75 +55 +41 /a Includes inland insurance, delivery and installation of equipment. 4.02 The final cost of the project in US dollars was 41%, and in Indo- nesian rupiah 55%, above the appraisal estimate including contingencies. Although the project unit attributed the main causes of the overrun to the 1973/74 inflation, the overrun in the various categories also resulted from the increase in building areas, from original underestimates on furniture and from the amount of teacher training provided (paras 3.13-3.18). The fol- lowing table compares each category in proportion to total cost at appraisal and completion: As a Percentage of Estimated Total Cost As a Percentage of Category (including contingencies) Actual Total Cost Civil works 38.4 47.4 Professional services 8.9 4.3 Furniture 1.3 2.8 Equipment 41.7 36.0 Technical assistance 6.7 0.7 Teacher training 3.0 8.8 Total 100.0 100.0 - 29 - Disbursements 4.03 Because of project delays and minor misunderstandings in reimburse- ment applications 1/, disbursements were slow as compared with the original appraisal schedule (Annex 8). The following table shows the planned and actual disbursements: Disbursements Per Year Cumulative Disbursements Planned Actual Actual as US$ % US$ % Planned Actual Percentage Year (million) Total (million) Total (US$ million) of Planned 1971 0.05 1 0.00 - 0.05 0.00 0 1972 0.10 2 0.00 - 0.15 0.00 0 1973 1.15 25 0.09 2 1.30 0.09 7 1974 2.88 63 0.87 19 4.18 0.96 23 1975 0.29 6 2.92 64 4.47 3.88 87 1976 0.13 3 0.62 13 4.60 4.50 /a 98 /a A final US$0.10 million of credit proceeds was cancelled on March 18, 1977. The unused balance of Qualified Agreement to Reimburse on Letters of Credit issued to commercial banks was also confirmed to be cancelled. 4.04 In general, disbursements were satisfactory. Low disbursements over the first three years reflect initial delays with project implementation. Unit Rates, Space Allocation, and Capital Cost Per Student 4.05 Estimated and actual average unit rates, space allocation, and capital cost per student are as follows for the five TTCs: 1/ Schedule I of the Credit Agreement allowed reimbursement of 40% of expenditures on civil works. Due to a misundertanding, the project unit requested 40% of the disbursed amount on civil works in their applications for withdrawals. IDA Controller's Department accord- ingly reimbursed 40% of the submitted amount, which was only 16% of the actual amount of expenditures on civil works. This was clarified by the Association in 1975. Thereafter the total expen- ditures on civil works were submitted for reimbursement. - 30 - Appraisal Estimate Item (including contingencies) Actual Difference (%) Cost for civiI works per m US$101 US$145 +44 Gross area per 2 2 student place 9 m 12 m +33 Cost per student US$2,010 /a US$3,200 lb +60 (Civil works /c) (1,050) (1,900) +80 (Furniture) (30) (100) +230 (Equipment) (930) (1,200) +30 /a Based on the total capacity of 3,400 in the Credit Agreement. /b Based on the actual designed capacity of 2,928 for five TTCs. /c Including consulting fees. Including the costs for technical assistance and technical teacher training, the unit capital cost is considered reasonable at about US$3,700 per student place actually provided. PROJECT OPERATING OUTCOMES Enrollment 5.01 Overview. The objective at appraisal was to use the TTCs to provide practical training for 13,800 STM students per year in six trades including mechanical, automotive, electrical, electronics, building construction, and foundry work. The foundry course was dropped at an early stage because of an estimated lack of employment prospects; class size was reduced for the- oreotical subjects at the STMs; the workshop group size was reduced for practical subjects at the TTCs; and the curriculum was changed. All these changes had the combined effect of reducing the planned capacity of the five TTCs to 13,104. Annex 9 gives the planned, actual (1976) and projected enroll- ments in project institutions by courses and by institutions. Annex 10 shows the actual enrollment in 1976 and 1977 by grade (1976 only) and by course for each TTC. The total TTC enrollment reached 7,482 in 1976 and 11,220 in January 1977, or 57% and 86%, respectively, of planned capacity. Enrollments are expected to exceed 90% of planned capacity after some electronics classes, temporarily closed because of staff shortages, are reopened (para 5.03). 5.02 Class Size. The class size and workshop group size were originally planned for 40 and 20 students, respectively. In 1973, the Department of Education and Culture proposed to an IDA supervision mission to reduce class size to 24 and workshop group size to 12. The reasons adduced for the reduc- tion were higher quality instruction, better safety during practical work and easier manageability with smaller class and workshop group sizes. This was discussed at a meeting between the Minister and a supervision mission and agreed by the Assocation subject to an assurance from the Minister that there would be: (a) sufficient additional staff to provide for this reduced - 31 - class size; and (b) sufficient recurrent funds available to meet the additional salaries (para 4.09 of supervision report dated March 16, 1973). It appears now that IDA agreement to the proposal was premature because the staffing and financial implications had not been determined. The result of the reduction in class sizes was an increase in (a) number of teachers from 330 to 590, which has exacerbated the shortage of technical teachers and (b) the recurrent budget of the TTCs by about 50%. It would have been preferable if the reduc- tion of class sizes had been preceeded by detailed estimates of implications and careful IDA review of those implications. 5.03 Student Flow. In 1975, only grade I students from the feeder schools attended TTCs for practical training, in 1976, both grades I and II attended; and, since January 1977, students from all three grades attended. Student flow is not expected to stabilize, however, until the problem of staff shortages has been resolved (see para 5.12). At the Surabaya TTC enrollment has not reached planned figures because of a shortage of teachers at the feeder schools. Hence the facilities at the TTC, particularly in the Auto- motive, Electronics and Building departments are underutilized (see para 5.21). At Ujung Pandang no students have been enrolled for the first and second grade electronics courses because of a shortage of teachers in the TTC itself (see para 5.11). While every attempt should be made to rectify underutilization of facilities, it is not likely that a smooth student flow pattern will be reached within the next few years, particularly due to the difficulty of recruiting electronics teachers in competition with the electronics industry. 5.04 Absenteeism, drop out and repeater rates are reasonably low in nearly all TTCs, as shown below for the years 1975 and 1976. Absent Dropouts Repeaters TTC year % % % Bandung 1975 n.a. n.a. n.a. 1976 6.7 3.0 3.0 Jakarta 1975 2.1 2.6 2.3 1976 2.0 0.9 1.3 Medan 1975 3.5 13.6 13.6 1976 5.0 6.8 6.9 Surabaya 1975 2.8 1.1 2.9 1976 2.0 1.2 1.5 Ujung Pandang 1974 3.5 2.2 2.9 1975 3.1 1.5 2.7 1976 3.6 1.5 2.7 Note: These figures were collected from various sources (the TTCs, the feeder schools and the PIU). Slight inconsistencies have been observed in the data supplied; in such cases, the higher of two or more figures has been entered in the table. - 32 - Even with the Medan TTC, the percentages are lower than the 30% dropout rates cited in the appraisal report; the figures are lower in 1976 than in 1975. The TTCs may have contributed towards the lower figures for 1976, but no trend can be established over the limited period of operations of the TTCs to determine their impact on rates of absence, dropout and repetition at the feeder STMs. 5.05 Students at the TTCs seem to exhibit considerable enthusiasm and dedication and discipline is reasonably good. The high ratio of applicants to available places (varying from 2:1 at Ujung Pandang to 4:1 at Bandung, Jakarta and Medan), suggests that the TTCs are a success, at least as judged by students. 5.06 Student/teacher ratios and present enrollments by trade for each TTC are presented in Annex 10. Although in January 1977 TTC enrollments reached 86% of the planned capacity, the average student/teacher ratio, at 11:1, is 30% less than the 16:1 envisaged at appraisal, notwithstanding some staff shortages. The reason for this reduction in the student/teacher ratios is due almost entirely to the decision to reduce workshop group size (see para 5.02). In retrospect, this decision would appear to have been inappro- priate, not only because of the cost implication, but also because of its effect in aggravating teaching staff shortages. If the Government chose to increase the group size again to try and alleviate the staffing problem (which will become more acute when four additional TTCs under the Fourth Education Project are completed), then it would be necessary to redesign the workshops or to double the group size from 12 to 24 students. This figure might be educationally acceptable in certain trades and could be achieved with minimal remodeling since nearly all the workshops are designed on a 24 student-place module (groups of double size are being taught in some TTCs, at present, where teaching staff shortages dictate). On IDA's recommendation, the Government has increased the workshop group size in the TTCs in the fourth education project from 12 to 15. The Government, however, has not planned to increase the group size in the first project. 5.07 The technical teachers are efficiently used from the point of view of the teaching load. Nearly all teachers have 32 student contact periods of 45 minutes each. They are expected to spend a further 8 periods preparing and evaluating student work. The teaching load is acceptable by most stan- dards. The usual practice of Indonesian teachers is to work part-time in several schools, spending a few hours a week in each. Results often include low output and efficiency and poor quality of teaching. The full-time teachers introduced through this project, by means of additional salary allowances, should set a good example for other educational institutions. 5.08 The supply of teachers at the TTCs is critical. In some trades and localities there are no more teachers to be recruited to the TTCs. The main method of recruitment has been to select suitable STM teachers from the locality and to upgrade them. Lack of mobility of labor inhibits recruitment from one province to another, but some teachers have been brought into the larger cities from outlying rural areas. Even this transmigration has not - 33 - been a success. It has resulted in a lowering of teacher morale, the chief cause of which appears to be housing. In large cities housing is expensive. Few of the teachers find that their higher salaries cover the higher cost of housing. As a result, they may be unable to bring their families with them. The staff housing problem had been raised by the Indonesian delegation during negotiations, but inclusion of staff housing in the project was not considered to be fully justified in view of the availability of houses for rent in those cities where TTCs were to be built. The higher cost was to be partly covered by the higher salaries introduced for the TTC teachers. 5.09 To illustrate the technical teacher shortage problem more clearly, the table below indicates the number of STM teachers in each locality: No. of No. of Technical Technical Teachers Teachers in STMs in STMs if based on Surplus (+) % Locality in Each Locality Average Ratio Deficit (-) Deficit Java 2,422 1,965 +457 - Sumatra 591 879 -288 33% Sulawesi 115 165 - 51 31% East Indonesia 75 144 - 69 48% Kalimantan 23 72 - 49 68% Total 3,226 3,226 0 The principal shortages seem to be outside of Java. Sumatra and Sulawesi will continue to suffer shortages unless teachers can be attracted from Java. 5.10 The shortage of TTC teachers by trades are illustrated for 1976 in the table given below: No. of TTC Positions Teachers which will be % Field Required 1/ Filled by May 1977 Result Deficit Mechanical/automotive 300 281 -19 6 Electrical/electronic 153 132 -21 14 Building 132 134 + 2 - Total 585 547 -38 7 TTC directors at Ujung Pandang and Surabaya have accepted limited numbers of students in some subjects (e.g. 68 students in the electronics course in Ujung Pandang, as against the planned figure of 288) due to teaching staff shortage (para 5.21). At Ujung Pandang there is only one electronics teacher in charge of one class (Grade III) (Annex 10) and in consequence no students have been enrolled for this trade for two years (Grades I and II). This enrollment gap 1/ Based on student/teacher ratio of 9:1, which, in turn, is dictated by the workshop group size of 12. - 34 - will take two years to work through the system even if teachers could be recruited immediately; meanwhile, about two-thirds of the invested capital for operating electronics workshops remains unproductive. At Surabaya, teacher shortages at the STMs place a limit on enrollments for the building trades (440 instead of 720), while in electronics and automotive trades, TTC teachers are assisting the STMs with teaching in the theory classes (para 5.21). Salary incentives could only help to alleviate the teacher shortage if they were large enough to attract teachers from distant areas. The Gov- ernment's plan to pay all STM teachers on the same scale as TTC teachers may not resolve the staffing problem of the TTCs. The deeper cause of the problem is a lack of adequately qualified technical teachers throughout the Republic. In-service/upgrading programs and incentive payments would be only temporary solutions to a long term problem. The long term solution requires well-planned pre-service training courses. Two new pre-service technical teacher training faculties (FKTs) at Padang and Jogyakarta are being established under the Fourth Education Project to produce an annual output of about 550 technical teachers with reasonable quality. 5.11 The qualifications and training of the teachers vary considerably. While none has any industrial experience, 10% have Sarjana degree (5 years after grade 12), 15% have Sarjana Muda qualifications (3 years after grade 12) and 65% are either STM or senior general secondary (SMA) graduates. They have all done about 10 months of in-service practical training organ- ized on an ad-hoc basis at existing centers (see para 3.18). In contrast, an average of 40% of the teachers in feeder STMs are unqualified and none has had the benefit of in-service training. About 420 technical teachers were trained for TTCs in the first two upgrading courses, of which 404 are in post, and about 130 are now being trained 1/ (Annex 3). The quality of instruction largely depends upon the facilities of the training institute and the ability of the instructor, both of which vary widely. Some of the teachers thus upgraded are undoubtedly good; some have been less fortunate in the training they were given. Theoretical subjects are generally taught at a higher level then necessary but practical subjects are being taught by inadequately trained teachers in many institutes throughout Indonesia. 5.12 The need for quality improvement through further specialized upgrad- ing of the TTC teachers is generally acknowledged by all the TTC Directors. None of the present instructors have received more than one round of upgrading. The Bandung TTUC (Technical Teacher Upgrading Center) for in-service training will not be adequate to handle the second round of specialized upgrading for the existing five TTCs, the upgrading program for the new four TTCs and two FKTs (Loan 1237-IND), as well as upgrading the staff of the 80 STMs. Thus far, an overall plan to meet this massive upgrading requirement has still to be worked out; meanwhile ad-hoc arrangements will continue. 1/ The appraisal objective was to train 330 technical teachers, however, the present objective, because of the smaller group size and curriculum change, is to provide 585 teachers. Less than 550 of these are likely to be available by the end of the third upgrading program in May 1977 due to recruitment problems. - 35 - Curriculum 5.13 The recently revised curriculum, approved by the Department of Education and Culture on December 31, 1975, is satisfactory. The 40% prac- tical content is appropriate. The following table shows the development trend of the curriculum for STMs (Annex 11). Average Periods per Week a/ a/ b/ Subject Group 1964 1973 1976 Basic and general 12 9 10 Science and mathematics 11 7 3 Technical 22 29 27 (Theory) (18) (13) (11) (Practice) ( 4) (16) (16) Total 45 45 40 a/ 40-minute period. b/ 45-minute period. In addition, each subject group was simplified, and the number of subjects was reduced from 25 in 1964, to 18 in 1973, and to 14 in 1976. Irrelevant or inappropriate courses, such as those on thermodynamics, the steam engine, and the steam turbine were removed from the curriculum. The increase in the emphasis on practical work is particularly commendable. The total number of hours of practical training in the 3-year course has now reached 1,440 (or 1,920 periods), based on a 40-week academic year. This amount of prac- tical training, if provided by quality instructors in a well-equipped workshop, should enable the graduates to become skilled enough to meet the requirements of industry. Modes of instruction in the STMs and TTCs differed sharply. In STMs the lecture system is used exclusively with students copying from the blackboard. In TTCs the principal mode of instruction is more practical work, individually or in groups, guided by instructors, with a modicum of blackboard teaching. The cooperation between feeder school and TTC administrators was satisfactory in coordinating the curricula (60% general studies in STMs, 40% practical training in TTCs). Since each TTC receives students from only two to five STMs, frequent liason between the principals has been easily arranged. Thus, the first part of the covenant under section 4.03(c) of the Credit Agreement 1/ was fulfilled. 5.14 A new feature in the 1976 curriculum, a common first semester for first-year students in STMs, aims to give students a better chance to select the trade most suitable to their capabilities. The common first semester was 1/ Section 4.03 (c) (i) of the Development Credit Agreement stipulated that "The Borrower shall cause the senior technical secondary school served or to be served by said technical training centers to coordinate their curricula with those of the centers." - 36 - initiated because: (a) the Government decided to discontinue junior techni- cal schools (grades 7, 8, 9); and (b) aptitude tests (which the Government will continue to administer as an initial selection tool) were not a very successful means for sLreaming students without previous practical training. However, the common semester has resulted in a shortage of workshops for basic training (e.g., bench workshops, basic electrical shops, basic building shops) and a surplus of workshops for specialized training, (e.g., wood- working machine shops) at the beginning of a semester. There are at least three methods by which to ameliorate the unbalanced use of workshops: (a) increase use of certain workshops over the present 80 periods per week; (b) stagger admission of students (by providing two dates for entry in each academic year); and (c) build more workshops. The Government has decided to pursue (c) which will require about 10% to 20% more workshops. In turn, this will lead to a reduction of the use factor, and an increase in the unit capital cost per training place. Graduates 5.15 Quantity. The targeted annual output from project TTCs, account- ing for dropouts, repeaters, and failures, is about 4,000 according to the Appraisal Report. Because of the high dropout rate during appraisal (about 30% between first and second year) and the low rate now (para 5.04), the actual output figure should reach the original estimate despite the anticipated enrollment of aboutl2,500 in TTCs, which is about 10% less than the planned figure (Annex 9). The revised manpower estimate according to the fourth education project appraisal was about 40,000 per annum at the skilled worker level (see para 2.09). The first project with its annual output of 4,000 could therefore contribute about 10% of the total annual national need. This is a significant contribution considering the relatively small amount of the Credit, US$4.6 million. 5.16 Quality. The quality of graduates of the TTCs is difficult to de- termine since grade III students have only just begun their final year. But because of better equipment, more time devoted to practical work, higher recurrent budgets for materials, maintenance and repair, relatively better instruction (despite shortcomings in the teacher training program) and closer links with industry, it is to be expected that the quality of the graduates should be considerably higher than is produced at the average Sm. Other factors which suggest improved quality include the following: (1) The skill level of some third year students in the TTCs, as observed recently, has reached employable standard in Asia; (2) The high student morale, student discipline and interest in work which suggests that students believe they are acquiring useful skills; and (3) The active participation of industry through the advisory committees in the development of curriculum and content of treining programs, and in considering ways to find employment for the graduates. - 37 - 5.17 An objective assessment of the quality of TTC training must await graduation of the first cohort of third year students. In the interim, to ensure to the extent possible the employability of TTC graduates, the fol- lowing measures should be undertaken: (1) Through the services of its Advisory Committee each TTC should set up a placement-service which would establish a job-register and invite industrialists to visit the TTC to interview graduating students for employment. An effort should be made to establish strong liaison with industry and to facilitate job searches by the graduates. An industrial liaison officer should be appointed in each TTC who could act as secretary to the Advisory Committee and be respon- sible for management of the placement service of the TTC. (2) Efforts should be made to improve the quality of TTC training and to maintain a high standard upon which industry can rely. A national skills standard should be established to ensure a common standard of attainment by students of all TTCs. (3) The teacher upgrading program should be continued with renewed effort in improved and expanded facilities. It is recommended that the problem of upgrading the FKT, STM and TTC teachers should be studied, with a view to finding and implementing solutions to overcome the temporary shortage of technical teachers. (4) The TTCs should continue to be given a budget allocation which is adequate to meet all the needs of the TTCs for materials, replacement tools and machines as well as building and equipment maintenance. This budget can be expected to increase over the next few years as both buildings and equipment begin to age. Some consideration should be given to establishing a system for ordering machine part replacements and materials. (5) An inventory control system should be introduced at each TTC to protect the capital investment and report on replacements needed. 5.18 Building utilization. The concept of a centralized TTC working a two shift system assumes intensive utilization of equipment and space; this has been largely achieved. An estimate of the degree of efficiency in util- izing facilities, as a percentage of planned capacity has been calculated below. No attempt has been made to compare the efficiency of the TTCs with other possible design solutions such as separate STM workshops. - 38 - 5.19 Use factor can be defined as the scheduled use of laboratories and classrooms expressed as a percentage of time that the institution is open to students. These have been calculated for three of the TTCs by analyzing their timetables, and are as follows: 1/ Jakarta 79% Surabaya 61.5% Ujung Pandang 76% The low figure for Surabaya TTC is due to the present low enrollment (2,200) as compared to the planned (2,700). The others are also lower than the ori- ginal expectation of about 100%, but the use factor of all TTCs is reduced because of the unbalanced loading caused by the common first semester curri- culum. This has necessitated the introduction of a six-day working week at Jakarta and Ujung Pandang instead of a five-day week as originally planned. The unbalanced schedule has caused some workshops to be underutilized, while others have to accommodate double the planned number of students. At some TTCs, new temporary facilities have been created for carpentry benchwork out- side the main carpentry shop. Overcrowding and overspill effects, like under- enrollment, are not reflected in the calculation of the use factor, since the facilities are being used in a way that was not intended. 5.20 Another method of assessing utilization which does account of the effects of vacant students' places within a class (i.e. due to dropouts or low enrollment and in some cases over-enrollment), is total enrollment ex- pressed as a percentage of the total number of student places. Thus use factor based on student numbers, is not comparable with the one based on time uti- lization (para 5.20). This has been calculated for each trade in all five of the TTCs and is presented in the table below: Enrollment as a Percentage of Student Places Ujung Trade Bandung Jakarta Medan Surabaya Pandang Mechanical 78 97 93 88 87 Automotive 91 97 136 76 n.a. a/ Electrical 89 100 91 104 91 Electronics 69 98 89 77 24 Building 80 101 46 61 87 Average 80 99 86 81 77 a/ n.a. - Not applicable. In the case of the Medan TTC it would appear that there is a much greater demand for automotive engineering than for building and that there is over- crowding in the automotive workshops and underutilization of the facilities for the building course. The table also reveals an underutilization of the electronics facilities at Bandung, Surabaya and especially Ujung Pandang. 1/ The percentages calculated are based on a five-day, 80 period week. - 39 - At Bandung the enrollment was deliberately reduced by 240 students in mecha- nical trades to permit the TTC to assist with the ad-hoc upgrading program for FKT staff. Utilization is good at the Jakarta TTC; this may be due, in part, to overcrowding of workshop facilities. None of the TTCs have much control over enrollments which are decided at the feeder schools. Even selection of students by trade may be largely determined before entry to the TTC. But the TTC's control over enrollment is improving as links with the feeder schools are stengthened. 5.21 Equipment utilization as a whole is satisfactory. It can be mea- sured by the same criteria given above unless, for lack of adequate training or other reasons, the teachers fail to use some of the equipment; or for sim- ilar reasons, the equipment is damaged and not repaired. Observations reveal that some equipment (a small percentage of total) is damaged, unused or not installed. The TTC directors have given four reasons for this portion of poor equipment utilization: (i) late delivery of the equipment; (ii) lack of fam- iliarity on the part of some teachers with equipment not used during upgrading; (iii) inability of some teachers to read instructional manuals, more often supplied in English or Japanese than in Bahasa Indonesia; (iv) lack of spare parts for the machines and no apparent system for ordering them. Damaged equipment is not so easily repaired in Indonesia, partly because of isolation from the main suppliers, but also because there is no central policy on equipment maintenance and repair. No TTCs have the necessary contacts with suppliers or budgets to solve this problem. When the TTCs are running at full strength, some attempt should be made to recheck building utilization, student/teacher ratios, the condition and adequacy of equipment, salary incentives, the budget and materials supply arrangements, and to assess project outcomes more thoroughly. Recurrent Expenditures 5.22 Recurrent project expenditures for 1976 were as follows: Rp Item (million) US$ Project unit operating costs Salaries 51.1 123,100 Travel 21.5 51,800 Administrative and maintenance 39.6 95,400 Subtotal 112.2 270,300 TTC operating costs Salaries Teaching staff 107.9 260,000 Nonteaching staff 59.2 142,600 Materials and maintenance 262.1 631,000 Administrative 149.4 360,600 Subtotal 578.6 1,394,200 Total 690.8 1,664,500 - 40 - These data are not conclusive because most centers have been operating on a limited basis only and student enrollments were below planned capacity. Therefore, no attempt has been made to calculate per-student expenditures. However, some rough figures on per-student costs have been computed on the basis of costs at the Surabaya TTC during June, July and August 1976. The average recurrent expenditures per month were as follows: Rp Item (million) US$ Materials 5.4 13,000 Maintenance 3.4 8,200 Salaries 3.2 7,800 12.0 29,000 The total number of students from the STM feeder schools using the Surabaya TTC in each week was about 1,400 in 1976 (2,200 in 1977). The total cost incurred per student per month 1/ was about US$21 (US$29,000 - 1,400). How- ever, these students attended the TTCs only 40% of their time as required by the curriculum. Therefore, monthly recurrent costs per student, based on full-time student equivalents, were about US$52 (US$29,000 + 560). This cost is high because of a low 1976 use factor in terms of enrollments and the re- cently granted special salary allowance (about Rp 200,000 per teacher per annum). The per-student recurrent cost will decrease during 1977 since the enrollment use factor for all TTCs increased from 57% in 1976 to 86% in 1977; still higher enrollment percentages are expected from 1978 onwards. 1/ The cost is for the practical training at the TTC only. It does not include the cost at the feeder school for the other 60% of the curriculum. ANNEX 1 INDONESIA FIRST EDUCATION PROJECT (CREDIT 219-IND MISSION DATA For Credit 219-IND Manweeks Input Name and Type of Mission No. of Staff Date of Visit In Field in Head uarters Date of Report (Estimate) (Estimate) Preappraisal Reconnaissance 1 (educator) Jan. 16-22, 1969 1 0.5 Memo to Files, Jan.28, 1969 Reconnaissani? 2 (tech.ed.aarf. May 18-31, 1969 2 2 Reconnaissance, June 25,'69 Preparation - 3 e Nov.18-Dec.15, 1969 12 _ Preparation, Subtotal 15 5.5 for project generation 20.5 Appraisal Appraisal 4 (agri.ed. tech.Feb.4 -Mar.4, 1970 20 30 Appraisal, Oct.13, 1970 ed. econ. arch.) Subtotal 50 for Appraisal Post Appraisal 2/ l(arch.) June 3-30, 1971 1.5 1.5 Supervision, July 30, 1971 Supervision- Supervision 1(arch.) may 8-23, 1972 3 1.5 Supervision, July 13, 1972 Supervision- 3(ed.tech eg:) Jan-17-25, 1973 3 1.5 Supervision, Mar. 16, 1973 Supervision- (ed.) arc 30-Aug.12, 1973 1 1.5 Supervision, Aug. 29, 1973 Supervision- (arch.) Oct.31-Dec.5, 1973 1 1.5 Supervision Jan.11, 1974 Supervision- 1 (tech. ed.) May 29-June 1974 1.5 1.5 Supervision, July 3, 1974 Supervision Oisit 1 (tech. ed.) sept.11-18, 1974 1 0.5 Memo to Files, Sept.27,1974 Supervision- 2 (arch. ed.) Feb.10-Mar.11, 1975 2 1.5 Supervision, April 8, 1975 Supervision Visit-I l(arch.) April 26-May 12, 1976 1 0.5 Memo to D.C., June 24, 1976 Completion Mission 3(tech eJ, ahA 31C9 Subtotal for 24 31. C Supervisioned4c21 4505 1/ By UNESCO under UNESCO/IBR Cooperative Program Combined with appraisal of second education project 1Combined with supervision of second education project combined with supervision of second and third educat.ion projects 5/ Combined with education sector survey Q/ Combined with appraisal of fourth education project T1s Combined with supervisior of fourth education project - 42 - ANNEX 2 INDONESIA FIRST EDUCATION PROJECT (CREDIT 219-IND) ESTIMATED AND ACTUAL IMPLEMENTATION SCHEDULES Date of Effectiveness January 29, 1971 1971 1972 1973 1974 1975 1976 1977 Project Activity 1 2 3 4 1 2 3 4 1 23 1 23 1 2 3 4 Civil Works (No. of months) - Selection and appointment of architects ................ XXX XXX (6) 000 000 000 000 000 000 (18) - Preparation of sketch plans ....** XXX XXX XX (8) 000 000 000 000 (12) - Preparation of bidding documents ................................ .. X XXX (4) 000 00(5) - Tendering, bid evaluation and contract awards .......................... ........ xxx XX(5) 00 000(5) - SLte preparation .............. ..........XX(12) 00 0(3) Construction ............ ............... XXX XKX XXX XXX XXX XXX XXX XXX(24) 0 000 000 000 000 000 000 0(20) Furniture & Equipment (No. of months) - Preparation of master list ...... XXX XXX XXX(9) 00 00(4) - Preparation of bidding documents ................................. ..X XXX(4) 0(1) - Tendering, bid evaluation and contracts awards ......... . ........ XX X(4) 000 00(5) - Manufacture, delivery and 1 installation .,,........... ............ XX XXX XXX XX1 XXX(14) 00 000 000 000 000 000 000 000 00(25) Teacher Training (No. of Teachers) - Phase I ..................... ................................ . XXX XXX XXX XXX(75) 00 000 000 000 (240) - Phase II .................. .................. XXX XKX XXX XXX(135) 00 000 000 00(178) Phase III ..................... ....................................................XXX XXX XXX XXX(120) 000 000 000 0(129) Technical Assistance (No. of Man-years) - Mission leader .................* X XXX XXX XXX XXX XXX XXX XXX XXX XXX XXX XXX XXX XXX XXX XXX XXX XXX(4 1/4) 000 000 000 000 000 000 Ooo 000 000 000 000 000 000 000 000 000 000(4 1/4) Mechanical expert ........ ........... XXX XXX XXX XXX XXX XXX XXX XXX(2) 00 000 000 000 000 000 0(1 1/2) - Automotive expert ........... . ............................................. XXX XXX XXX XXX XXX XXX XIX XXX(2) 00 000 000 000 (1) - Electrical expert .......................... ............................XXX XXX XXX XXX XXX XXX XXX XXX(2) 0 000 000 000 000 00(1 1/4) - Building expert ............ ......................... ......... .................. XX XXX XXX XXX XXX KXX XXX XKX(2) ____________ - -00( 1/6) Legend: XXX - Appraisal Estimate OO = Actual January 1977 INDONESIA FIRST EDUCATION PROJECT (CREDIT 219-IND) STAFF DEVELOPMENT Teachers Required and Trained Mechanical/Automotive Electrical/Electronics Building Trained Trained Trained Subtotals Trained Location of Sub- Sub- Sub- TTC Required 1st 2nd 3rd Total Required 1st 2nd 3rd Total Required 1st 2nd 3rd Total 1st 2nd 3rd Total Jakarta 70 24 23 20 67 44 12 6 10 28 27 13 4 6 23 49 33 36 118 Bandung 74 32 29 7 68 31 13 10 7 30 29 14 7 11 32 59 46 25 130 Surabaya 65 26 23 9 58 30 12 8 10 30 28 14 7 11 32 52 38 30 120 Medan 62 22 26 11 59 25 11 7 6 24 25 14 7 4 25 47 40 21 108 Ujung Pandang 29 15 9 5 29 23 7 6 7 20 23 11 6 5 22 33 21 17 71 Sub-totals 119 110 52 55 37 40 66 31 37 240 178 129 TOTAL 300 281 153 132 132 134 547 1st First Batch 2nd Second Batch 3rd = Third Batch Source: Department of Education and Culture September 1976 INDONESIA - FIRST EDUCATION PROJECT (CREDIT 219-IND) COMPLETION REPORT INDONESIA TECHNICAL ASSISTANCE TO TECHNICAL EDUCATION PROJECTS 1972 1973 1974 1975 1976 1977 1978 1979 Credit 219-IND Credit 219-IND and 1. Equipment Expert & Loan 1237-IND Teax, Leader Mr. J. F. Hoare ............... XXXXXY 2. Mechanical Experts a) hr. J. F. Ho are ............XXXXXXXXXXX XXXXXXXXX XXXXXXXXX mNXXXX XXXXX XXXXLxxc x xxX XXX b) Mr. C. Carning (Bandung) ..........f.......... XXXXXXXXXXX' =XXXX c) Mr. CinnnLn (Bandung) ....................................................... XXX XXXXXXXXXX:X XX C0DO00i00 0000C000000 d) not identified (Medan) . ............ ............ ............ ............ * * * * * * ** * * * * e) Mot i.entifsod (Jakarta) ....... ... ..... ..... ............ .... XXXXXXXX.XXXXX.XXXX 000 b) not idenified (Suraay) ......... ............. ........********* ********* 3. AUetr,iLs E xerts a) Mr. B. A. TLison (Surabaay .......... ............ ....X1 X XXX X000000030 00 b) not identified ( redan)y ............. ....... ............ ............ ............ 4. Buti.blost. Ex perts a) Mr. J. Folis (MePan)............. .......... .......... ...... X1XYXYYnYxx XXX 00GOGG90O'00C-G00030OOi b) Mrt. ..t e (u.Panayg) ......... .... ...... ........................ a) not idntified (uakara) .......... ............ ............ .... bi Mr. Sturgeon (U. Pandang) ................ ......... ....oo... ....00C1Jocoo3ocooGýoGcbcr e) notidentiind (Jkarta) .......... ............ ............ ............ 6. Eiccerieal Eyojr=s a) not identified (Bandung) .......... ...... ............. ............ ............ ********** *********** **** c) not identified (U. Pandang) ....... ............ ........... ............ ********* X - AppointeJ 0 - Not yet appointed * - Not yet recruited - 45 - ANNEX 5 (page 1) FIRST EDUCATION PROJECT CR. 219-IND COMPLETION REPORT COVENANT REQUIREMENT Deadline Ref. Section in Date Description Credit Agreement Fulfillment Condition of Establish a Project Implementation 3.02 (a) Fulfilled before Effectiveness Unit (PIU) and appoint a Project deadline following (Jan. 29, 1971) Director, Architect/Engineer, and signing of Credit Technical Educator acceptable to Agreement. the Association. (Appoint a Procure- ment Officer and an Accountant - not a condition of effectiveness) Within 6 months Furnish evidence of land ownership 3.02 (b) (i)Fulfilled in Oct. 1973, of signing of 29 months after the Agreement (Nov. deadline. 1970-May 1971) Within 12 Furnish permits required for 3.02 (b)(ii)Fulfilled in Feb. 1974, months of construction. 27 months after the signing of deadline. Fulfillment Agreement within deadline was (Nov. 1970- not possible because, Nov. 1971 in Indonesia, permits are issued only after drawings are submitted to the authorities. - 46 - ANNEX 5 (page 2) Deadline Ref. Section in Date Description Credit Agreement Fulfillment Within 6 Engage Architectural Consultants 3.02 (c) Fulfilled in June 1972, months of acceptable to the Association 13 months after the signing of deadline. Agreement (Nov. 1970- May 1971) Undated Establish curricula for special 3.03 (a) Fulfilled. one -year teacher training courses to be given in accordance with a timetable agreed to by the Borrower and the Association. Undated Employ Technical Experts acceptable 3.03 (b) Fulfilled. to the Association to assist in Expert services were programming. Supervise teacher- provided by the ODM training courses and initial of the UK. However, operation of the TTCs in accordance with only 8 man years of a timetable agreed to by the Borrower technical assistance and the Association. were provided as compared with the 12 1/4 estimated in the Appraisal Report. - 47 - ANNEX 5 (page 3) Deadline Ref. Section in Date Description Credit Agreement Fulfillment Undated Establish a National Advisory 4.03 (a) Not fulfilled. A Committee, including repre- national forum will sentatives of the Education be established instead. and Manpower Ministries, the National Planning Board, industry, and senior technical secondary school administrators, to advise the Director of Technical & Vocational Education on matters of general policy concerning the technical training center (TTC) and their feeder schools (STMs). Undated Establish an Advisory Committee 4.03 (b) Fulfilled except at each TTC, consisting of - for one committee representatives of local industry, for the Jakarta the administrator of the feeder TTr, which will be school, and officers of the TTCs, established shortly. to assist TTC directors in ensuring that curricula of TTCs meet current employment requirements of industry. - 48 - ANNEX 5 (page 4) Deadline Ref. Section in Date Description Credit Agreement Fulfillment Undated Coordinate feeder school curricula 4.03 (c) Fulfilled except with those of TTCs and collect for graduate employment data on graduates for employment data at least three years after their that will be graduation. collected after Dec. 1977 (first graduation. Undated Operate TTCs on a double-shift 4.04 (a) Fulfilled. for five days each week. Undated Provide adequate salaries and benefits 4.04 (b) Fulfilled. to all teaching staff at TTCs so that they can devote full time to the centers. Undated Introduce special aptitude tests at 4.05 (i) Fulfilled. the feeder schools so that entry to TTCs can be limited to students who are interested and qualified to receive technical training. ANNEX 5 (page-'5) Deadline Ref Section in Date Description Credit Agreement Fulfillment Undated Introduce final examinations that 4.05 (ii) Not fulfilled test students' abilities to perform because the need practical tasks for which they were has not arisen. trained. However, these tests will be administered when there are Grade III students graduating from the TTCs. COMPARISON OF ESTIMATED AND ACTUAL AREAS AND UNIT COSTS INDONESIA - FIRST EDUCATION PROJECT (CREDIT 219 - 1ND) COMPLET10N REPORT Total per Total per Gross Student C LS (US$) Gross Student Cost (US$) Are. Student Pl0ce Construction and Site Developent Conti-utio, & Furniture Equipnent .Area Student Plate Constr,ction and Site Development Construction & Furniture Eqipent (.2) Places (m') Total Pur m' Per Student Total-! Per Student Place (,2) Placet (m2) Total Per m Per Student Plate Total Per Student Place Tr UTPlate Bandung 6,800 840 8.1 740,000 109 881 1,466,000 1,745 8,184 684 12.0 1,251,000 153 1,829 2,190,000 3,202 Jakata 7,150 860 8.3 871,000 122 1,013 1,541,000 1,792 8,214 684 12.0 1,108,000 135 1,620 2,005,000 2,931 Medan 4,810 540 8.9 441,000 92 817 936,000 1.,733 6,773 540 12.5 857,000 127 1,587 1,593,000 2,950 Sorabaya 6,145 740 8.3 589,000 96 796 1,189,000 1,607 7,107 612 11.6 1,105,000 155 1,806 1,819,000 2,972 Tjng Paodang 3.990 440 9.1 281.000 70 639 700.000 1..591 4.911 408 12.0 774,008 158 1,897 1.269,000 3 110 Total 28,895 3,420 8.5 2,922,000 101 8540! 5,832,000 1,705 35,189 2,928 12 0 5,095,000 145 1,740 8,876,000 3,031 3,0, Note: Appraisael 0st estimates include contingencies. ,/ Average INDONESIA - FIRST EDUCATION PROJECT COMPLETION REPORT COMPARISON OF PROJECT COSTS, ESTIMAIED AND ACTUAL (US$ 000) CONSTRUCTION AND SITE DEVELOPNENT ARCHITECTURAL SERVICES FURNITURE EQUIPM[ENT TECHNICAL ASSISTANCE 1EACHERS TRAININr TOTAL Appraisal Actu % Appraisal Actual % Appraisal AUtual U ApprasA Actual UAprais1 7 Apprasl aua AppraIsal Actua 7 Appraisal Actual Estimate Cost- Dift. Estimate Cost Diff. Estimate Cost Diff. Estimate- Cost Diff. Estimate Cast Diff. Estimate Cost Diff. Estimalt Cost Diff. ITEM (1) (2 (2)(1 (1) (2) (2)(1 (1) (2) (21f11) (1) 2) 2)) (21.(1) (1) l (2) (2)S,( Bandung 740 1,251 E 70 26 65 +ISO 700 874 +25 Jakarta 871 1,108 + 27 30 74 +147 640 823 +29 Med-n 441 857 + 94 15 56 +173 480 60 +42 Surabaya 589 1,105 + 88 20 59 +195 580 A55 +13 U3unt Pandaug 281 774 +L75 9 48 +433 410 447 + 9 Subtotal 2,922 5,095 - 74 610 460 -32 100 302 +202 2,810 3,479 +24 509 0 Other Costs - - - - - . 356 + 9 - 78 230 944 310 TOTAL 2,922 5,095 74e/ 680 460 -32 100 302 +202 3,166 3,867 +22 509 781 -85 230 944?/ 310 7,607 10,746 +41 a/ Provided by Overseas Development ministry, U.K. b/ Iucludes building permit and electrical power connection charges. c/ Includes audiorisual equipment. d/ Includes local costs for equipment installation, import handling, etc. 0/ Caused Uy rupah devaluation from Rp 378/FS$1 to Rp 415/US$l, physical increase, and a Government decr that ll cintr,,t ould increas by 224 to overcome inflation brought abut by the energy crisis. ft Excludng architectura 1 services for equipment. F/ Caused by increse of reachers trained(fro 330 o 547). - 52 - ANNEX 8 Page 1 INDONESIA - FIRST EDUCATION PROJECT (CREDIT 219-IND) COMPLETION REPORT ESTIMATED AND ACTUAL DISBURSEMENTS (US$ MILLION) Disbursement by Semester Cumulative Disbursement Actual as Appraisal Appraisal a Percentage of FY Estimate Actual Estimate Actual Appraisal Estimates 1971 1st 0.00 0.00 0.00 0.00 2nd 0.00 0.00 0.00 0.00 - 1972 1st 0.05 0.00 0.05 0.00 0 2nd 0.05 0.00 0.10 0.00 0 1973 1st 0.04 0.00 0.14 0.00 0 2nd 0.81 0.05 0.95 0.05 5 1974 1st 0.35 0.04 1.30 0.09 7 2nd 2.58 0.03 3.88 0.12 3 1975 1st 0.30 0.84 4.18 0.96 23 2nd 0.20 1.78 4.38 2.74 63 1976 1st 0.09 1.14 4.47 3.88 87 2nd 0.06 0.34 4.53 4.22 93 1977 1st 0.07 0.28 4.60 4.50af 98 a/ US$0.1 million was cancelled on March 18, 1977. - 53 - ANNEX 8 Page 2 1971 1972 1973 1974 1975 1976 1977 Fiscal Year 1 2 1 2 1 2 1 2 1 2 1 2 1 2 Semester 1971 1972 1973 1974 1975 1976 1977 Calendar Year 454.59 4.60 46 4.53..,. ---46 4.60 4.4 -4.50 4.50 4.38,,-'' 40 / / 30 4.18, / 4.2 20 10 4.00 3.8 3.88 90 80 70 60 50 40 30 EJÅ 20 10 3.00 r. 90 "- 80 cm® 2.7 70 70 > 60 "3 \ 50 40 30 20 10 r.> 2.00 co 90 80 > 70 41 60 40 4- 40 1.30 30 20 10 1.00 0.95 0.96 90 80 70 60 50 40 30 2 20 g.0. 9 10 ,,.--'0,09 0.00 Implementation period (6 years) INDONESIA PIRST EDUCATION PROJECT (CREDIT 219-IND) ENKULunIEN Ut fKuJtUi bltsu11UNb By Courses and by Institutions (Actuals for 1976) Mechanical Automotive Electrical Electronics Building Construction Total lanned Capacity A/ a/ a/ Plane AculPrjce Name of Institution inAppraisalReport Planned Actual Projected Planned Actual Projected Planned Actual Projected Planned aActual Projected Planned Actual ProjectedPlannedActul Projected Jakarta TTC 3,600 1,152 734 1,110 288 184 270 864 525 810 288 184 270 576 354 540 3,168 1,981 3,000 Bandung TTC 3,360 1,296 683 1,250 288 156 270 432 277 410 288 146 270 720 374 680 3,024 1,636 2,880 Surabaya TTC 2,880 1,008 600 970 288 120 270 432 288 410 288 144 270 720 240 680 2,736 1,392 2,600 Medan TTC 2,160 1,008 610 970 288 179 270 432 277 410 144 86 130 576 352 540 2,448 1,504 2,320 Ujung Pandang TTC 1,800 432 267 410 - - - 432 274 410 288 78 270 576 350 540 1,728 969 1,630 b/ TOTAL 13,800 4,896 2,894 4,710 1,152 639 1,080 2,592 1,641 2,450 1,296 638 1,210 3,168 1,670 2,980 13,104 7,482 12,430 13,560- % of adjusted total 100 36 21 35 9 5 8 19 12 18 10 5 9 23 12 22 97 55 92 a/ Capacity planned by Government, i.e., actually used for architectural design. h/ Includes 240 students in a Foundry course that Vas not implemented because of tha lack of demand for u,h graduates in the early -venties, c/ Reduced by 240 for housing 240 trainee teachers, d/ Adjusted total, 55 确加卜E)10 …一……．、………； - 56 - ANNEX 11 INDONESIA FIRST EDUCATION PROJECT(CREDIT 219-IND) CURRICULUM - ORIGINAL, REVISED AND PRESENT Periods per Week 1964 1973 1970 Subjects Crades I II IY-I 1. Basic and General Subjects 1.1 Civics- 1 1 1 1 1 1 2 2 2 1.2 National history 1 1 1 - - - - - - 1.3, Geography 1 1 1 - - - - - - 1.4 Indonesian language 2 2 2 2 2 2 2 2 2 1.5 Religion 2 2 2 2 2 2 2 2 2 1.6 Physical education 2 2 2 2 2 2 2 2 2 1.7 English 2 2 2 2 2 2 2 2 2 1.8 Management - 2 - - - - - - Subtotal 11 11 13 9 9 9 10 10 10 2. Mathematics and Science 2.1 Algebra 2 2 2 2 2 4 3 2 - 2.2 Geometry 5 2 - 2 2 - 2.3 Calculus - 2 2 - - - 2.4 Physics 2 2 2 1 1 1 2 2.5 Chemistry 2 2 1 1 1 1 2.6 Mechanics 2 2 2 2 2 2 - 2 1 Subtotal 13 12 9 8 8 8 5 4 1 3. Technical Subjects (e.g. Mechanical Course) 3.1 (a) General theoretical subjects 14 13 11 - - - 2 - - (b) Specialized theoretical subjects 2 6 9 12 12 12 7 16 13 3.2 Practice 5 3 3 16 16 16 16 16 16 Subtotal 21 22 23 28 28 28 25 26 29 TOTAL 45 45 45 45 45 45 40 40 40 4. Extracurricular activities 3 3 3 - - - - - - a/ Length of period has been changed from 40 minutes to 45. Source: Department of Education and Culture September 1976