Technology, Finance, and Development Technology, Finance, and Development An Analysis of the World Bank as a Technological Institution Edited by Charles Weiss World Bank Nicolas Jequier Institute of Advanced Studies in Public Administration Lexington Books D.C. Heath and Company Lexington, Massachusetts Toronto The views and interpretations in this book are the authors' and should not be attributed to the World Bank, to its affiliated organizati-cns, or to any in- dividuals acting in their behalf. Library of Congress Cataloging in Publication Data Main entry under title: Technology, finance, and development. Includes index. 1. World Bank. 2. Technical assistance. 3. Technology transfer- Developing countries. I. Weiss, Charles. II. Jequier, Nicolas, 1941- HG3891.5.W57T42 1984 338.91 83-49213 ISBN 0-669-07762-3 Copyright © 1984 by D. C. Heath and Company All rights reserved. No part of this publication may be reproduced or trans- mitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permnission in writing from the publisher. Published simultaneously in Canada Printed in the United States of America International Standard Book Number: 0-669-07762-3 Library of Congress Catalog Card Number: 83-49213 Contents Chapter 1 Introduction: The World Bank as a Technological Institution Nicolas Jequier and Charles Weiss 1 Part I The Sectoral Approach 15 Chapter 2 Technology in Agricultural Development Graham Donaldson 19 Chapter 3 Government Promotion of Industrial Innovation K. Nagaraja Rao and Charles Weiss 35 Chapter 4 Civil Works Construction Basil P. Coukis and Nicolas Jequier 55 Chapter 5 Urban Traffic Management Herbert H. Werlin 69 Chapter 6 The Uses of Satellite Remote Sensing Wolfram U. Drewes and Abraham M. Sirkin 85 Part HI Appropriate Technology and Basic Needs 103 Chapter 7 Water Supply and Waste Disposal Julian Bharier 107 Chapter 8 Sanitation Systems for Developing Countries Charles G. Gunnerson 125 Chapter 9 Urban Shelter and Community Development Herbert H. Werlin 141 Chapter 10 Basic Education Francis J. Lethem 157 Part III Technology Transfer 175 Chapter 11 Water Resources Development Phillip Z. Kirpich 179 Chapter 12 Power Generation and Distribution Richard H. Sheehan and S. Ramachandran 197 v vi Technology, Finance, and Development Chapter 13 Fertilizer Production Christopher J. Pratt 209 Chapter 14 The International Finance Corporation H. Geoffrey Hilton 227 Chapter 15 The Engineering Industries Frederick T. Moore 247 Part IV Global International Research Systems 261 Chapter 16 The Consultative Group on International Agricultural Research John K. Coulter 265 Chapter 17 The Tropical Diseases Research Program Adetokunbo 0. Lucas 283 Chapter 18 Cotton Development International Charles Weiss and Wil Lepkowski 295 Chapter 19 General Conclusions Nicolas Jequier and Charles Weiss 313 Index 329 About the Contributors 339 About the Editors 343 Introduction: The World Bank as a Institution Nicolas Jequier and Charles Weiss This book is about the union of money and technology. Its central message is that one of the world's leading financial institutions-the International Bank for Reconstruction and Development (IBRD), more generally known as the World Bank-has had a substantial impact on the development and diffusion of technology in the Third World. In fact, the World Bank has become one of the main technological institutions catering to the needs of the developing world, although it did not plan to assume such a role. This status may come as a surprise to those who view it exclusively as a financing institution, as well as to those for whom technological activities are associ- ated essentially with industrial corporations, research institutions, or gov- ernment ministries for science and technology. The central mission of the World Bank, as well as its raison d'etre in the international system, is to act as a development agency. But in fulfilling this mission, the Bank has also become a technological institution. This book examines the many facets of this function. By technological institution, we mean an organization that, directly or indirectly, finances or carries out re- search, transfers technology, promotes better choices and uses of technology, encourages innovation, anld contributes to the building up of technological capabilities. The process whereby the Bank has become such an institution is fairly simple. All of the projects the Bank finances involve technology in some way or another; machinery, for instance, has to be purchased from indus- trial suppliers, people have to be trained in new skills to operate productive units efficiently, and new crops and new ways of operating have to be dif- fused to farmers. Some of the technologies necessary to the success of a project must be transferred from abroad, while others can be found lo- cally, and the execution of the project generally contributes to the building up of a local technological capability in the country conicerned. The range of technologies thus transferred or developed is extremely wide; it includes both hardware-machinery, equipment, tools-and software, or organiza- tional tools, managerial methods, training programs, and institutional schemes. 2 Technology, Finance, and Development What has contributed perhaps most directly to making the World Bank a technological institution is not only this essential linkage between tech- nology and projects; after all, hundreds of other large banks throughout the world finance projects without playing a significant technological role. Their primary concern, however, is to provide money for investment pur- poses, and not to determine whether the technology chosen for the invest- ment makes the most efficiernt use of resources, whether local people have been trained to master the technology, or whether there has been a thorough assessment of the impact of the project on the environment or on the society. What makes the Bank a technological institution is its active role in the choice of technologies appropriate to each particular situation and in the mobilization of local technological capacity for the accomplishment of socioeconomic objectives and human development. When the World Bank helps one of its member countries to plan the development of national power supplies or the modernization of the ag- ricultural sector, it not only sets the stage for specific projects but helps the country to examine the various ways in which the development objectives for that sector can be achieved. This sector work brings into play a wide range of factors, which include finance, economics, sociology, politics, in- stitution building, and technology taken in the broadest sense. The Bank's advice carries weight not only because it is linked with large sums of money but also because of the Bank's experience as a development agency. Ultimately, however, it is the government that selects a particular project from its portfolio for Bank assistance, and it is the government that organizes and manages the design and implementation of the project. Hence the successes and failures of the projects that the Bank finances are shared with the governments to which it lends. The Bank is one of the few sources of disinterested advice on development policies and projects. Fur- thermore, because of the Bank's worldwide experience and the fact that its staff is drawn from all over the world, the formal and informal advice of the Bank is a means of sharing the experience of developing and developed countries. The Bank's staff no doubt may be biased by their training and ex- perience, but they are held to strict neutrality with regard to sources of equipment and technology. Some government officials often welcome a close involvement of the Bank in the management of a project in order to protect themselves against political and other pressures that could endanger the success of the project. The Bank's attitudes toward the choice of technology, the development and diffusion of technological innovation, and the building of technological capacity in developing countries have evolved in a pragmatic and unplanned way. One of the strengths and originalities of the Bank's technological ac- tivities is that they are intimately linked with, and indeed an integral part of, the development projects financed by the Bank. Another is the Bank's World Bank as a Technological Institution 3 access to the economic and financial decision makers in each country, These two factors, combined with the Bank's long and diverse experience as a development agency, can ensure a better fit between technological planning and development priorities and help to overcome one of the major problems facing the developing countries in their attempts to mobilize technology for development: the poor linkage between indigenous research activities on the one hand and the whole gamut of activities aimed at promoting economic and social development on the other. For this reason alone, the Bank's ex- perience as a technological institution deserves to be closely studied by the development community and by experts in science and technology. Indeed, we may well be witnessing the beginnings of a new type of technology policy based on financial institutions, unlike our current technology policies, which are based for the most part on research institutions. The analysis presented in the chapters that follow of the World Bank's technological activities appears particularly timely at a time when tech- nology policy matters. once confined to the field of academic research and internal politics, have reached the public domain and become a central con- cern to diplomats and policymakers and a major subject of negotiation be- tween industrialized and developing countries. Themes and Outline of the Book The chapters in this book illustrate the ways in which the World Bank has come to play the part of a technological institution. They do not cover all of the Bank's activities but only those-and they are numerous-where this technological role is most conspicuous. The book suggests a number of rele- vant conclusions for policymakers and for all others interested in the role of financial institutions in the process of technological development. Most of the chapters have been written by World Bank staff members and consul- tants who were directly involved in the conception and execution of the development projects presented here. They do not present an official view of the World Bank, and the authors bear full responsibility for their facts, interpretations, and conclusions. This book is divided into four parts, each illustrating a general theme or central aspect of the World Bank's activities as a technological institution. Part I examines the ways in which technology is mobilized at the sector level and shows how in this process the Bank has come to develop a vast store of knowledge and experience, as well as a set of coherent sectoral technology policies, which may be considered an important innovation in their own right. This is perhaps most conspicuous in the case of agriculture and rural development but is also evident in the promotion of industrial innovation, 4 Technology, Finance, and Development civil works construction, urban traffic management, and the uses of satellite remote sensing. The four chapters in part II extend this sectoral approach and focus in the applications of appropriate technology to meet the basic needs of the poor. The sectors examined are water supply and waste disposal, sanitation, urban development, and education. These chapters show, among other things, that the World Bank has become one of the leading innovators in the field of appropriate technology for the poor. The authors of part III focus on the problems of technology transfer in sectors where the Bank traditionally has been heavily involved-the de- velopment of water resources, power generation and distribution, fertilizer production, and investments in private industrial corporations-as well as in a newer but nevertheless rather similar sector, the engineering industries. These five chapters show the ways in which modern technology is trans- ferred in the course of projects and how such transfers contribute to the building up of local technological capabilities in the borrowing countries. The authors show that complex operating technologies can be success- fully transferred to developing nations, even though the process may not always be easy, no doubt a reassuring conclusion for those who question the ability of the international technological system to contribute to the devel- opment of the world's poorer nations. One of the most significant conclu- sions emerging from this presentation is that, contrary to what often hap- pens in the private sector, restrictions on the use of imported technology are generally unimportant, the costs of imported technology appear to be rea- sonable, and multinational corporations tend to play a subordinate rather than dominant role. The last part of the book focusL, ;n efforts to develop global interna- tional research networks. The World Bank has been involved in three such networks described here: the Consultative Group on International Agricul- tural Research (CGIAR), the Tropical Diseases Research Program (TDR), and the proposed (and now defunct) Cotton Development International (CDI). In these chapters, the authors describe the ways in which the Bank has contributed, financially and organizationally, to the building up of these networks and also look into the complex issues of institutional en- trepreneurship, research priorities and opportu.nities, political support, and social relevance. Their presentations amount to a state-of-the-art method for managing international research networks. The concluding chapter attempts to draw all the threads together and to present a general reflection on the role of the Bank as a technological in- stitution and on the emergence of financial institutions as major actors in the mobilization of science and technology for development. The central conclusion is that financial institutions such as the World Bank have become important partners in the technological system and that this role probably World Bank as a Technological Institution 5 could be made yet more effective if it were more generally acknowledged and used by all those who have a stake in the economic and social develop- ment of the world's poorest countries. The Missing Elements Any book, particularly a collective work such as this one, gives rise to a number of questions as to what it does not contain. The omissions in this book are of three distinct types: omissions due to errors of the editors or to the unavailability of prospective authors, omissions due to the fact that a particular subject was too new to warrant a full chapter or detailed presen- tation, and omissions due to the fact that certain issues, however important in general, do not greatly affect the work of the Bank. Among the last type of ornissions, the most important lies in an area of central concern to policymakers involved in international negotiations about technology: the role played by multinational corporalio- in the pro- cess of technology transfer. But in the day-to-day operations of an interna- tional development agency such as the World Bank, as well as in the formu- lation of its long term development strategies, this issue is largely peripheral. The chapters of this book show, convincingly we believe, that when the bor- rowing government has a firm political commitment to build local tech- nological capacity and to meet the needs of its population, development projects financed by the Bank do not in general raise any major difficulties as to the cost or availability of technology; multinational corporations, when they do intervene, generally play a rather minor part and are usually pitted against one another in the process of competitive bidding for the sup- ply of equipment. Perhaps codes of conduct may be useful, but even in the absence of such a code, substantial amounts of technology are transferred effectively from industrialized to developing countries. In general, technological problems in the sectors in which the Bank lends tend to result from inappropriate choices (which in turn often stem from inappropriate policies) and from inadequate local capacity to import and absorb technology rather than from external obstacles to the transfer of the required knowledge. Water development projects, slum upgrading pro- grams, or rural development schemes financied by the Bank, for instance, do not involve proprietary technology, and what technology is needed is * : World Bank Lending to Agriculture, by Subsector, 1948-1983 c -Total Percentage of Rural Lending Allocated to: Rural General Agricultural Area Fisheries Irrigation Livestock Agro- Perennial Forestry Research Other C Lending Agriculture Credit Development industries Crops and (S Million) Extension CD 1948-1963 468.1 10.3 4.3 5.4 76.4 1.5 1.0 1.1 cBased on per capita costs scaled up to household costs to account for multiple-household use in some of the case studies. C.) 134 Technology, Finance, and Development operating one; working foremen in Japan, Taiwan, and Korea reported that they could hire enough workers for the task. The changing value of night- soil as a resource was more elusive. In Southeast Asia, it is frequently used as a fertilizer for fish ponds, and in both mainland and island countries it is used, sometimes with animal manures, to generate methane (biogas). Significantly, farmers in and around Kyoto, after having reportedly used chemical fertilizers for many years, are beginning to revert to the ancient custom of making private arrangements with householders to remove their nightsoil for use as fertilizer and presumably to restore or maintain tilth of the soil.16 In 1977, 8,000 household vaults were served in this way.'7 The desire for modern convenience is real, and as long as costs are internalized, it is an appropriate goal. '8 Alternative Waste Treatment and Disposal Alternatives A variety of alternatives for waste treatment and disposal are available.'9 Two that are particularly suited to developing countries are composting and stabilization ponds. Recent developments in the United States for treating raw sewage sludge include successful use of a composting method that is equally applicable to sludge from septic tanks, digesters, or biogas generators or to nightsoil. A reliable and least-cost process is the Beltsville Aerated Rapid Composting (BARC) system developed at the U.S. Department of Agriculture's Agricul- tural Research Service Laboratories in Beltsville, Maryland.20 The process is based on mixing sewage sludge with wood chips. Sawdust is added as an addi- tional bulking material to absorb the greater amounts of liquid in the nightsoil. The BARC system has been used effectively to compost nightsoil from the National Capital Park Service latrines. The estimated 1977 cost of sludge composting with the BARC system was $35.40 to $46.40 per dry ton in a 10 ton per day plant. The system is suited for developing countries because of its simple operation of limited inexpensive mechanical equip- ment and because of its highly effective and uniform heat inactivation of pathogens, which makes the final compost safe from a public health point of view. Nightsoil use as a fertilizer in agriculture as practiced in China and other Asian countries for centuries has helped maintain soil fertility in intensively farmed areas. Recent reports indicate that one-third of the fertilizer re- quirements of agriculture in China has been provided by recycled nightsoil.2' The public health problems in nightsoil treatment are severe, however; research has amply demonstrated that nightsoil and sewage sludge carry high concentrations of the full spectrum of pathogenic bacteria, viruses, protozoans, and helminths endemic in the community, many of which are Sanitation Systems 135 highly resistant to conventional nightsoil and sewage sludge digestion and storage. From a survey of the literature on nightsoil treatment, it can be concluded that the only safe nightsoil treatment method that will ensure effective inac- tivation of helminths such as Ascaris eggs and all bacterial and viral pathogens is heat treatment to a temperature of 60°C for sever!'1 Fours or 50°C for several days.22 Stabilization ponds are indicated for treatment of sewage from pour- flush or cistern-flush sanitation systems or for diluted nightsoil. Space may be limited in areas of high population density. To ensure an essentially pathogen-free effluent requires five ponds and a total detention time of fif- teen to thirty days. During this period, wastes are stabilized by bacteria and algae. Pathogens are removed from the water by ingestion into pond bac- teria or by sedimentation. Sludge removed periodically can be stored for at least one year to ensure pathogen inactivation, or it can be composted. Effluents from well-operated conventional secondary treatment plants discharged to streams cause generally minor local pollution. Discharges to lakes may create undesirable changes in aquatic life because of their fer- tilizer content. Land disposal for treatment or irrigation in industrial coun- tries or for direct reclamation by sewage farming in developing countries is practiced throughout the world. Ocean disposal is a viable alternative for coastal communities. Require- ments for domestic waste treatment are usually met by screening, occasionally supplemented by flotation. Outfall locations, depths, and configurations are determined by site-specific beach use, initial dilution requirements, currents and travel time waves and tides, absence of shell fisheries, and the rates at which bacteria from the effluent disappear from surface waters. This disap- pearance depends primarily on sewage characteristics and treatment, followed by sedimentation and then by mortality factors, such as by sun- light, competition, and predation. Dilution in the open ocean, which follows initial dilution over the outfall, is a minor factor, and expensive determination of eddy diffusion coefficients is more of an exhilarating academic exercise than a study of a controlling factor. Lowest system costs may be realized by a series of outfalls rather than by assembling flows with expensive interceptors and then dissassembling them with expensive diffusers. Ocean disposal is an inherently flexible option; it can be relocated, ex- panded by additional outfalls, or modified by additional treatment as funds permit and needs for upgrading require. Reclamation Alternatives Reclamation of energy by methane (biogas) generation from anaerobic digestion of animal or plant wastes is an increasingly viable option as fossil 136 Technology, Finance, and Development fuel prices increase. At the household level, it may require too high a capital investment, and at the municipal level it may involve excessive methane transmission costs. The optimum size for neighborhood or community systems is probably site specific but as yet undetermined; in some cases it would properly include dung, otherwise used directly as fuel. Indirect fuel production from effluent irrigation and fertilization of grasses and fast- growing shrubs may be appropriate along desert margins. Irrigation and fertilization of food or fiber crops is widely practiced, the main concerns being public health ones, which can be quickly dealt with by stabilization ponds and aerobic composting. Intermittent requirements for either water or fertilizer may necessitate storage facilities, however. Fish ponds can be fertilized by human or animal wastes with sustained yields of 2 to 20 tons per hectare per year depending on the sophistication of design and operations.23 Alternative approaches suggested by figure 8-1 provide both immediate improvements and the assurance of future upgrad- ability. A few of these are listed in table 8-2. In sum, many technologies and service levels are available to meet per- ceived water and sanitation needs. Engineering feasibility studies should in- clude comparisons of a spectrum of service levels and alternative tech- nologies, assessment of community willingness to pay, and economic as well as financial costs. Engineers should not design water systems and rate struc- tures without regard to waste disposal requirements, nor should sewerage systems be planned without considering marginal costs of flushing water and unused capacity. Least-cost solutions are those in which capacity closely matches demand, a requirement that is met more easily in dispersed systems than in centralized ones. Table 8-2 Some Alternative Upgrading Sequences for Sanitation Systems Classification Technologya Off-site to off-site Bucket latrine (20) to vault with manual removal (19) to vault with mechanical removal (18) Off-site to on-site Bucket latrine (20) to ventilated improved pit latrine (5) to pour-flush or sullage-flush with soakaway (8 or 12) On-site to on-site Pit latrine (3) to ventilated improved pit latrine (5) to Reed Odorless Earth Closet (4) to sullage- flush latrine with septic tank (12) On-site to off-site Ventilated improved pit latrine (5) to vault and vacuum truck (18) to small bore sewers (14) On-site to off-site Low-volume cistern flush with soakaway (14) to low-volume cistern flush with sewer (14) aldentification. numbers from figure 8-1. Sanitation Systems 137 Pigs provide for direct conversion of animal and human feces to protein and in some Central American, Southeast Asian, and South Asian com- munities, for collection and transportation and aesthetic (if not completely hygienic) factors as well. Less well documented are reports of similar saprophytic attention from goats, cattle, dogs, fowl, and birds. Both engineered and inadvertent recycling and reclamation of resources augment system (or ecosystem) stability. Sanitation System Selection The dependence of sanitation technologies on water service levels has been stressed throughout this chapter. The average costs of this dependence are clearly revealed in table 8-3. Costs of 20 lcd from standpipes at I meter or 50 meters radius from the household with on-site disposal are compared with 100 lcd from a yard or house connection and sewers. At 20 lcd, sanita- tion costs averaged 3.3 times water costs, and at 100 lcd, the ratio is 4.4 to 1. These ratios are consistent with those from Caminos and Goethert and from a number of more recent Bank projects for upgrading low-income areas.24 An extreme case is found in one Middle Eastern capital city where plans are being implemented for initial construction of sewers at $1,000 per capita, some ten times the annual GNP per capita. Problems may arise when gradual improvements are made to water system service levels to the point where there is too much sullage for on-site disposal; a $25 per capita water improvement may carry with it a future $250 per capita obligation to provide sewers or other drainage for sullage. Table 8-3 Estimated Average Water and Sanitation System Costs in 1978 (U.S. dollars per household for water service levels of 20 to 100 lcd) Water Service Level Average Costs per Household Population A verage Water per Hectare lcd Radius (meters) Supplya Sanitation Total 100 20 0 52 70 122 20 50 116 70 186 100 0 425 1,500b 1,925 350 20 100 23 70 93 20 50 51 350 401 100 0 310 1,500b 1,810 800 20 100 10 107 117 20 50 25 355 380 100 0 178 1,500b 1,678 Source: World Bank, 1980. aDistribution costs only. bGravity sewers, no rock excavation, minimum treatment, and marginal costs of flushing water. 138 Te,hnology, Finance, and Development Notes 1. L. Squire and H. van der Tak, Economic Analysis of Projects (Bal- timore: Johns Hopkins University Press, 1975). 2. I am indebted to former associates at Stanford Research Institute, Menlo Park, for this simplified model, many elements of which are restate- ments of the first and second laws of thermodynamics and their ecological derivatives that energy flows and materials recycle. Other sources include E.F. Schumacher, Simall Is Beautiful (New York: Harper and Row, 1973); N. Jequier, ed., Appropriate Technology: Problems and Promises (Paris: Organisation for Economic Cooperation and Development, 1976); and A.B. Lovins, "Scale, Centralization and Electrification in Energy Systems," in Future Strategies forEnergy Development (Oak Ridge, Tenn.: Oak Ridge Associated Universities, 1977), pp. 88-172. 3. Lovins' "Scale," further characterizes sustainability as "more im- portant than the momentary advantage of any generation or group [so that] long-term discount rates should be zero or slightly negative, reinforcing a frugal (though not penurious) ethic of husbanding." 4. Adequacy is subjective. Three liters per capita per day (lcd) will sus- tain life, 20 to 30 lcd provide all of the health benefits of a safe water sup- ply, and larger amounts provide for convenience. Flushing of wastes is ob- viously to be preferred to earlier tossing them from Edinburg windows or wrap-and-toss systems of some East Asian and North African urban areas. However, flushing has historically been a luxury made possible during ex- ceptional times such as the expansion of the Roman Empire from the fourth century B.C. through the first century A.D.; in nineteenth-century England when revenues of the East India Company were diverted to the crown; and during the twentieth century's unprecedented economic development of North America and northwestern Europe. 5. Edwin Chadwick, Report on the Sanitary Condition of the Labor- ing Population in Great Britain (1843; reprint ed., Edinburgh University Press, 1965). 6. John Snow, On the Mode of Communication of Cholera (London, 1855) reprinted in Snow on Cholera (London: Oxford University Press, 1936). 7. G.F. White, D.J. Bradley, and A.U. White, Drawers of Water (Chicago: University of Chicago Press, 1972). 8. A.U. White, "Patterns of Domestic Water Use in Low Income Communities," in R. Feachem et al., Water, Wastes and Health in Hot Climates (London: Wiley, 1977). 9. M. Elmendorf and P.K. Buckles, Socio-Cultural Aspects of Water Supply and Excreta Disposal, PU Report No. RES 15 (Washington, D.C.: Energy, Water and Telecommunications Department, World Bank, 1978). Sanitation Systems 139 10. White, Bradley, and White, Drawers of Water. 11. J.M. Kalbermatten, D.S. Julius, and C.G. Gunnerson, Appropriate Sanitation Alternatives: A Technical and Economic Appraisal (Washington, D.C.: Energy, Water and Telecommunications Department, World Bank, 1978). 12. R. Feachem, D.J. Bradley, H. Garelik, and D. Mara, Health Aspects of Excreta and Sullage Management (Washington, D.C.: Energy, Water, and Telecommunications Department, World Bank, 1978). 13. Kalbermatten, Julius, and Gunnerson, Appropriate Sanitation Alternatives. 14. R. Feachem et al., Health Aspects of Excreta and Sullage Manage- ment, op. cit. 15. This approach has been developed in part from that proposed by A.U. White and G.F. White, "Behavioral Factors in Selection of Technol- ogies," in C.G. Gunnerson and J.M. Kalbermatten, eds., Appropriate Technology in Water Supply and Waste Disposal (New York: American Society of Civil Engineers, 1979). 16. M.G. McGarry, M. Stainforth, and T.L. Lee, eds., Compost, Fer- tilizers, and Biogas Production from Human and Farm Wastes in the Peoples Republic of China, Tech. Ser. 8a (Ottawa: International Development Research Centre, 1972); and M.G. McGarry, Developing Country Sanita- tion (Ottawr.i: International Development Research Centre, 1972). 17. See Kalberniatten, Julius, and Gunnerson, Appropriate Sanitation Alternatives. 18. Robert C.T. Lee, personal communication, Taipei, Taiwan, 1967, observed that when a country passes from agricultural support of industry to industrial support of agriculture, the nonfarm income of farm families begins to exceed their farm income, and they lose interest in using nightsoil. The opportunity costs of their labor increase and chemical fertilizers are more convenient. 19. Appropriate Sanitation Alternatives: A Field Manual (Washington, D.C.: Energy, Water, and Telecommunications Department, World Bank, 1978). 20. E. Epstein, G.B. Willson, W.D. Burge, D.C. Mullen, and N.K. Enkiri, "A Forced Aeration System for Composting Wastewater Sludge," Journal of the Water Pollution Control Federation, no. 48 (1976):688-694. 21. McGarry, Stainforth, and Lee, eds., Compost. 22. H.I. Shuval, C.G. Gunnerson, and D.S. Julius, Nightsoil Compost- ing, N.P. Report No. RES 12(a) (Washington, D.C.: Energy, Water and Telecommunications Department, World Bank, 1978). 23. M.G. McGarry, The Importance of Water Reuse (Ottawa: Interna- tional Development Research Centre, 1978). 24. H. Caminos and R. Goethert, Urbanization Primer for Design of Sites and Services Projects (Washington, D.C.: World Bank, 1975). Urban Shelter and Community Development Herbert H. Werlin The urban population of the developing countries is expected to continue to grow by more than 4 percent a year in the next fifteen years, and in many large cities its rate of growth exceeds 6 percent, which. corresponds to a doubling in the size of urban areas over a decade. To accommodate this growth with permanent conventional housing of even minimum cost stan- dards is virtually impossible, given the limited resources that are available. Currently the supply of such housing is generally only a fraction of the in- crease in the number of urban families. Except in some of the richer developing countries, most urban families cannot afford conventional housing unless it is very heavily subsidized by public authorities, which will be able to pay for only relatively small programs. ' During the 1970s, the World Bank launched more than thirty urban development projects aimed at helping almost 6 million poor urban dwellers. These sites and services and slum upgrading programs have pioneered what increasingly appears to be a feasible alternative to conventional slum clearance programs and low-cost housing schemes. Sites and services ba- sically involve the subdivision of urban land and the provision of a number of public utilities and services, as well as community facilities for residential and commercial use. Slum upgrading essentially is the improvement of that area's undesirable physical and social environment. Developing countries increas- ingly are adopting these two approaches of the World Bank to urban develop- ment problems, and this chapter describes some of these projects, which represent one of the largest-scale applications of appropriate technology. These two approaches are probably important social innovations in their own right. From a technological point of view, they are also interesting in that they show clearly the interdependence between the hardware of a project (physical infrastructures and equipment) and its software (organizational forms, pricing mechanisms, and legal arrangements, for example). Evolution and Design of Sites and Services Projects The primary reason for setting up sites and services projects is to provide shelter for urban dwellers unable to afford conventional public housing Acknowledgments are due to John Driscoll, assistant editor of the Urban Edge, for his assistance in the preparation of this chapter. 141 142 Technology, Finance, and Development units. The number of people in such a situation is usually very high; in most cities of the developing countries, it represents between 50 and 80 percent of all residents. Systematic large-scale sites and services projects for the benefit of the poor are of relatively recent origin, and their development has been greatly influenced by the writings of such people as Charles Abrams, John Turner, and Otto Koenigsberger and by the initial experiments conducted in the 1960s in India, Latin America, and East Africa. Many of the early projects were undertaken carelessly and reluctantly. They were seen as a temporary or intermediate stage between slum-clearance programs and public housing projects. Leaders feared that site and service schemes would perpetuate the slum conditions and shanty dwellings that they were anxious to discourage. Consequently these early experiences tended to be negative. The sites chosen were either difficult to develop or far removed from employment opportunities. In some cases, security of tenure was not guaranteed. In others, excessive arrears were allowed to accumulate. Ad- ministration and maintenance were often inadequate. As a result, projects tended to deteriorate, reintroducing hostile official attitudes. Economic, administrative, and political problems continue to haunt site and service projects. Some countries are unable to acquire adequate and suitable urban land at a reasonable cost. The tendency also remains to pro- vide too high a service level, given the income of the beneficiaries, or to im- pose inappropriate standards. The lack of experienced and qualified technical staff, the weakness of local government, the unwillingness or in- ability to delegate responsibility for decision making, and the failure of public communication have been factors in delaying action. Recently, however, there has been a dramatic turnabout through much of the developing world in official attitudes toward site and service projects. For example, Kenya, heartened by the success of its initial efforts in this area, is now planning its second World Bank-supported project. This change in attitude largely can be attributed to better recognition of the types of problems likely to be encountered in such projects and to the consequent improvement in their design and execution. This is perhaps best illustrated by a few examples. Zambia, among other countries, has shown the value of initially keep- ing standards as low as possible, while making provision for upgrading standards as household incomes increase. The so-called basic plots, con- sisting of communal water supply and pit latrines, cost only $750, compared to $1,320 for the least expensive normal plots, containing individual water and sewer connections. As such, they can reach the lower-income groups with the greatest need for housing. At the same time, they are viewed as an initial stage of phased servicing, which, depending on occupant demand, could lead to eventual normal servicing standard. Urban Shelter and Community Development 143 In Usulutan, El Salvador, the population showed little interest in a site and service project because it was easier and cheaper for people to buy an illegal plot from a local landowner. Since distances from the pirate subdivi- sions to town are short and water is easily available from shallow ground- wells, the advantages of the official project, which included larger open areas, piped water, and waterborne sewage, were not worth the price differ- ence. Based on this experience, the agency in charge of such projects (the Fundacion Salvadorenia de Desarrollo y Vivienda Minima, or FSDVM) now undertakes a market survey prior to each site development to determine alternatives and preferences to tailor supply to demand better. Typically these surveys cover the residents' capacity to pay, their locational and design preferences, their needs, and the land market. After market surveys have been completed, FSDVM offers eligible residents the opportunity to select within city limits the size, cost, and service level of their plots. In addi- tion to various lot options, participants in successful recent projects are allowed considerable autonomy in building their homes. To keep site and service projects within the financial reach of low- income urban residents, many countries include a mixture of income groups. In Korea's Gwangju site and service project, for example, nearly 30 percent of the larger plots were auctioned off to residents. The demand for these market-priced plots was so great that the city has fully recovered the land and infrastructure costs for the entire site through the sale of the larger plots. As a result, the lower-income families have been charged a substan- tially reduced cost for their plots, with the net profit going into a revolving fund that will be used for similar projects. Another practice is to sell cen- trally situated land within the site to businesses or shopkeepers. In Lima's sites and services project, 161 of the 867 serviced plots have been set aside for the construction by self-help or n"iltipurpose expandable shop cores. The presence of upper-income groups a.1d businesses within a site and ser- vice area not only generates income and jobs but also makes the project socially and politically more acceptable. For many years, government authorities have faced the accusation that their public housing and plot allocation processes are ethnically or politically biased. The Kenya government therefore developed certain procedures for its first World Bank-supported site and service project to ensure public con- fidence in the allottee selection process. First, persons wanting to acquire plots must prove that they have lived in Nairobi for at least two years with their families. Applicants also must prove that their incomes are below the Kenyan equivalent of $90 a month. For this purpose, a variety of documents are acceptable, including a letter from an employer, social worker, ad- ministrative officer, or minister certifying the applicant's length of residence and income. 144 Technology, Finance, and Development Second, applicants must agree in writing to fulfill the requirement of living on the lot and to erect an acceptable structure within a certain period of time. They are prohibited from selling, transferring, or otherwise dispos- ing of their rights to tenancy, except to the Nairobi City Council, for the first five years after acquisition. This regulation is intended to prevent plots being acquired for speculation, a situation that existed in Nairobi's Kariobangi Scheme where most of the allottees had sold their plots within a few years. Third, the selection of allottees from among qualified applicants is ac- complished by a computer through a random number program. Each step in the process is given as much publicity as possible. Prior to the final selec- tion, the list of certified applicants and their application number is posted, and, as soon as the selection process is completed, the names and numbers of the allottees are made public. Finally, allottees are required to pay the equivalent of $77 between the announcement of allocations and the date they occupy their lots. This deposit covers water and sewerage connection fees and is credited against the allottee's outstanding loan principal. The deposit represents a tangible commitment by the allottee and provides minimal security against which the initial loans can be made. The importance of providing credit to occupants of project sites is now generally recognized. This can facilitate the construction of permanent dwell- ings and as such decrease the time required for the start of occupancy. Where, as in Lusaka, the majority of households use contract labor, the availability of credit can generate considerable paid employment. This has also been the experience in El Salvador, where over 40 percent of households employ other people to help finish their dwellings. Here, loans of between $50 and $260 are available for materials or labor necessary to construct, complete, or expand the core units in the FSDVM site and service projects. Technical assistance is provided in many projects. In Zambia, building plans and artisans skilled in masonry, bricklaying, and carpentry are made available to participants. Periodic inspections ensure that participants' structures conform to minimum regulations. Community development staff assist participants in completing and improving their homes. In the Nairobi site and services project at Dandora, technical assistance, supervision, and retroactive loans have been successfully combined, accounting for the fact that within six months, nearly two-thirds of the 954 plots initially allocated contained completed and approved houses with one or more rooms. Fol- lowing the selection by the allottee of one of the thirteen available plans and the approval of the first two rooms, a series of phased loans totaling over $400 becomes available. In El Salvador, successful use has been made of collectors to reduce ar- rears. These collectors receive a bonus of a small percentage of amounts col- Urban Shelter and Community Development 145 lected over a fixed minimum. Families showing debts of over three months are visited by FSDVM staff to arrange an adjusted repayment schedule. After six months, cases are passed to the Legal Department to initiate foreclosure proceedings. A clear and reasonable compensation policy governs resales in such cases. In Zambia, each section leader of the United National Independence party, the sole political party, has been made responsible for the payment records of about twenty-five households. For this purpose, section leaders are expected to cooperate with city treasury representatives, to whom payments are made directly. Other measures taken by the Zambian government to reduce payment arrears and defaults include making eviction of tenants legally less difficult and restoring the local council's eviction authority. Lessons from Eastern Africa and the Second-Generation Projects The experience of the World Bank with four urban development projects that were substantially completed in the 1970s in Eastern and Southern Africa (Botswana, Kenya, Tanzania, and Zambia) have set the pattern for new projects now being implemented in countries that face similar problems of rapid urban growth, limited financial resources, rudimlentary institu- tions, and inexperienced or untrained staff.2 These new projects form what might be called the second gerneration and differ from their first-generation predecessors on five main counts: the emphasis on construction loan pro- grams, the availability of a wider range of housing and infrastructural op- tions, the supply of more appropriate community facilities, the improve- ment of employment opportunities, and the provision of better technical assistance. To promote self-help building, some of the earlier projects provided loans for bricks, cement, and sand. In Botswana and Zambia, the loans were large enough to build two rooms in the serviced site areas. The loans were handled by the local authorities and distributed through a system of materials depots. Experience revealed, however, that most households used small contractors to build a major part of their shelters because of a lack of building skills or the shortage of time for this work. Consequently, in more recent projects, there has been a shift from materials loans to construction loans, thus enabling the participants to hire labor. In situations where short- ages and high costs occur for materials such as cement, borrowers are given the option of cash loans or vouchers redeemable at materials depots. The earlier projects concentrated on providing a few standard features: serviced sites for dwellings with minimum on-plot features, relatively low- cost infrastructure, inexpensive layout of plots, and convenient location for 146 Technology, Finance, and Development employment and transportation, By 1975, urban projects began to include a wider mix of options. In some cases, higher-income groups are allowed to buy larger plots for residential or commercial purposes at the prevailing rates. The profits from these sales are then used to reduce charges imposed on impoverished families. To reach the very poor, an increasing effort is be- ing made to provide only basic surveyed plots together with a communal water supply. Such an approach is being used in Tanzania to meet the needs of the bottom 20 percent of the urban population normally excluded from sites and services projects. Because of the number of options offered, it has been increasingly recognized that allottees need more guidance from the staff in selecting plans. Demonstration houses and classes for those in- terested are becoming more common. Primary schools, dispensaries, community centers, and markets built in the first-generation projects used conventional standards as to numbers and types of facilities. In many cases, the standards were significantly above the low-cost, affordable standards agreed on for the other components. Conse- quently, more attention is now being paid to the development of simpler, more functional, and lower-cost facilities. At the same time, an effort is be- ing made to build community facilities within which a number of services can be provided or integrated. While officials have often maintained a rigid position regarding standards, some have gradually come to recognize the benefits of fiexibility. In Kenya, the Nairobi City Council eventually agreed to accept a low-cost primary school specially designed for the project. Because local acceptance was so wvidespread, the council has now adopted this design as its standard for primary schools throuighout the city. Another approach is to upgrade existing facilities, thereby minimizing requirements for additional personnel and expenditures. This is what has been proposed in Ethiopia, Tanzania, and Botswana. In these countries, innovation and experimentation have also been encouraged in the areas of nutrition and health delivery, and these projects include demonstration gardens, com- munity lectures, staff training, and vehicles and equipment for follow-up home visits. The first-generation urban projects were designed to be labor intensive and to provide significant employment in the construction and building in- dustries, but they only indirectly promoted employment.3 The extent to which attention is now being paid to stimulating direct employment and higher productivity among beneficiaries is indicated by the fact that on the average, 8 percent of second-generation project costs are devoted to such activities. These funds are directed toward components such as sites and sheds, business credit, and technical assistance for small-scale enterprises. Another approach is to encourage the informal sector within projects-that is, the income-earning activities of plot holders without an official license. The importance of this has been most apparent in Kenya's Dandora project, Urban Shelter and Community Development 147 where about 25 percent of the residents use their plots for small businesses, such as selling food and other goods, workshops, providing services, and brewing beer. Because these activities are so important, the Nairobi City Council and other Kenyan local authorities are reconsidering current legal restrictions and are also planning to expand markets and workshops to ac- commodate demand. As the projects have become more complex, technical assistance has grown more extensive. The average percentage of total project costs going to technical assistance has increased from about 10 percent in the first- generation projects to nearly 15 percent in the second generation. At the same time, technical assistance has become more varied. The second Kenya project, for instance, includes technical assistance for studies aimed at strengthening institutions involved in urban development. Provision is made in the second Botswana project for a review of the national housing policy and a study of small-scale enterprises. More attention is also being paid to nutrition, sanitation, and general public health. With regard to such persistent problems as low-cost sanitation, maintenance, and cost recovery, more technical assistance may be needed. While pit latrines are unaccept- able in some projects, waterborne sanitation is too expensive for the very poor, and efforts to find viable least-cost alternatives are continuing. Maintenance of infrastructure has also been a problem in most projects. And with the exception of Kenya, cost recovery remains a major issue in Eastern Africa projects, requiring an increased effort to help local authori- ties establish simple, workable, and politically acceptable mechanisms for the collection of fees and other dues. Upgrading Slums: Social and Economic Problems The sites and services projects described represent the first alternative ap- proach to conventional urban development projects. The second, in which the World Bank has also played a pioneering role, is the upgrading of urban slums. What makes a slum, according to a growing number of experts, is not the poor quality of its housing but rather its undesirable physical and social environment. The solution is not to demolish the housing but to im- prove that environment. If one can rid existing slums of unsanitary human waste disposal, open drains and ponds, inadequate and polluted water sup- plies, litter, filth, and muddy unlit lanes, one need not worry too much about the shanty dwellings within them. It is remarkable to see, once the en- vironment has been improved, how capable slum dwellers are of organizing themselves and improving their standard of living, given the right sort of en- couragement. This has been clearly demonstrated in a slum upgrading pro- 148 Technology, Finance, and Development ject in Manila (Tondo Foreshore) that began at the end of 1976, where the residents have chosen architectual styles of great vitality and individuality. In many cities in developing countries, from one-fourth to one-third of the urban population lives in squatter and slum areas. Because of these vast numbers, efforts to clear and rebuild these areas almost invariably fail. In Madras, for example, the Tamil Nadu Slum Clearance Board, set up in 1971, managed to complete over 36,000 dwelling units during the first seven years of its existence, but this was inadequate to clear the slums of the city and rehouse the approximately 175,000 families living in them. Moreover, the entire capital cost of these units had to be absorbed by the government since the residents could afford to pay only maintenance expenses. In addition to the expense of slum clearance programs, there are other reasons for the alternative approach of upgrading. The first is that given the sc;le and spread of slums in most cities, it is often politically not feasible to rt:,ove them. The second is that squatters or slum dwellers are generally among the poorest citizens, and any relocation attempt removes them far- ther from sources of employment, thereby reducing their capacity for economic survival. The third reason is that once occupants are given security of tenure and access to credit, their savings can be mobilized and directed into shelter. Finally, it should be noted that within many slum Settlements are established community organizations that form the strong support system necessary for the social and econorriic survival of low-income urban squatters. Slum upgrading is almost always a slow and difficult process.4 Each country or city must develop its own solutions to the particular problems encountered. One of the most common problems is that of terrain. Slums are often located in precarious areas (ravines, hills, floodplains, beaches), which make them difficult to upgrade. Furthermore, the expense of pro- viding services may make cost recovery impossible. The knowledge that such places might more practically be used for other purposes that would yield higher rates of return only increases frustration. In many cities, particularly in Asia and Latin America, slums may not be large but are very densely populated. To upgrade such slums as the Ton- do in Manila (with 900 to 1,200 people per hectare) or Klong Toey in Bangkok (250 people per hectare), some relocation is desirable in order to provide services. If attractive land is available nearby for overspill site and service projects, some of the residents may be persuaded to leave. However, usually they are reluctant to move, and relocation procedures must be developed that are efficient, equitable, enforceable, and also acceptable to each group within the community. The ownership of slum land tends to be very complex. Seldom do residents own both the houses they live in and the land on which they live. Many residents are squatters, illegally occupying the land and paying little, Urban Shelter and Community Development 149 if any, rent. The situation is further complicated in many countries by the lack of adequate records and trained personnel to keep them. To upgrade slums without addressing this tenure problem may simply add to the wealth of absentee landlords. Yet if landlords are not given adequate compensa- tion, they may create political and legal problems for the government. Moreover, there is the danger of encouraging future illegal invasions of property by giving security of tenure to squatters. But failure to give tenure to residents generally discourages self-help and mutual-help efforts to im- prove their property. Unless goverr ents can recover the costs of slum upgrading projects from beneficiaries, they may be discouraged from undertaking them, but cost recovery is often difficult. Because slum dwellers tend to be the poorest of the poor, they may not be able to afford to buy their land and houses or pay for services. Since so many are without wage-earning employment, their income tends to be erratic and undependable. They are not likely to be creditworthy, are likely to be unable to obtain loans for house im- provements, and may also be unaccustomed to paying for dwellings or ser- vices. And what if slum dwellers refuse to pay for upgrading programs? To evict them can be financially, practically, and politically difficult. The situa- tion becomes even more complicated in cities lacking an adequate tax assessment and collection system. If the affluent are not paying for im- provements to their areas, can the poor be expected to do so? Without substantial community support and initiative, slum upgrading is difficult, if not impossible. The participation of the residents is par- ticularly important for the maintenance of these projects. Questions of tenure, mutual help, relocation, compensation, charges, tax or fee collec- tion, and enforcement of requirements can be successfully resolved only with the help of the community. Community involvement is most effective when it operates through established leaders, groups, and organizations. When such leaders and groups exist, it is important to involve them from the start in the planning of the project. But in certain slum areas, there is no social unity. There may be divisions along racial, religious, linguistic, or class lines. When landlords and tenants live together within the slum, local decision making may be especially difficult. All of these divisions are likely to be intensified at times of political unrest and economic hardship. In addi- tion, lack of education among slum dwellers frequently compounds the problem. Planners therefore have to work closely with people in the hope that the necessary organization and spirit of mutual help will develop spon- taneously. Often, however, there is a shortage of professionals with training and experience in community work. Because of the persistence of these problems, countries need to be aware of them before undertaking slum- upgrading projects, but, as the following case studies indicate, they can be overcome with sufficient planning and determination. 150 Technology, Finance, and Development The Philippines Tondo Foreshore Project Manila's largest slum, and the one in most pressing need of basic urban ser- vices, is the Tondo Foreshore. This area was reclaimed from the sea in the late 1940s and squatters moved in shortly after. The community covers almost 180 hectares and has a population of roughly 27,000 families (180,000 persons) in 17,500 structures. The median family income is about $575 a year, 60 percent of the median income of the Manila metropolitan area as a whole. The Tondo's level of environmental sanitation is very low because of the high population density, lack of water and human waste disposal facilities, and very poor drainage. Partly as a result of these prob- lems, the area's residents suffer from severe health problems. Toward the end of 1974, the government undertook feasibility studies for the redevelopment of the Tondo Foreshore. The plan that was initially recommended allocated roughly half of the land area to commercial and in- dustrial purposes and significantly reduced the density of the remaining land. This would have resulted in the vast majority of residents being dislocated to Dagat Dagatan, a large site located about 3 kilometers north of Tondo. Following public discussion and protests, the government decided in February 1975 to implement a modified plan. This plan, in contrast to the earlier one, was designed to provide services to families in place and to minimize dislocation to the level required for purposes of developing in- frastructure. The revised Tondo Foreshore Development Project demonstrates the extent to which squatter upgrading is an appropriate alternative to resettle- ment, which was previously the government's policy. It seeks to provide a water supply network, a sewage system, streets and footpaths, schools, health clinics, and loans for home improvement. Special loans are also granted to small businesses in the area, and a team of advisers identifies and promotes small business expansion. Among the services provided were sewage, drainage, water supply, streets and footpaths, schools and health clinics, loans for home improvement and small businesses, and technical assistance. For the 500 families displaced in the Tondo and the 1,500 families displaced by the expanded international port complex, 2,000 serviced sites were provided in Dagat Dagatan, about 3 kilometers north of Tondo. Three options were presented to each of the Tondo's ninety blocks, allowing the residents to decide how their houses would be rearranged to ease construc- tion and improve street access. Development costs were covered with a twenty-five-year renewable lease, at an annual interest rate of 12 percent, with an option to purchase after five years. Upgrading costs were relatively high, each unit containing sinks and toilets, but over half of the expense was expected to be paid by the Urban Shelter and Community Development 151 industrial and commercial enterprises occupying about 16 percent of the land. Recent observers of the project have been favorably impressed by the progress made. According to one World Bank representative, the area has undergone dramatic improvement. Although reblocking proved to be ex- pensive and time-consuming, it stimulated far more private investment than predicted. Residents undertook so much construction that the original core units provided by the National Housing Authority were soon unrecogniz- able. And according to a 1978 survey, 90 percent of the residents were satisfied with the project. The Tondo project is a model of what can be accomplished by slum upgrading. Because of the historical importance of this success, the project is being studied by a special monitoring unit and a number of conclusions are beginning to emerge. The first is the major importance of tenure. While the significance of any one factor is difficult to determine in such a proj- ect, land security (even without formal tenure) appears to be one of the most important considerations to residents. In many cases, tenure seems to be even more attractive than the provision of basic services. A second conclusion is the importance of the problem of reblocking costs, which in this case have been beyond the means of the poorest 25 per- cent of the slum's residents. Unaware of costs, residents have tended to select the most expensive reblocking option. Project teams have therefore recently been explaining more carefully the implied costs and encouraging families to select one of the less expensive options. Because reconstruction and repairs during the reblocking process have proved more costly than an- ticipated, the amounts available as loans to participants are being increased. More careful attention to road layouts, verification of tenure status, and cost analysis of engineering requirements have also helped cut costs. Reblocking has been made more efficient by the development of "super- block teams," consisting of block representatives who aid the residents in the various decisions about lot sizes and shapes, hence speeding the reblock- ing process. A greater effort is underway to explain the costs of upgrading to residents and to get prior commitments from them to pay for the level of services they require. Instead of the original 48 square meter lots, 36 square meter lots have recently been proposed. This reduction would minimize the risk of default; however, there is growing recognition that about 20 percent of the households have difficulty in meeting monthly development charges. This suggests the importance of strengthening the income-generating com- ponents of the project; hence, small business loans and vocational skills training centers have been made increasingly available. According to initial surveys, community satisfaction remained high even during reblocking disruptions. Much of this high spirit is thought to be due to the work of the Community Relations and Information Organization 152 Technology, Finance, and Development (CRIO), which serves as a liaison between community residents and National Housirig Authority (NHA) staff. CRIO is responsible for presenting the pro- ject's objectives and implementation schedule to the community, for assisting them at the time of relocation, and for discussing problems with community leaders. It also publishes a monthly newsletter about the project. While NHA has always maintained a close relationship with the leaders of the barangays (the country's smallest official political unit, comprised of 500 to 2,000 families), it has recently attempted to work more closely with the represen- tatives of unofficial political, religious, and occupational groups. Community planning councils have been formed wherever slum upgrading is taking place. UNICEF is providing special assistance in community participation, sponsor- ing a number of seven-day planning seminars with up to fifteen participants from government agencies concerned with slum improvement, and up to twenty-five resident participants. These seminars have so far prove,d helpful and are expected to continue periodically. The country's second integrated urban project, supported by a recently approved $32 million World Bank loan, will build on the lessons taught by this first project. In addition to meeting the basie needs of more low-income families in Metro Manila, it will develop affordable solutions to the prob- lems of poverty, shelter, and sanitation in three regional cities of the Philip- pines: Cebu, Davao, and Cagayan de Oro. The strategies being developed now are expected to have a major beneficial effect over the next ten years on the lives of the country's poorest people. NHA proposes to devote about 50 percent of its funds to slum improvement, 25 percent to new sites and ser- vices, and 25 percent to fully completed housing units. The slum improvement component in the regional cities is designed to fit infrastructure and social facilities into existing settlements without relocating more than 10 percent of the families. Displaced families will be relocated in adjacent areas and in no case farther than 2 kilometers from their present location. Minimum services will be offered to improve public health and safety, affordable to all but the destitute. A somewhat higher level of service will be available to communities willing to pay the extra price for it. The approach will be flexible, allowing gradual improvement of stan- dards as they become affordable. Cost recovery will be made possible through leases and freehold titles, for which there will be clarifying titles; by providing security of tenure, the government expects to encourage signifi- cant economy. The economic rate of return from increased property values as a result of this project is estimated at about 37 percent. More important, about 48,000 people will benefit, at a cost of $83 per person, which is ap- proximately one-third that of previous resettlement programs. Indonesia's Kampung Improvement Program Indonesia has the most ambitious slum upgrading program in the world. Much of this program has focused so far on a population of over 6 million Urban Shelter and Community Development 153 in Jakarta, a city growing at an estimated 4.5 percent annually. This rapid growth is putting an almost intolerable strain on the government's capacity to provide basic services. Until recently the city's low-income kampungs (neighborhoods) generally lacked piped water, sarnitary facilities, solid waste management, flood control, and transport systems. Most of the population had to rely on contaminated wells or expensive water vendors for drinking water and had no alternative to drainage canals, ditches, rivers, and other open waterways for bathing, laundering, and defecation. To cope with this situation, the Indonesian government began its Kam- pung Improvement Program (KIP) in 1969, with World Bank assistance since 1974. While the approach in Manila has been intensive and meticulous, providing complete services in one area before going on to the next, the ap- proach of KIP has been more sweeping, providing minimum services to dramatic numbers of people. By the end of 1979, some 3.5 million people in Jakarta benefited from this program's provision of paved roads, footpaths, watertaps and drains, sanitary facilities, garbage collection, primary schools, and health services. During its third Five-Year Development Plan (1979-1984), Jakarta expects to provide minimum basic services to almost all of the existing low-income residential areas in the city. The success of Jakarta's KIP has inspired efforts to extend it to other cities, beginning with Surabaya, Ujang Pandang, Semarang, and Surakarta. In all cities undertaking a World Bank-assisted KIP, kampungs have been chosen on the basis of environmental conditions, density, age, access to ex- isting infrastructure, and popular support for upgrading. After household surveys, the kampungs are ranked on a point system, and an effort is made to ensure that the benefits are uniformly distributed in an equitable manner within the geographic limits of a participating city. To keep costs low (about $40 to $65 per capita), only the minimum necessary services are being introduced, within the following quality-control standards: all dwellings must be within a maximum distance of 100 meters from a one-way road and 300 meters from a two-way road; pavement widths are 4 meters or 6 meters on right-of-way of 6, 8, or 10 meters depending on traffic conditions; footpaths are paved to within 20 meters of every dwelling not located on a road; narrow footpaths of 1 meter width are provided, where feasible, to link interior groups of houses to the main footpath system; primary drains are built as required, and open secondary drains are provided along roads and footpaths; each section of the kamipung that contains twenty to fifty families will have at least one standpipe, and where sufficient supplies are available, private connections to the main city supply or deep wells are possible; pit privies for individual families and household groups are provided wherever appropriate soil conditions exist, and in other areas, communal toilet and washing facilities are provided for each twelve families; handcarts and bins are provided in all cities for solid waste disposal, and motor vehicles and trailervv are to be made available for large cities; and primary schools with enough space for about 75 percent of school- 154 Technology, Finance, and Development age children and small health clinics are to be provided, with necessary fur- niture and equipment. To overcome persistent problems of land acquisition and tenure, each city undertaking KIP projects is allocated full-time Land Office staff. Their responsibilities are to register all public land occupation and tenure claims, arrange for public land occupants to purchase their plots, determine land and building values, acquire land for public access and facilities, and im- prove methods of compensation to those whose land has been expropriated. Because current urban property records are inadequate, it is considered impractical to impose plot charges on KIP beneficiaries. Moreover, because the types of urban services provided under KIP are similar to those rou- tinely provided without direct charge to higher-income neighborhoods, the government has agreed not to introduce a special tax into KIP areas. However, it has undertaken to improve the existing system of property taxes by training staff in property valuation, initiating a five- to ten-year property valuation program, and basing assessment on market values rather than currently unrealistic rental values. The increase in the land property tax to date has been highly encouraging. Conclusions The sites and services and slum upgrading projects carried out in the de- veloping countries with the financial and technical assistance of the World Bank show convincingly that it is possible to meet the housing needs of the urban poor at a cost that is affordable by both the poor and the countries concerned. There is still a long way to go from the 6 million people who un- til now have benefited from such projects to the tens, if not hundreds, of millions of urban poor throughout the world. But the projects now under- way, or recently completed, have helped to develop the organizational ex- perience and knowledge critical to the long-term success of any major inno- vation of this type. They have also shown that appropriate technology, in the housing sphere at least, is neither a catchword nor an ideological gim- mick but an effective and workable alternative to conventional capital- intensive technologies. Notes 1. Sites and Services Projects (Washington, D.C.: World Bank, 1974). 2. These experiences have been summarized in a report, Review of Ur- ban Projects in East Africa, by Carolyn Tager and Praful Patel of the World Bank's Urban Projects Department (Washington, D.C.: World Bank, 1980). Urban Shelter and Community Development 155 3. One exception in this respect was the Bank's first project in Botswana, where 5 hectares of commercial land and 11 hectares of industrial land were provided to encourage small-scale industries, artisans, and other employers to locate their activities in the project site. 4. See Stephen H.K. Yeh, and A.A. Laquien, Housing Asia's Millions (Ottawa: International Development Research Centre, 1979), and M.C. Hoek-Smith, Institutional Constraints in the Development of Informal Housing Areas (Nairobi: Housing Research and Development Unit, 1977). Basic Education 10Francis J. Lethem Education is a service, just as is the provision of health or agricultural ex- tension, and it might be defined as a delivery system, or combination of delivery systems, by which a country or a community can achieve one, several, or all of the following objectives: to ensure that some or all of its members are informed, functional citizens; to prepare its youth to bt employable and trainable by the modern sector of the economy; to train adolescents or adults in the performance of specific productive activities; to advance knowledge; to preserve or disseminate cultural, religious, social or political values; and to develop each individual's optimum potential- intellectual, spiritual, emotional, physical or social-and technical or ar- tistic aptitude. To achieve each of these objectives, there are a variety of ways in which educational systems can be structured, knowledge imparted, and target groups defined. Each way represents a technology. The multiplicity of potential objectives that education systems aim at achieving suggests that the design of appropriate technologies in education has to be a complex matter. Furthermore, educational objectives are not always clearly stated, their priority is not always evident, and it may not always be possible to separate substance from technology or methodology. Not surprisingly, therefore, educational planners have tended to focus their attention on formal education administered by the Ministry of Educa- tion, to the detriment of preemployment or on-the-job training activities carried out by the Ministry of Labor, other governmental agencies, or private employers. Other educational processes-such as those occurring through the work of agricultural extension agents, health or other com- munity workers, the military, political parties, trade unions, or religious organizations-may have been largely ignored. In the process, the prevail- ing educational technology-formal education-has been accepted as given, regardless of whether it is appropriate to the needs, objectives, and capabilities of a particular country or community. The recent focus of development thinking and efforts on specific target groups or target areas is challenging the conventional wisdom. The kinds of questions now asked of education systems are whether they meet the needs of the rural and urban poor, of women, of illiterate adults, of the unemployed, or of the farmers who will benefit from an irrigation scheme. Are they, in effect, meeting society's basic educational needs? 157 158 Technology, Finance, and Development Appropriateness of Education The concept of appropriateness in education implies a number of condi- tions: 1. That the educational needs of the target groups have been assessed (ideally with their help). 2. That a technology or a combination of technologies and delivery systems are available or can be developed to meet those needs. 3. That the final product, service, or knowledge thus acquired is useful, acceptable, and affordable by the intended users. 4. That the production and delivery process makes the most economic use of the available resources, at minimum social cost, and is compatible with local institutions, culture, and environment. These conditions mean in practice that what is taught in primary school should be geared to the needs of the majority. As Andre Chervel suggests, the teaching of certain grammatical concepts in primary school was (and is) often inappropriate for learning to write the French language, an essential objective of the primary school.' This is particularly so when the gram- matical subtleties are in reality a preparation for the teaching of Latin, a subject chosen in secondary school by only a minority. The concept of ap- propriateness also means that what is taught should meet the needs of the intended beneficiaries as they perceive them and that the delivery of the ser- vice should take into account the constraints under which the beneficiaries live or does not generate costs that they cannot bear, even though the cost of operating the schools may be borne by the government. Although there are few instances where the recipient population is in a position to express its views unambiguously on the appropriateness of education to its needs, one such case came to light during the design of the educational component of a World Bank rural development project in Ghana's Upper Region. At that time (mid-1975), about 90 percent of the adult population in that region was still illiterate, and only 20 percent of the primary school-age group were in school (against 60 percent for the country as a whole). Primary school enrollments had been declining (from 42,000 in 1968-1969 to 31,000 in 1972-1973), and adult mass literacy programs, which initially generated considerable enthusiasm, had been abandoned. Parents resisted formal primary schooling for a number of reasons: their unsatisfied expectations that schooling would lead to paid employ- ment; their feeling that schooling had not helped to meet some of their other needs (for example, to obtain better farming results or to improve family health); the poor quality of instruction and inadequate supervision, which left the Upper Region at a disadvantage relative to other parts of Ghana in Basic Education 159 terms of access to further education; the school year (September to July), which competed against farm work for the children's time during the brief period, starting around April, when the rains fell in the Upper Region; the perceived alienation of the pupils completing primary school from their homes and their parents' way of life, one of the factors contributing to the exodus of young people to the towns in the rest of the country; and the con- sequent lack of school leavers for essential farm work, thus requiring the use of younger children for such tasks as herding and bird scaring. As for the mass literacy program, several factors seemed to be involved in its failure. As in primary school, literacy was erroneously perceived by the population as leading toward wage employment; furthermore, since primary schooling focused on reading and writing instead of arithmetic or weighing (which have immediate relevance to everyday life), literacy did not result in any improvement in local living standards. Although literacy was taught in some of the main local languages (Gurenne, Dagaari, and Kasem), these languages were never used in official administrative and com- mercial documents-hence the inability of the population to improve the ways in which it coped with the most elementary transactions affecting it. The teaching methods were too rigid, and the voluntary instructors, who received no financial and little psychological or social rewards, lost interest. The government changed its emphasis in 1956 toward physical rural im- provements, such as well digging through self-help, and the Department of Community Development withdrew its material support for literacy train- ing, including the essential follow-up represented by the rural newspaper, which was published in the Dagaari and Kasem languages. These examples illustrate the concept of appropriateness of product as it applies to education. When education as a product or service is considered appropriate, there is a further need to ensure that its production (and delivery) process will be appropriate to the environment in which it is to be used. A striking case was provided by consideration of television (ITV) as the principal medium of instruction at the primary level in Niger. ITV was an expatriate-financed and -operated educational research project. Administratively and pedagogically it was isolated from the mainstream of the Ministry of Education's activities: it reached only about 900 pupils in one cohort who otherwise would not have gone to school, used professionally unqualified classroom teachers (mature primary school leavers who were given special training in communication skills), and super- vised them continuously since all were teaching within a radius of 20 miles from the production center. Pedagogically, however, the experiment pro- vided a breakthrough, not only in relation to the pupils' performance in read- ing, writing, and arithmetic but also in terms of the relevance of the programs to the children's rural background and their personality development. 160 Technology, Finance, anid Development While this success led to the financing of ITV schemes in other coun- tries, Niger's Ministry of Education had to conclude that in the Niger en- vironment, the experiment was not replicable nationwide. Niger's popula- tion is widely dispersed. The road network was insufficient to ensure the maintenance of television sets and regular distribution of printed materials to the teachers and pupils. Capital and operating costs were too high for the country to bear; ITV would have substituted a foreign exchange, capital- intensive medium of instruction for a local, labor-intensive technology (the professionally qualified primary teacher) at a time when the absorption of secondary school leavers was becoming a problem. Pedagogically, ITV would have imposed the use of one language (probably French) in primary educa- tion at a time when the government's policy was to introduce national languages in the first grades (a pedagogically and culturally superior ap- proach). Finally, the necessary reliance on expatriates for preparing the ITV programs without adequate local control might have resulted in broadcasts inconsistent with national goals, values, or political beliefs. Ultimately, ITV would have mainly benefited the already favored population in the main ur- ban and semiurban areas, to the detriment of the rural areas. Educational realities, however, are not always as clear-cut as the above illustrations might suggest. This becomes evident when one is attempting to work out criteria for the design of education and training programs ap- propriate, say, for rural areas. The World Bank Education Sector Working Paper published in December 1974 proposed the following, much more complex criteria for such programs: (a) They should be functional. This means that they must serve well iden- tified target groups (participants in particular crop or area develop- ment projects, health, population, nutrition program, etc.) and meet their specific needs (improved production and management, adoption of new methods of child care, etc.). (b) Rural education projects should be designed as part of a total education delivery system. In Colombia, e.g., the SENA (Servicio Nacional de Aprendizaje) program is responsible for providing training for skills, on a national basis, for both adults and adolescents. It is governed by a council which includes the Ministries of Education and Labor, the Na- tional Planning Office, and management and labor organizations. Education projects can also become the focal points of coordinated ac- tion through the use of multipurpose centers to serve other activities, such as cooperatives, health and family planning services. (c) Education in rural areas should be integrated with other rural develop- ment activities at both the national and local levels. At the national level development of a common framework of policy for various rural development activities is essential with emphasis on making produc- tivity and welfare-oriented activities complementary. At the local level coordination or integration is necessary to ensure that education pro- grams are functional and adapted to the needs and opportunities of the local milieu. Basic Education 161 (d) Rural education projects should be replicable in terms of their costs and managerial requirements. For example, the national vocational training schemes in Colombia and Thailand have reduced costs through the use of mobile training units.2 To help meet the basic educational needs of the poor, it will be necessary to conceive both a product (basic education) and a delivery system appropriate to the purpose. Can this be done? Can the one be disassociated from the other? Basic Educational Needs Any attempt to define the concept of basic educational needs necessarily leads to a philosophical discussion of what education is about, for whom, and for whose benefit. Education-formal, nonformal, and informal-is an essential component of any society's fabric, a privileged means for the society to preserve and perpetuate itself.3 Hence, depending on cir- cumstances, education can be used to promote economic and social development, to preserve social stability, or to reinforce economic and social inequities. In that respect, basic educational needs have nothing in common with shorthand definitions such as the provision of four years of primary education. As vividly argued more than ten years ago by Ivan Il- lich, by teaching the poor subjects that are irrelevant to them, possibly in a language not their own, by judging their achievementL through examina- tions reflecting urban middle-class values, and by lowering teachers' expec- tations of their performance, education systems in most countries have suc- ceeded in persuading the underprivileged of their incompetence.4 The concept of basic educational needs is precisely the opposite: it in- volves the will of a society to determine what such needs might be, at a point in time, with a view to finding ways in which they can be satisfied. In general, basic educational needs should consist of a combination of three essential elements: 1. Communication and general knowledge skills, which at the basic level should include literacy, numeracy, and general civic, scientific, and cultural knowledge. 2. Living skills, including knowledge of health factors, sanitation, nutri- tion, family planning, the environment, cultural activities, management of the family economy, and how to create and maintain a home. 3. Production skills, embracing all forms of activity directed toward mak- ing a living or the production of goods and services. The combinations of these essential elements vary with the intended bene- ficiary. From the point of view of the individual, education should provide 162 Technology, Finance, and Development the means to achieve full potential within the environment in which he or she is living. This might mean acquiring the means toward self- development, self-reliance, and growth: learning how and where to acquire additional knowledge. Each social unit might define its basic educational needs in a different manner. Not all members of a family need to have the same skills, but the family unit needs to possess most of the living skills enumerated. Not all of the village community needs to be able to deal with government authorities in administrative matters, but each family should have the minimum communication and general knowledge skills necessary to verify that its interests are well represented. The actual combination would also vary over time. An individual's basic education needs would be satisfied over his or her lifetime, and as a society evolves and its economy develops, its basic educational needs would change accordingly, becoming more sophisticated or specialized. Thus, basic educational needs are a dynamic concept for the individual, the community, and society, in time and in space. The community must have the means to function both within its boundaries and in a wider context; the individual must be provided with a minimum of literacy and numeracy but must also have reasonable access to further education. These considerations add up to this definition: the concept of basic educational needs represents, for each society, what it determines to be the minimum required-or the minimum it can afford-to achieve its priority economic and social objectives including as a minimum the satisfaction of society's other basic needs such as shelter, health, food, water, or employ- ment; prepare itself for longer-term development objectives; and enable each individual to develop more fully as a human being. What does such a definition mean in a specific context? Here is Father Balenghien's proposal, as a result of many years of experience with func- tional literacy programs in Mali, of what the country's basic educational needs might be: 1. Domain of health: Sufficient knowledge for the people to solve their problems themselves (for example, to prevent and in some cases to treat illnesses) and the knowledge necessary to improve their nutritional habits and their adaptation to the environment. 2. Economic domain: The knowledge and skills required to render their work more profitable through the application of more efficient produc- tion methods. 3. Sociocultural domain: Command of basic skills in the native tongue (reading, writing, and numeracy), understanding of the usages and customs governing social life in the community, and sufficient under- standing of national or local culture and religion to facilitate integra- tion into the community. Basic Education 163 4. Domain of civil life: Functional knowledge required to enable the peo- ple to regulate their relations with the various administrative services and functional knowledge enabling them to fulfill their role as citizens and to participate actively in the life of the community. Our colleagues from the UN Educational, Scientific and Cultural Or- ganization (UNESCO), who were attempting to synthesize the experience of the Sahelian countries in meeting their population's basic educational needs, rightly felt that the preceding list should be qualified as follows: The specifications of minimum educational needs within each of the above categories may vary considerably in different regions of the same country in terms of requirements of the population, the level of its aspirations, often linked with the cultural level, the position already attained on the one hand and the available resources on the other. It also varies with the target groups. In other words, except in the case of "absolute poverty", the definition of these needs is a delicate job and an opinion poll would seem to be most useful. The people themselves should express their priority needs in the course of such an inquiry, and this can be quite naturally coupled with the evaluation of existing educational activities.5 Even in a national context, our definition remains theoretical as long as the priority target groups have not been determined and their basic educa- tional needs assessed. Each society has to make its own decisions, and these will reflect the various forces at work. In all cases, the priority might be defined according to the following criteria suggested by Abdun Noor in un- published World Bank materials: 1. Functional groups: If agriculture is the mainstay of the economy, then all the population connected with that sector. 2. Socioeconomic status: The poorest of the poor, the children of the middle-income group, and so on. 3. Development targets: All of the population covered by an integrated rural development project. 4. Age: On the rationale that the earlier training is imparted, the greater its contribution to development will be. 5. Multiplier effect: Education of women and other selected core groups. 6. Geographical criteria: Starting from rural to urban areas or vice-versa, but thinly distributing the resources, as was followed durinr, the Cuban literacy movement. 7. Ethnic or special groups: Nomads, landless peasants, and others. 8. A mix of all or some of the above, which will reflect the right priority of needs in a society. 164 Technology, Finance, and Development Whatever the mix of priorities, the needs of many cannot be met in the short run-hence the importance of fitting the programs adopted to meet the needs of certain groups into a broader strategy to ensure that those who have to be left out in the short term do not remain deprived. Various basic education programs should be integrated into a national strategy to meet basic educational needs. Basic Education Basic education is not as elusive a concept as that of basic educational needs, which basic education is supposed to meet. The educational establishment in many countries has naturally attempted to use the term interchangeably with primary education, give or take a few years of schooling. In a nonformal context, on the other hand, some people view basic education as a program exclusively for youth, leading either to employment or to better integration with rural society, while others perceive it as the preliminary step for adults toward a program of lifelong education. In other cases, it is equated with adult (or functional) literacy. All of these views are erroneous as a general concept, even though they may be valid in terms of the target group to which they apply, if the proposed technology (both the knowledge or know-how taught and the delivery system) is not appropriate to the needs of the target group and the constraints. In other words, while basic education might be equated in certain coumItries with the completion of their compulsory cycle of formal elementa-V (primary or basic) schooling, in most countries basic education will have to consist of a combination of educational provisions-formal, nonformal, and infor- mal-that together constitute a minimum package of attitudes, skills, and knowledge that a given society will require from every one of its members. The essential ingredient of basic education is that there should be a na- tional will to meet (though not necessarily in the immediate future) the minimum educational needs of its most deprived members. The country should organize itself to design a viable strategy to meet this objective and then undertake to implement it. Only in recent years did such a will appear in the United States when Americans became aware that their standard educational provisions were still leaving a surprising number of adults unable to function effectively in their own society (for example, by filling out a job application, understand- ing a newspaper in English, or obtaining a driver's license) and even more so in the case of ethnic and linguistic minorities whose special needs had received little attention. With the provision of basic education becoming an increasingly wide- spread goal, a number of educational innovations were bound to appear Basic Education 165 worldwide to help those who were not being reached by formal schooling. To succeed, these innovations had to be appropriate in terms of content and delivery. To illustrate what the provision of a basic education involves, let us con- sider the cases of Upper Volta and Mali where the World Bank made some of its early loans aimed toward the education of the rural poor. Rural Education in Upper Volta The concept of rural education launched in Upper Volta around 1960 was based on the observation that since only 10 percent of the school-age children could benefit from primary schooling during the foreseeable future, some useful but low-cost education should be provided to rural children (aged fifteen or above) who had been bypassed by the system.6 This took the form of Rural Education Centers (CER) where basic agricultural techniques and handicrafts, together with literacy and numeracy, were to be taught over a three-year period by specially trained instructors appointed on a fixed term contract.7 This program had a pioneering role; the evaluation of its weaknesses, which were well publicized, has contributed to major im- provements that have benefited not only Upper Volta but many other coun- tries faced with similar educational choices. The problems can be summarized as follows: 1. Initial misrepresentation by the local political authorities of the actual educational objectives. 2. Lowering of the minimum school entrance age, under the resulting parental pressure, which made the CERs a clearly inferior alternative education compared with the primary school and made the integration of the younger CER leavers into farm life more difficult. 3. Use of French as the teaching language although it was hardly used in the rural setting and not understood by the trainees. 4. Control over the teaching force by primary teachers instead of by agri- cultural extensionists and location of the program within the Ministry of Education instead of the Ministry of Agriculture and its regional ad- ministrative dependencies (regional development organizations, ORD). 5. A weak central administration. 6. Haphazard location of the CERs instead of in those communities where other productive investments were made. 7. Limited parental and community participation. The government has now fully realized the potential of its rural educa- tion system as an element of its rural development policy. It is implementing 166 Technology, Finance, and Development measures to correct all of these deficiencies and has already achieved a number of successes, notably in regard to the capability of the CER leavers, who despite their lack of formal qualifications, often show greater self- confidence, initiative, and entrepreneurship than primary school completers or dropouts, and to the impact of rural education on modernizing certain traditional village structures, and increasing the participation of women in a number of decisions from which they were previously excluded. Upper Volta's rural education system can be considered an important component in the country's strategy toward meeting basic education needs. Once this system has solved its remaining administrative and logistical weaknesses, it might become the core for expanding basic education efforts toward the adult population. There will also be a need to determine whether some kind of articulation with the formal system, even on an exception basis, may be desirable. Functional Literacy in Mali While Mali is facing many economic and social issues similar to those of Upper Volta, its strategy toward meeting basic education needs is quite dif- ferent. It developed from Mali's experience with functional literacy programs for adults and seems to aim first at meeting the needs of the producers and then at broadening its reach toward younger people. Mali's functional literacy program blends the use of several comple- mentary media (literacy teaching, printed materials, radio, rural press) with a model organizational structure in such a way that functional literacy has become an integral component of the extension function of several govern- ment-sponsored agricultural development schemes. Its impact is such that laws have been recently approved requiring that new investment projects in- clude literacy as one of their components. Whereas mass literacy campaigns are based on the assumption that literacy is a desirable good by itself and are therefore mainly concerned with the mechanics of reading, writing, and arithmetic and not with their uses in everyday life, functional literacy, by definition, aims at meeting certain elementary needs of specific adult target groups in relation to their profes- sional activity. If its programs are properly designed, functional literacy has to be considered as an appropriate technology. Functional literacy centers are established in priority zones for the extension services and only after the village itself makes the decision to em- bark on the program.8,Such a decision implies several commitments: to create a committee to supervise the village literacy program, to appoint literates (or nonliterates) to be trained as instructors, to construct and fur- nish the center, and to support (in kind) the services of the instructor and Basic Education 167 bear the cost of consumables. About 500 hours of instruction are required to achieve literacy and numeracy, spread over a two-year span to avoid the periods of intensive agricultural work. The farmers in the groundnut scheme, for instance, would learn to weigh and record their crop and its value, as well as the quantities of production factors purchased. This example of the nature of functional literacy suggests that it will not remain neutral in terms of a village's socioeconomic development. Once peasants are able to verify the weight of their crop and the price they should obtain for it, they can prevent mistakes or abuses by purchasing agents; next, the village may create mutual self-help associations or cooperatives and eventually take over the responsibility for the collection and commer- cialization of the groundnuts; finally, farmers may better understand government regulations, especially those relating to the payment of taxes, and also better assert their position with local and regional authorities, thus acquiring a greater participation in managing their lives. Functional literacy, although not indispensable for learning the relatively simple improved agricultural techniques taught by the extension agents, is nevertheless likely to reinforce the learning process by linking the timing of the two activities. It is likely that the combination of the work of the literacy instructor, the volunteer villager himself, and the extension worker would by itself represent a good mix at the village level. The concept and content of functional literacy are well adapted not only to the needs of the farmers but also to the design of its delivery system. Functional literacy is taught in a village building constructed by the villagers from local materials and provided with simple handmade wooden furniture. A National Center supplies each village with four storm lanterns or two pressure lamps (instruction is given at night since peasants have other ac- tivities during the day), a blackboard, a radio set, initial writing material, and subsequent didactic materials.9 These materials have to be tested with great care since the intended message can easily be misunderstood. In addi- tion, the impact of the literacy program is reinforced by the Ministry of In- formation, which assists in the broadcasting of the rural radio programs to accompany the literacy classes and also edits and prints the Bembara- language newspapers, Kibaru, written by the National Center (one of the few reading materials to reach villages). In recent years the National Center has been divesting itself of the day- to-day administration of functional literacy, which is being delegated to literacy staff placed under the authority of the management of the ap- propriate production scheme. Hence the latter can ensure that both the substance and timing of the literacy program reflect to the maximum the technical concerns of production. Reciprocally, the production scheme's administrative and logistical means are used for the accounting and materials distribution needs of the literacy programs. 168 Technology, Finance, and Development An evaluation of the program emphasizes the importance of local capa- bilities for successful implementation.'0 For instance, in villages where the programs were sponsored by a traditional youth association (ton), atten- dance by students and instructors was better, the proportion of female par- ticipants was higher, and more financial resources were made available. The evaluation also reveals that in many villages, literacy is not yet an individually felt need. Although all participants seem to have acquired a better knowledge of agricultural and health practices than nonparticipants, only the smnall num- ber who become entrusted with community responsibilities requiring literacy or numeracy skills retain these skills. At this point, it is not clear whether, as originally intended, the func- tional literacy program should turn its attention to different age groups, such as adolescents or children. This question is now being studied with great care by all those concerned with education in Mali and other African countries. The Search for Appropriate Technologies and the Mechanics of Delivery The search for appropriate technologies to meet basic educational needs suggests that in many instances the collaboration, and sometimes the leader- ship, of ministries other than the Ministry of Education will be required. It has often been observed that an appropriate institutional design or the choice of an appropriate implementation agency may be a precondition for the adoption of certain technologies and the achievement of certain benefits. In Mauritania, for instance, a pilot experiment financed by a World Bank loan attempted to fit traditional education, which is perfectly adapted to the environment and widely diffused, into a modernization process with respect to its content (literacy instruction in modern Arabic, practical calcu- lations, useful knowledge) as well as the educational methods employed." For the experiment to be meaningful, it had to have the support of the re- ligious and political authorities, which it did. To meet basic education needs, Benin is exploring the potential of youth clubs (under the Ministry of Agriculture) for rural youth and a system of successive industrial and com- mercial learning modules (under the Ministry of Labor) for urban youth. In Burundi, UNESCO recently suggested that the government experi- ment with a system of literacy centers similar to those now operated by the churches. Pupils would attend the centers two days a week and be expected to be literate in their language and have a minimal proficiency in arithmetic. The proposal argues that the government should establish a dual system of basic education as a temporary measure, with literacy centers gradually being con- verted into primary schools as resources permit. The best pupils in literacy Basic Education 169 centers would also have the chance to transfer into primary schools. In view of the existing financial constraints, possible rejection of the proposed dual system would lead to denying further most children the access to any sort of education at all, and consequently the gap between literates and illiterates would continue to widen. Although the right educational provisions and administrative ar- rangements may have been designed, the key to the success of any basic education system will be its acceptance by the intended beneficiaries. If parents want access for their children to formal primary education, it may be better to come up with a system of peripheral lower primary schools feeding into nuclei upper primary schools such as that established in El Salvador. To reduce costs, the schools operate on double shifts, and teachers often handle several grades in the same classroom. In these cir- cumstances, physical planning becomes a crucial factor in the design of basic education. The mechanics of delivery of basic education are important. School buildings, furniture, and equipment should be appropriate to the use re- quirements, the environment, and local resources. For instance, in El Sal- vador the primary school buildings financed by the World Bank in 1974 are of simple construction, relying insofar as possible on the use of locally available materials. Walls are either of brick or of ordinary plastered con- crete block; however, because the schools are located in a seismic area, it has been found necessary to incorporate fgi'6-i concrete posts, for which cement and steel must be impormt d. Roofing is generally of cor- rugated asbestos tiles, and windows are l.tied with only wire screens and simple wooden shutters. Construction was carried out partly by contracts awarded on the basis of local bidding, but such tasks as site clearance and the provision of access ways, water supply, drainage systems, and site fenc- ing were handled by the local communities under the direction and technical support of the government agency in charge of community operations.'2 As early as 1969, the Bank-financed education project in Guyana re- quired that prior to starting design work, in-depth studies compare the capital and maintenance costs of school buildings built either with locally obtainable wood or imported cement. Considerable attention was also given to environmental factors for the disposal of effluents and in relation with human comfort. Sergei Kadleigh, who was instrumental in the formulation of the design criteria, reported that design implementation actually exceeded his expectations and that the schools had proved not only to be educationally functional but also remarkably cool without any air-conditioning. In general, he recommends that school building designs-besides meeting user educational requirements, facilitating internal communication, easily ac- commodating future growth, and being structurally safe-should pay special attention to the following: 170 Technology, Finance, and Development 1. Climate and the environment: for instance, "open spaces between and around buildings should be furnished with trees, plants and water for the control of soil erosion, sound insulation, glare and reflection, solar radiation, temperature, screening frotn view, shelter from the wind, and air purification." 2. Human comfort and well-being: "The design of the building envelope should be such that it modifies the external climate to provide the oc- cupants with year-round acceptable conditions of comfort and well- being for living and working, by natural means without the use of ar- tificial aids. Mechanical [energy-consuming] methods of ventilation, heating, cooling or air-conditioning should be resorted to only when the results of the most effective use of natural conditioning need augment- ing to provide acceptable conditions; such as might be the case when storing books, delicate instruments and equipment and perishable goods like food and medicine." 3. Appropriate technology: realistic performance standards for space, structure, and the environment (climatic and ecological design) should be established and quantified for design purposes. The economics of the building and allied industries should be in- vestigated and analyzed in depth with particular reference to local man- power, skills, and employment needs on the one hand, and on the other hand, to the availability and nature of the resources (labor, materials, and energy) required for school construction. The results should be tabulated and evaluated in terms of the government's long- and short- term development economy and the particular needs of the local com- munities where the schools are located. De,i' ,is using alternative combinations of construction manage- ment, labor and skills (to benefit employment and reduce costs), and materials (to husband natural resources and energy both during con- struction and throughout the life of the completed buildings, as well as to reduce costs) should be explored and evaluated for each basic type of school and institution in the project. In each case, the most appropriate design for the local community in the larger context of the government's development economy should be selected, together with the most ap- propriate and economical methods of implementation. Buildings should meet the performance standards, be readily adaptable to different characteristic sites, take full economic advantage of repetitive elements, and by simplicity in planning, take into account developments in educa- tional methods and media. Alternative sources of energy for light and power such as from the sun, wind, water, and the recycling of waste products also should be fully explored and evaluated against the prevailing sources. Designs should in- corporate the systems of greatest benefit to the local community. Basic Education 171 Cost evaluation should include operation and maintenance costs (costs-in-use) as well as capital costs. Designs should reflect the op- timum balance between these two orders of costs measured against the opportunity cost of capital over the life of the buildings.'3 It might be useful to reflect on the importance of textbooks in the learn- ing process, especially when this process has to occur in an environment where little written material is available and teachers are not qualified. As Stephen Heyneman stated: We should not forget what every rural primary school teacher in Africa or Asia already knows: that the textbook is an educational technology too. Though not new, books have never been widely diffused in less wealthy societies. When first introduced they can stimulate profound changes. Books have the capacity to deliver massive amounts of new information to the most remote locations. To operate they depend neither upon electricity nor consumable supplies. If the content is not understood, books can be studied again and again; if quickly understood, individuals can read ahead. Ideally, books can be delivered to all children equally, urban, rural, rich and poor alike.14 Basic Education and the Role of the World Bank Is basic education a dream that no amount of technology or administrative skill might ever satisfy? Doesn't it imply that when a community or society comes close to meeting its basic educational needs, it would automatically set itself new and higher targets? This is quite logical, and this is precisely what life is about. Progress results from setting attainable goals. Success generates self-confidence, entrepreneurship, and creativity, as well as new, more ambitious goals. This is as true for individuals as it is for com- munities. Therefore it is my hope that the concept of basic education-and basic needs in general-will lead to major progress toward setting into mo- tion a mechanism that will help to meet the poorest people's most elemen- tary educational needs and be suitable for meeting society's increasingly sophisticated demands. At each step appropriate technologies and ad- ministrative arrangements will be required, and they will vary. Now may be the time for groups of countries, regions, or communities facing limited resources and other constraints and with enough of a com- mon cultural heritage to pool their efforts, to learn from each other, and to design their own strategies toward meeting what they define as their basic educational needs. Since 1962, when the Bank financed its first project in the education sec- tor, the provision of basic education increasingly has been recognized as a 172 Technology, Finance, and Development central element in economic development. Although initial lending was largely restricted to hardware in projects designed to meet manpower needs directly, by 1970 it was accepted that the Bank should lend for education projects with important long-term significance for economic development. The Bank's 1974 education policy paper listed the provision of a minimum basic education, as fully and as soon as available resources permit, as a prin- ciple for its investments in education, and the number of loans with innova- tive components in both formal and nonformal education systems increased. This principle was repeated in the Bank's 1980 education sector policy paper, which explained that "the Bank's interest in helping to expand education op- portunities for both school-age and adult populations is closely related to its efforts to promote a broad approach to development, and its desire to assist in meeting basic human needs. Appropriate basic education enables the ma- jority of the poor, in both rural and urban areas, to lead productive lives and to benefit from social and economic development of the community."'5 In the provision of educational opportunities to school-age children, this experience encompasses such innovative approaches to the provision of basic education as the use of educational radio and television in primary education (Malaysia), self-paced instruction (Bangladesh), production of textbooks and instructional materials (Indonesia), provision of a national network of workshops attached to primary schools (Rwanda), establish- ment of a nuclear system of primary schools, with several primary schools containing only the lower grades feeding into centralized upper-grade primary schools (El Salvador), and skill training related to employment opportunities for primary school leavers (Tunisia). The Bank has financed many project components in nonformal educa- tion in an attempt to reach out to school children and nonliterate adults. These components involve the teaching of literacy, numeracy, and voca- tional and agricultural skills. Some examples of these components have been rural youth clubs (Benin), nomadic training centers (Somalia), na- tional and provincial centers for lifelong education with coordinated ad- ministrative and program development support (Thailand), district-level learning funds to support income-generating learning activities at the village level, designed and carried out by the learning group members themselves (Indonesia), and village-level basic training schemes (Yemen Arab Republic). The Bank will continue to support innovative projects and programs in- tended to improve the quality and efficiency of first-level education and im- prove access to learning opportunities for groups not equitably served. Notes 1. Andre Chervel, Histoire de la grammaire scolaire (Paris: Payot, 1977). Basic Education 173 2. World Bank, Education Sector Working Paper (Washington, D.C.: World Bank, December 1974), pp. 25-26. 3. Philip H. Coombs and Manzoor Ahmed in their pioneering work, Attacking Rural Poverty: How Non-Formal Education Can Help (Baltimore and London: Johns Hopkins University Press, 1974), p. 8, propose the following definitions: "Informal education . . . is the lifelong process by which every person acquires and accumulates knowledge, skills, attitudes and insights from daily experiences and exposure to the environment-at home, at work, at play; from the example and attitudes of family and friends; from travel, reading newspapers and books; or by listening to the radio or viewing films or television. Generally, informal education is unorganized and often unsystematic; yet it accounts for the great bulk of any person's total lifetime learning-including that of even a highly 'schooled' person. "Formal education ... is the highly institutionalized chronologi- cally graded and hierarchically structured 'education system,' spanning lower primary school and the upper reaches of the university. "Nonformal education . . . is any organized, systematic, educa- tional activity carried on outside the framework of the formal system to provide selected types of learning to particular subgroups in the population, adults as well as children. Thus defined, nonformal education includes, for example, agricultural extension and farmer training programs, adult literacy programs, occupational skill training given outside the formal sys- tem, youth clubs with substantial educational purposes, and various com- munity programs of instruction in health, nutrition, family planning, coop- eratives, and the like." 4. Ivan Illich, Deschooling Society (New York: Harper and Row, 1971). 5. M. Botti, M.D. Carelli, and M. Saliba, BasicEducation in the Sahel Countries: A Study Prepared for the IBRD (Hamburg: UNESCO Institute for Education, 1978), pp. 52-53. 6. This ratio is similar in most Sahelian countries. It is what can be ac- commodated within national education budgets, which already claim such a share of national resources-between 3 percent and 5 percent of gross domestic product (GDP)-that there is little margin for expansion (total public resources rarely exceed 15 percent of GDP). The main limiting factor is teacher salary (ten to fifteen times GNP per capita for a primary teacher against two times in a country like the United States or Japan). 7. This would exclude the instructors from the ranks of the civil service and allow a limiting of their contractual salaries to about $650 per year ver- sus up to $1,900 per year for a fully qualified primary teacher. 8. This section is based on unpublished materials by my colleague, Michael J. Wilson, who was asked by the World Bank to appraise the finan- cial needs of the literacy centers. 174 Technology, Finance, and Development 9. The National Functional Literacy Center, administratively under the Ministry of Education, operates as a source of pedagogical expertise for the research, development, and production of literacy materials, with the technical substance provided by the specialized ministry-the groundnut, rice, or cotton development schemes under the Ministry of (Agricultural) Production, for instance. It is also responsible for the evaluation of the results of its interventions. 10. Direction nationale de l'alphabetisation fonctionnelle et de la lin- guistique appliquee, Rapportfinal de l'evaluation de l'alphab&tisationfonc- tionelle dans l'OACV (Bamako: Ministere de l'education nationale, 1978). 11. Botti, Carelli, and Saliba, Basic Education, p. 101. Traditional edu- cation refers to the country's Koranic school system. 12. David H. Lewis: "Appropriate Technology in Education," in Ap- propriate Technology and World Bank Assistance to the Poor (Washing- ton, D.C.: World Bank, 1978). 13. Sergei Kadleigh, "International Consultancy," in Proceeding of the Royal Institute of British Architects (London: RIBA, 1977). 14. S. Heyneman, J. Farrel, and Manuel A. Sepulveda-Stuardo, Text- books and Achievement: What We Know, World Bank Staff Working Paper No. 298 (Washington, D.C.: World Bank, 1978). 15. W.D. Haddad et al., Education Sector Policy Paper (Washington, D.C.: World Bank, 1980). Part IIl Technology Transfer Technology transfer has become one of the central objects of international negotiations, as well as a major bone of contention between industrialized and developing countries. This political phenomenon can be attributed to a number of factors, the most conspicuous of which is the growing realization of the dramatic imbalance in the distribution of the world's scientific and technological resources. The developing countries, taken as a group, account for little more than 3 percent of the world's research and development ex- penditures and around 12 percent of its total research manpower. There is strong evidence that this imbalance is likely to persist for a very long time, despite the efforts made by many developing countries to build up their own scientific and technological infrastructure. These countries have, in effect, become structurally dependent on technologies from the industrialized na- tions. The issue at stake is not so much that of redistributing the world's scientific and technological resources-an impossible task in the best of cir- cumstances-but that of helping to build technological capacity to buy, adapt, or copy the most appropriate among the available technologies and to obtain equitable terms when the technology has to be bought. The five chapters in this part examine the ways in which development projects prepared and financed by the World Bank have served as a major channel of technology transfer from industrialized to developing countries and, to a lesser extent, between developing countries themselves. Three of the five chapters deal with sectors that until recently were the mainstay of the Bank's lending activities: the development of water resources, power generation and distribution, and the production of fertilizers. A fourth chapter deals with the support to basic manufacturing industries by the IFC, an affiliate of the World Bank. The fifth chapter deals with a sector relatively new to the Bank, the engineering industries, but with a number of common characteristics with the other four, notably the basic or infra- structural nature of its projects. The technology transfers that have taken place in the sectors presented here (with the exception of the engineering industry) should be seen as a side effect or precondition for the operational success of specific development projects. When the Bank finances a major power generation project or an important water development scheme, for instance, the main object is not to transfer technology but to carry out a clearly identified development proj- ect that is likely to have a positive economic and social impact and to ensure an adequate financial return on the large investments devoted to it. All proj- ects call for important transfers of technology in the form of both hardware and software, but what is ultimately more important than the efficiency 175 176 Technology, Finance, and Development of the transfer process itself is the complete mastery by the borrowing coun- try or institution of the knowledge transferred through the project. On the basis of a number of specific case studies, the authors of the five chapters presented here show how the process of transfer operates and how the borrowing institution gradually came to master the organizational, managerial, and more narrowly technical aspects of the project. Their im- plicit definition of the term technology tends to stress the transfer of operating technology and, to a lesser extent, design capability more than the transfer of an ability to generate indigenous technological innovations. These chapters suggest a number of important lessons. The most con- spicuous is that, at least in the sectorv analyzed here, large amounts of tech- nology are being, and have been, successfully transferred to the developing nations. Another lesson is both the simplicity and the complexity of the transfer process. The transfer is simple in the sense that it is essentially a learning process that involves the training of workers, technical personnel, and managers, drawing on experience and past mistakes and gradually building up an ability to operate machines and run a complex production system. In this respect the Bank has an experience that is probably unrivaled elsewhere in the world. Technology transfer, however, is also a complex and multifaceted pro- cess. It does not simply involve a supplier's selling a specific piece of technology to an often inexperienced buyer in a developing country but rather a whole galaxy of actors working in different capacities at various stages of the project. These include the governmental agencies (or, in the case of IFC, the industrial corporations) that identify and propose a project, the consulting firms that prepare it in detail, the manufacturing firms that are pitted against one another in the bidding for the supply of equipment, the financial institutions that cofinance the project, and the institution that is set up or reorganized to run it. And when the World Bank is involved, it acts not only as a financier but also plays the part of an adviser and sometimes promoter of the project. There are also other lessons that stand out from the case studies ana- lyzed here. In chapter 11, P. Kirpich shows that in the development of water resources, one of the critically important elements in a successful technology transfer is organizational continuity and the lifelong commitment of in- dividual institution builders to the project. Foreign experts have an impor- tant role in the early stages, but ultimately such schemes are viable only if they are controlled and operated by local people. In chapter 12, R.H. Sheehan and S. Ramachandran also point to the crucial importance of institution building and dispel a number of myths about the appropriateness of technology and the difficulties of making the right technology choice. In their view, the most appropriate technology is the least-cost technology, and although the Bank has generally tended to Technology Transfer 177 choose fairly conventional types of technology in its power generation and distribution projects, there is no evidence to suggest that this was either the second-best technology or one that was inappropriate to local conditions. In his analysis of fertilizer development projects in chapter 13, C. Pratt brings to light the incremental nature of the technology transfer process. It begins with such simple things as the bagging of fertilizers imported in bulk from abroad and ultimately ends with the development of an indigenous capability to design, engineer, construct, and possibly export complete fer- tilizer plants. What is particularly interesting about Pratt's presentation of this technology transfer continuum is his thesis, backed by solid economic and technical considerations, that developing countries cannot and will not all move up through this technological continuum, from simple processing operations to the indigenous design of turnkey plants. The reason is not so much the absence, present or anticipated, of a capability to move up the~ ladder of technologicar sophistication as very nature of the technology in- volved. Fertilizer projects tend to be exceptionally large and bulky, produc- tive units must become larger if unit costs are to be kept competitive, and it makes little sense, except for the largest of the developing countries, to try to build a complete technological capability ranging up to the design of complete plants. In effect, the technology transfer taking place in the framework oI^ a fertilizer project is often a one-of-its-kind transfer. But even if, as in most other cases, it does not have any direct multiplier effects on local techriological capabilities, it is nevertheless economically very im- portant, if only because of the savings on foreign exchange and the likely increases in agricultural output resultirng from a greater availability of fertilizers. In chapter 14, H.G. Hilton examines a wide range of industries built up with the financial and technical assistance of the IFC. All of these indus- tries-pulp and paper, textiles, iron and steel, cement-belong to the private sector and are in some way basic to the industrialization process. Like the other authors in this part of the book, Hilton stresses the impor- tance of training in the technology transfer process and points to an impor- tant yet largely neglected fact: any transfer of technology is meaningless if the user of that technology is not able to maintain productivity levels above certain minimum standards. Plants operating at 10 or 20 percent of their rated capacity are u-ltimately much more costlv to a country than all of the foreign exchange their output was intended to save. The engineering industrieq examined in chapter 15 by F. Moore repre- sent a fairly new field f in- .+ement for the World Bank, but they are ex- tremely important because of their technological multiplier effects on other industrial sectors. The author shows that the projects financed by the Bank in countries such as Thailand and Korea are aimed not simply at transfer- ring technology-either as a primary or as a subsidiary goal-but rather 178 Technology, Finance, and Development at building up indigenous technological capability. These projects are still in their early stages, and for this reason it is difficult to evaluate them. But the work carried out in preparing and designing them already suggests that one of the first and most rewarding steps in building up such a capability is to inmprove what already exists, and such improvements often can be carried out with only minor capital investments. Water Resources Development Phillip Z. Kirpich Water resource planning has always been a key concern of the World Bank and its borrowers. Given the critical water shortages in many developing countries, as well as the growing flood, soil erosion, and pollution prob- lems, it is likely that sound water planning will become even more important in the future. Several characteristics of sound water planning have emerged from such planning. It has become increasingly clear that it is not only the physical factors (water quantity and quality, aquifer characteristics, soil properties) that must be considered but also the economic and social elements. To mention just a few examples, investments in rural areas directly concerned with water too often have retained a bias toward heavy construc- tion or industry. Many large dams have, been built primarily to provide hydroelectric power for industry. When irrigation has been the major pur- pose, a dam could be fully completed befiore a single farmer's channel had been dug, or it could have been in exis'ence for ten years without agreement on water costs, distribution, types of cultivation, and the institutional ar- rangements for financing, storing, moving, and selling the food produced. Twenty years ago, the term project hacl a narrower meaning than today; it meant physical works or facilities for limited objectives, such as a canal system for irrigation, a waterworks for ;potable water, a power plant, a highway, a school building, or an industirial plant for a specific product. Economic and financial analyses were made to determine the project's justi- fication from national and local viewpoints. Today the physical works are much more varied and are no longer considered in isolation. This is so not only because of the environmental effects, which in recent years have re- ceived much public emphasis, but also because software elements must be included as integral parts of a particular project. These elements can be ex- tremely important, as can be seen from the data in table 1-1, which show the relative importance of the various components in two typical integrated rural development projects financed by the World Bank.' Practitioners now accept that in the initial stages of the project cycle (which includes the identification, selection, and preparation of projects but not their detailed design, construction, or operation), some general prin- ciples should be used.2 Adopt a multidisciplinary approach, making use of a team composed of engineers, economists, agronomists, chemists, financial analysts, and soci- ologists, as appropriate. Public works departments traditionally have been 179 180 Technology, Finance, and Development Table 11-1 Typical Components of Integrated Rural Development Projects (percentage of total budget) Papaloapan Tungurahua Project, Project, Mexico Ecuador Irrigation works 25 58 Feeder roads 20 5 Potable water and sewerage 15 2 Rural electrification 7 1 Schools 8 Health clinics 7 1 Community centers 2 1 Agricultural credit 24 Agricultural technical assistance (including rain-fed agriculture) 15 7 Marketing assistance 1 1 Source: World Bank, 1978. dominated by engineers, but they are quickly learning that they must have a minimum understanding of the other disciplines for effective teamwork. Improvement in channels of communication among planners in various government agencies is essential, as well as between them and the politician. If public works departments are dominated by engineers, other key agen- cles-public health, agriculture, finance-are not. This tends to make inter- agency cooperation difficult, especially when communications are impeded by jargon incomprehensible to those in other disciplines or to politicians.3 Contacts and dialogues between the project planners and local people (officals, urban dwellers, individual farmers, or groups of farmers) should be established early in the planning stage and maintained continuously. Ways should be worked out together for making use of local knowledge and securing local participation in planning, construction, and implementation. It is surprising how many excellent ideas and suggestions the local people can come up with. It is, moreover, elementary good psychology to get par- ticipation on the part of local r.-ople rather than to spoon-feed them. Unemployment and underemployment are grave problems in such situa- tions, so it is obvious that labor-intensive methods are to be preferred. This is so not only for economic reasons but also as a means of unemployment relief and as a way of obtaining vital local participation in the implementa- tion of the. project at an early stage. At a recent international congress, much time was devoted to advanced methods, mainly involving electronic gadgetry, for improving operating efficiency while reducing labor re- quirements for water distribution networks. Commentators pointed out thai the economic worth of these gadgets had yet to be proved, even for Water Resources Development 181 advanced countries. The doubt would be even greater under conditions of labor surplus. Methods of demonstrated success are not necessarily transferable from one country or locality to another. This may seem obvious, and yet it is a common mistake to assume that they are. Conventional gravity irrigation canal systems of the arid or semiarid zones do not work well in the humid tropics of Latin America or in Bangladesh, a humid-zone country where landholdings are unusually small.4 In the Punjab (India and Pakistan), the green revolution in a way perplexed planners because almost spontaneously tens of thousands of shallow wells were installed by private farmers in the space of a few years. These were mostly electric-driven, low-capacity cen- trifugal pumps, which, in physical terms, are far less efficient than large- capacity deepwell-turbine pumps; yet the former are clearly superior in economic and human terms. Seemingly obtuse stubbornness on the part of the poor, subsistence farmers (generally a majority or a sizable minority in many developing countries) when they refuse to adopt readily modern methods of irrigation or to use improved seeds, fertilizers, or pesticides is usually justified because they cannot afford to take risks. This fact is of fundamental importance in planning water control schemes for agriculture, since the nature of the physical works and their sequence and speed of construction are directly af- fected. A difficult preliminary task thus is to persuade subsistence farmers of the value of the new methods through demonstration on a relatively small scale, at least to start. Water users should pay charges to cover two items: project operation and maintenance and the capital investment made to construct the project. Even small farmers or small urban consumers should pay the first in full (to ensure continued effective operation of the project) and as much of the second as possible, taking into account the repayment capacity of the water users and the needs for incentiv. to discourage waste of water, for disincentives to discourage pollution, and for revenue to assist in retiring indebtedness.5 In regions where water is scarce or becoming so, block systems, whereby charges per unit of volume increase as the volume increases, are receiving growing at- tention.6 Pricing policies for water obviously have many political overtones. The Bank, by insisting on reasonable financial performance targets for agen- cies that distribute water, has been able to relieve local officials of some of the agony of politically difficult pri.cing decisions while at the same time reducing the burden on the national budg,.Z.7 Project Leadership Successful project execution requires effective leadership, since, in addition to an interdisciplinary team, a leader is necessary to coordinate the efforts 182 Technology, Finance, and Development of the separate disciplines and provide linkages with outside agencies and with the local people. In my opinion, the ideal leader is one who has mastered one of the disciplines mentioned and in addition has acquired con- siderable understanding of the other disciplines; he or she should also keep up with local and world events. Such leaders are rare because the educational systems of most countries provide technical training that is too narrowly oriented toward a single discipline. Insufficient time is given to related disciplines and to the humanities; people lacking such training should be called technicians and not professionals. Technology Transfer through Foreign Experts: Advantages and Limitations If a country lacks leaders of the kind described, it can import them, but such an expedient may be of only limited and temporary value since plan- ning must go on continuously for many years and since foreign experts re- quire a long time to acquire sufficient knowledge of local conditions. In discussing the role of foreign experts, the various stages of the proj- ect cycle need to be considered. Following identification and preparation, a project proceeds to detailed design, construction, and operation, As figures Z D 0 z (D Bz BASIC DATA DEVELOPMENT PROJECT COLLECTION PLANNING IDENTIFICATION Key: A, foreign experts provide guidance but primary responsibility is with authority; B, foreign experts participate but primary responsibility is with authority; C, foreign experts take the lead but authority participates to ensure coordination with long-range plans and proper operation following completion; D, foreign experts take full responsibility. Figure 11-1. Long-Range Planning Water Resources Development 183 PREPARATION DESIGN. WORKSTMJRUWONKS MDESW:N CONSTRUCTION, OPERATION Key: A, foreign experts provide guidance but primary responsibility is with authority; B, foreign experts participate but primary responsibility is with authority; C, foreign experts take the lead but authority participates to ensure coordination with long-range plans and proper operation following completion; D, foreign experts take full responsibility. Figure 11-2. Project Execution 11-1 and 11-2 illustrate, foreign experts may have an important role in these various phases, which are not always clearly distinguishable from one another. The precise role of such experts is, in fact, a rather neglected ques- tion that has not been the object of much systematic or detailed study.8 Yet the answer is important since good development experts are too rare and valuable for their services to be wasted. If the role of the foreign expert is to be studied as it deserves, the com- plex processes of bringing a development project into being have to be ex- amined stage by stage, and the work done in each stage has to be examined and analytically divided. ILn the design and construction of large-scale water resource projects, we must, moreover, make a distinction between major wvorks and minor works. Large dams, transmission lines, pumping stations, processing plants, ana major canals fall in the first class and require dif- ferent treatment from minor strulctures-distributary lines and canals, small bridges and buildings, and the like. Large-scale water resource projects for developing agriculture usually involve a larger total effort in minor works than in major. An irrigation, drainage, or groundwater project typically contains many miles of small canals and drains, as well as many wells and ancillary structures. Rural roads 184 Technology, Finance, and Development must often be added, and sometimes farm works as well, such as clearing, leveling, and other kinds of land preparation. The aggregate cost of such minor works can easily exceed that of the major works on which the project is based. Individual large dams are, of course, conspicuous triumphs of civil engineering, but it is a great mistake to allow them to have all the publicity. Take, for example, the large irrigation-drainage-flood-control schemes in the Indo-Pakistan subcontinent, where, in the long run, the expenditures on minor works and agricultural ancillaries will greatly exceed the expenditures for major works. The minor works here involve a formidable interplay of a large number of variables of a complexity more than great enough to challenge the ingenuity of the finest technical brainpower. If minor works are characteristically extensive, they also have another feature that is important. Their planning requires close contact with local farmers, whose number will depend on the size of the average farm and area in the project. In parts of Latin America where farms are large, only a small number may be involved, but even there land subdivision and settlement schemes are tending to increase the number. In parts of South Asia, a proj- ect of 50,000 hectares with avera- landholdings of 1 hectare affects 50,000 families. With such large numbers, the problems of land acquisition and ra- tional layout of minor works become increasingly complex, not only be- cause of the physical factors such as topography and property lines but also because of the need for a suitably timed program in which the minor works are properly phased with respect to the software elements (such as credit, extension, marketing, and improved seeds and fer' s , Besides, the en- tire effort must be properly managed, with adequate 1iicentives provided to the farmer. Where will the directors of the project find the people who can handle such a complex of ancillary works and obtain the cooperation of the farmers in the process? All experience shows that only local people can deal on a massive scale with other locals. It would be impracticable (and ex- cessively costly) to bring in foreigners to the extent required, and even if they could be brought in, it would take them too long to get acquainted with local habits and customs. To find local people who already have, or who can be provided with, the necessary technical training means a great deal of planning at a very early stage, even before the stage of what is technically known as project preparation. Another compelling reason why the major part of the planning effort must be carried out by local rather than foreign experts concerns the con- tinuity that is vital to sustained success. Major development schemes in the world-the valleys of the Mississippi, the Nile, the Rhine and the Rhone, land reclamation in the Netherlands and Italy-were carried out over many decades, even generations, by people who made this work their career. It is in the nature of such devek^)ments that one must live with them for a long Water Resources Development 185 time to come to understand the many ramifications of works dealing with waters, land, and people. Unless a foreigner is prepared to live in the coun- try or can find some other way of continuously identifying with the par- ticular development, he or she cannot take primary responsibility but can be only an adviser on limited aspects of the development. On the other side of the coin, there will be many fields where, through lack of previous experience with works or projects of the type and scope con- templated, the necessary expertise cannot be found in the country. In this case, foreign experts should be employed. Such experts should be selected with care, taking into account whether their expertise covers technologies that are in fact applicable and transferable. For example, experts on water control in arid-zone agriculture should not be assigned to humid-zone agriculture nor should water supply experts on advanced treatment methods be assigned to deal with village water supplies based on groundwater. Foreigners cannot participate as fully in long-range planning as they can in project execution. The maximum effective foreign participation is reached in the phase of detailed design. Large and complicated structures, such as high dams, major diversion dams, large pumping stations, power stations, processing plants, and high-voltage transmission lines, require large, so- phisticated engineering design organizations. In countries with little previous experience, these can be developed only at high cost and over a long period of time. Moreover, even though the investment is made to create an organization to design, say, a high earth-fill dam, such an organi- zation will most likely be unsuitable for the next dam to be constructed, which may be one of concrete-gravity or thin-arch type. It is thus in the detailed design of major works that properly selected foreign experts are the most valuable. Such works usually can be isolated from the other works involved so that the problem of coordination with local factors, so characteristic of minor works, is generally not serious. The detailed design of major works can thus be performed anywhere, even out- side the country-for instance, at the home office of a consulting firm where all the necessary expertise is already assembled.9 Examples of major water resource development with which the World Bank has been concerned are described briefly in table 11-2. The Bank's participation has taken the following forms: review of consultants' terms of reference and reports, advice and monitoring of the effort of national groups, and direct participation through dialogues with national groups over an extended time period. The first form is the most common. It is argued that the second two forms should be used more often; however, the Bank has limitations with respect to its available manpower, and the Bank (rightly, in my opinion) does not wish to push its own ideas too hard as there is a danger that the resulting project(s) will bear a World Bank label rather than a national label. 186 Technology, Finance, and Development Table 11-2 Representative Examples of Major Water Resource Developments Involving the World Bank Name of Development Location Nature of Development World Bank Rolea National Water Plan Mexico See text Advice and monitoring Tropical Lowland Mexico Drainage and rain-fed Advice on F, PI, and PP Development agriculture, carried out by na- tional team aided by foreign experts (FAO) paid by UNDP Nile River Basin Egypt Master Plan for Water Advice and monitoring Resource Development on F and Use, by national team aided by foreign experts (UNDP project) Indus River Basin Pakistan Irrigation, drainage, Assisted in negotiating flood control, and treaty with India (1960) hydroelectric power, and administering sub- carried out by national sequent Indus Basin agencies aided by foreign Development Fund consulting firms Mekong River Basin Southeast Long-range plan for Advance on F, PI, and Asia flood control, irrigation, PP, including review of hydroelectric power, and Basin Plan and develop- navigation, by interna- ment priorities at request tional team financed by of UN UNDP Senegal River Basin West Africa Long-range plan by Advice on F, especially foreign consulting firms on possible phasing Land and Water Bangladesh Medium-range and long- Advice on F, PI, PP, Development range plans for irriga- and PO tion, drainage, and flood con- trol, carried out by national agencies aided by local and foreign consulting firms Lower Magdalena Colombia Flood control, drainage, Advice and monitoring River and rain-fed agriculture, on F and PI by national team with advice of foreign experts Mahaweli Ganga Sri Lanka Irrigation, flood control, Advice and monitoring and hydroelectric power, on F, P1, and PP by national team supported by foreign experts (UNDP) Montaro Development Peru Hydroelectric power and Advice on F and P1 (trans-Andean water supply for Lima, by Diversion) foreign consulting firm Lower Guayas Ecuador Flood control, drainage, Advice and monitoring River Development and rain-fed agriculture, on F, PI, and PP by national team supported by foreign experts Santiago Region Chile Water supply, irrigation, Advice on F Development drainage, flood control, and hydroelectric power, by na- tional team supported by foreign experts Chao Phya Basin Thailand Irrigation, power, Financing of study for municipal/industrial future water allocations; water supply, and flood advice on consultants' control terms of reference and review of consultants reports 'Abbreviations are as follows: F, framework planning; PI, project identification; PP, project prepara- tion; PO, project operation. Water Resources Development 187 When the construction phase for the major works has been reached, foreign experts will be still required to ensure proper execution of the design. But at this stage, local technicians should play a larger part for reasons of economy so that they may have sufficient acquaintance with the works to operate them when the time comes. The construction of minor works and the operation of all works should be primarily the responsibility of the local authority set up for the ultimate operation of the project. The construction of minor works is something that, if not already within the capacity of local contractors and technicians, should become so at an early date, since, with any development of conse- quence, the same kind of minor works are repeated many times. The opera- tion of the project should be undertaken by local authorities, with only the occasional guidance of foreign experts as might be found necessary. Whatever the immediate role of the foreign expert-whether in plan- ning, design, construction, or operation--his or her contribution will have little lasting effect unless on-the-job training of local experts for these tasks is an essential part of the assignment. Training of Local Manpower In many countries, the availability of local experts, without whom no major development effort can succeed, is far short of the need. The difficult task of creating an adequate corps of such experts in a reasonable time must be attacked on several fronts. Education at all levels, vocational as well as pro- fessional, is one means. On-the-job training is another; such training is another fruitful field for the foreign expert.10 In construction, some spectacular successes have been achieved on such large concentrated operations as the Mangla Dam in Pakistan and the Aswan Dam in Egypt. When activities become more dispersed, results are not usually too good; indeed, up to the present, efforts to train local experts for planning and management, and for dealing with local inhabitants on a massive scale, have fallen short of their objectives. In Bangladesh, for example, there has been some development of local know-how in project preparation, but in execution and management, as measured by the needs-admittedly very large-progress so far is disap- pointing. This is true despite the presence of large numbers of foreign ex- perts for more than two decades. Fortunately, the authorities in Bangladesh, in cooperation with foreign aid and foreign financing agencies (including the World Bank), are now engaged in working out a solution, following studies of the proper role of foreign experts. These studies have focused on how such experts can be most effective in carrying out training of local ex- perts and how to develop and maintain adequate sources of local experts. Although examples of successful on-the-job training in water resource projects are disappointingly few, there are some notable successes. The 188 Technology, Finance, and Development development of consulting firms in Colombia is one. Educational standards have always been relatively high in that country. In the late 1940s and early 1950s, several promising young Colombian engineers started their own firms, after a period of employment with foreign (mostly U.S.) firms. The Colombian firms are now entirely independent, although some find con- tinued association with the foreign firms to be advantageous. Although formal education and on-the-job training are valuable means of developing local experts, they can succeed only where potential experts are available, and they are not likely to be available in the absence of an auspicious climate that will attract the vigorous and intelligent among the population to follow the pursuits involved. How can this be achieved? Salary scales are one answer, but possibly more significant is the prestige connected with working on a project of high national purpose and impor- tance. Here is where government at its highest level comes in. Government should first establish prestige by giving the project concerned high priority. Second, it should establish an organizational framework along with person- nel policies that will maintain prestige and morale. The Ministry of Hydraulic Works of Mexico, the Waterstaat of the Netherlands, and the Tennessee Valley Authority in the United States are examples of world- famous agencies that have attracted high-caliber people and kept them at high levels of performance. The rewards offered comprised national recog- nition and feeling for a job well done rather than monetary compensation, although it is true that the latter was above generally prevailing rates. Organizational and Institutional Factors In the less developed countries the organizational and institutional framework concerned with water resource development is generally weak- more so in the agriculture and water supply sectors and less so in the power sector. The weakness in the case of the agricultural sector stems largely from the low priority traditionally assigned to agriculture. Although at- titudes are changing, agriculture still suffers from insufficient funds, lack of skilled manpower, and economic policies unfavorable to agricultural development. In the water supply field, institutional as opposed to engineer- ing improvement is relatively more difficult to achieve, particularly where services are poor and deteriorating, Another typical problem in developirng countries is the lack of coordina- tion between the implementing ministries, on the one hand, and the so- called core ministries that handle overall national planning and finance, on the other. Often the only way to proceed is to push actual projects that have been well prepared even though the plan has not been fully defined. These institutional problems also prevail in the developed countries, although the nature of the institutional problem in the developed countries is different from that in the developing countries." 190 Technology, Finance, and Development The government designated the Secretaria de Recursos Hidraulicos (SRH) as the main agency responsible for the study. SRH established a special Plan Commission to organize and manage various multidisciplinary planning groups composed of staff from SRH and other concerned agencies to carry out the work program. The government also established a coordi- nating committee organized by SRH but including representatives of the Ministry of Programming and Budgeting (Secretaria de la Presidencia, SDP), the Ministry of Finance (Secretaria de Hacienda y Credito Publico, SHCP), the Ministry of Industries and Commerce, the Ministry of Agricul- ture, and the Department of the Federal District to assist and guide the work of SRH and ensure full cooperation of all concerned agencies. At the highest level, a directive council consisting of three Mexicans and three foreign experts in planning, provided policy guidance. The deputy minister for planning of SRH was designated to head both the Plan Commission and the coordinating committee. The planning groups were composed of about fifty specialists from Mexican consulting firms. A UNDP project with a grant of about $1.1 miillion was approved to assist in carrying out the study through the provisic,n of five international experts on a full-time basis, resident in Mexico, and about tv enty part-time nonresi- dent experts. The UNDP grant covered the cost of the international experts, as well as fellowships and visits abroad of Mexican staff, and seminars con- ducted in Mexico by visiting expatriate university professors and other ex- perts. In accordance with a government request, the World Bank acted as ex- ecuting agency for the UNDP project, and the Bank assigned four profes- sional staff members to assist in recruiting the international experts and in monitoring the progress of the study. The corresponding tripartite agree- ment stated that the National Water Plan emerging from the study "should provide a reliable frame of reference for future lending programs in the field of water resources," without, however, interfering with loans already being processed. The work of the Plan Commission culminated in the issuance of a docu- ment in early 1976 entitled "Plan Nacional Hidraulico 1975." The follow- ing accomplishments of this study deserve to be highlighted: 1. General acceptance, for the first time, of the need for a continuing, in- stitutionalized planning effort covering the entire project cycle (frame- work planning, project identification, project preparation, project im- plementation, and project monitoring). 2. Assessment of the deficiencies and unreliabilities of existing data bases and determination of the need for more detailed field studies (ground- water, drainage in humid tropical lowlands, and check of agricultural statistics through satellite pictures, for example).'2 Water Resources Development 189 Long-Range Planning: The Case of Mexico Typically, in most countries, water resources projects (irrigation, water power, flood control, drainage, water supply, waste disposal, navigation, soil conservation, and watershed management) are identified, evaluated, financed, and constructed on a piecemeal basis. To avoid this undesirable situation, long-range, continuously updated national and/or regional water plans are necessary, although proceeding with actual projects cannot always wait for the preparation of such plans. The appropriate timing for proceed- ing with preparation of national and regional water plans should depend, first, on a commitment by the government of adequate leadership and tech- nical manpower resources (usually seriously limited in less developed coun- tries) and, second, on a determination of how critical the water resource factor is with respect to national objectives and priorities. Mexico provides an example of a developing country in which water availability is a limiting factor and where the government has provided adequate leadership and manpower, including some international experts, to carry forward national and regional water planning in an effective man- ner. Mexico's investment in water projects in the public sector amounted to $2.7 billion in the 1971-1976 Sexenio (presidential administration). In addition, the private sector has been investing considerable sums in groundwater development under government-sponsored credit schemes. The water resources of Mexico are scarce compared to the needs, and con- flicts over their uses are becoming serious. In order to develop a sound water policy for the efficient utilization of available water re6ources, while taking into account sectoral priorities and the objectives of more equitable income distribution and regional development, the government proceeded in September 1972 to carry out a National Water Study. The long-range objective of this study was to formulate and institute a systematic process of water resource planning for the rational selection of programs, proj- ects, and policies concerning water so as to help attain the country's objec- tives of socioeconomic development. The immediate objectives of the study were the following: 1. Formulation of policies concerning water development and control, with recommendations for the institutional measures required. 2. Formulation of alternative water development programs for the short, medium, and long term, including preliminary identification of proj- ects. 3. Design of an information system to cover immediate data needs and to ensure the flow of data needed for systematic planning. 4. Establishment of a systematic training and instruction program cover- ing the additional staffing needs of all the areas and activities included in the plans, programs, and projects for water resources development. Water Resources Development 191 3. Initiation of studies and evaluations that measure existing and potential water use inefficiencies, particularly in irrigation, together with an analysis of potential alternatives to reduce such inefficiencies, including an analysis of present water pricing practices in agriculture, as well as other sectors, with proposals for changes in order to bring about greater efficiency and equity pricing practices. 4. Development of mathematical models for major hydrologic basins as tools for analyzing alternative regional hydraulic development projects. 5. Identification of present and likely future water use conflicts and preparation of proposals for solution, including the transfer of avail- able water from low-value to higher-value uses, conjunctive ground- water-surface water systems, and new means to deal with the resolution of such conflicts.13 6. The first systematic attempt to evaluate the implications of the pro- posed medium- and long-term development programs on the current and future SRH budgets. 7. Establishment of better liaison with the core ministries (Programming and Budgeting, and Finance) and with other agencies concerned with water resources. 8. The first attempt to evaluate skilled manpower needs within and out- side SRH, including an evaluation of existing educational structures (and their required changes) to overcome manpower training deficien- cies. 9. With respect to agriculture, recognition that the vast but hitherto largely neglected humid-tropical lowlands in the Gulf Coast must now receive priority attention, that the traditional approach (large-scale irrigation) is inappropriate for this region, and that, instead, the emphasis should shift to drainage, flood control, and small-scale supplemental irriga- tion. 14 10. Growing recognition in several other water-short Latin American coun- tries with knowledge of the Mexican effort (Chile, Peru and Ecuador) that the time may soon be ripe to undertake a similar activity. Framework Planning Frequently there is a lack of interaction between long-range plans, whether national or regional, and specific projects. The best way to overcome this problem is to proceed by successive approximations. The term framework planning has been used to describe this device, which may be viewed as a series of approximate, periodically updated, and improved studies of available data on physical and human resources, socioeconomic conditions, multiple objectives for a region, and alternative development plans.'5 The 192 Technology, Finance, and Development concept seems obvious, and it is not at all new; what is surprising is how often it is not used. There are many examples worldwide of overly perfect master plans, which are not only excessively rigid but also make use of in- adequate or erroneous data.'6 The term master plan has, moreover, a sense of finality that is inappropriate for the evolving, multifaceted activities em- braced by water resource development. Long-range plans have a number of other defects. As far as specific projects are concerned, they often suffer from inadequate downward linkages with local residents and politicians. In seeking such contacts, selec- tivity should be practiced so as to identify influential local leaders without whose support time and effort will be wasted. Long-range plans often also suffer from inadequate upward linkages- inadequate contact between the project-implementing agency and the ap- propriate national planning agency. When goals are poorly defined, thb' project development agency may not be able to wait for the clarification cf such goals. On the contrary, by proceeding with the project, a feedback will take place, and it may, in fact, help to define national goals. Finally, long- range planning may become quickly obsolescent. Thus, plan updating should be a continuous process, carried out by a well-qualified multidis- ciplinary group. Since framework planning, like all other planning, requires intuition, imagination, and seasoned judgment, it is a field for neither the narrow- minded nor the novice. Here again the problem confronting developing countries is to find the best combination of local and foreign expertise to carry out both long-range planning (including framework planning) and project preparation. In most instances, framework planning has been car- ried out using river basin divides as the problem boundaries. Such boun- daries, however, are not always appropriate, as shown by several examples of major water resource developments with which the World Bank has been concerned. The Application of New Techniques Space age techniques have a place in water resource planning in the devel- oping countries. These techniques include remote sensing and mathematical models that make use of computers. If intelligently used, these new tech- niques can save much time during both the reconnaissance phase of plan- ning and during the operating phase. Computerized mathematical models of hydraulic systems (for example, river basins involving several reservoirs or large groundwater aquifers) are often useful, although their applicability in the developing countries would be the exception rather than the rule. Moreover, there is a danger inherent in overcommitment to mathematical models that stems from the fact that Water Resources Development 193 reality cannot always be represented by quantifiable factors. Nonquan- tifiable factors may be even more important in the decision-making process. Consider, for instance, the risk that farmers must take in anticipating their markets for commodities by several months, the social instability resulting from increased unemployment if labor-saving technology is used, or the fact that poor subsistence farmers will not try out the new high-yielding varieties of seed because failure can mean starvation. Mathematicians familiar with the manipulation of models are rarely in a position to identify such key variables, and since models are often allowed to develop a life of their own rather than remain a limited tool, there is a tendency not to rely enough on professionals from other disciplines who cannot provide com- puterizable statistical information."' Since planning is an art as well as a science, we must allow scope for in- tuition, imagination, and judgment, which can never be fitted into mathe- matical models, categories, and coefficients. We have learned that the level of professional competence and judgment of an experienced interdisci- plinary team is crucial and transcends in importance the skills in mathe- matical modeling. The term systems analysis has tended to become synonymous with the use of mathematical models. In my opinion this meaning is incorrect since all the term signifies is a logical and orderly approach to the analysis of a system (and there is nothing new in such an approach) while taking into ac- count all relevant factors, some of which are quantifiable and some of which are not. Since nonquantifiable factors, according to my definition, are included, systems analysis transcends and is not synonymous with mathematical models."8 Notes 1. On this point, see David J. Bates and Graham F. Donaldson, "Changes in Emphasis in Rural Sector Lending," Finance and Develop- ment (June 1975); Albert Waterston, "A Viable Model for Rural Develop- ment," Finance and Development (December 1974); and Arturo Israel, "Toward Better Project Implementation," Finance and Development (March 1978, vol. 15, no. 1, p. 27.30). 2. Confusion often arises as to what is meant by detailed design and how much design is included at the project preparation stage. By detailed design, I mean construction drawings and specifications for civil works and equipment, in sufficient detail to solicit tenders leading to contract awards. The project preparation stage should, in my view, culminate in the form of a feasibility report; such a report should include enough preliminary design on which to base reasonably accurate cost estimates of the costs of both hardware (civil works and equipment) and software (administration, tech- 194 Technology, Finance, and Development nical assistance, training, and so forth). Decisions on whether the project should proceed and, if so, how it should be modified should be based on a review of the feasibility report. Detailed design should then start without delay. 3. When politicians have pet projects-a not uncommon situation- planners should be ready with alternatives that weigh the pros and cons in economic and social terms. The planners must then try to persuade the poli- ticians regarding the most desirable course of action-a difficult task that is not always effective. 4. See P.Z. Kirpich and H.P. Dugan, "Province-Wide Irrigation and Drainage Planning and Development in East Pakistan," paper presented at the Eighth Congress of the International Commission for Irrigation and Drainage, Varna, Bulgaria, 1972. 5. For a discussion of the advantages and limitations of economic in- centives and disincentives, see Sterling Brubaker, To Live on Earth: Man and His Environment in Perspective (Baltimore and London: Johns Hopkins University Press, 1972), pp. 172, 186. 6. See Marshall Gysi and Daniel P. Louks, "Some Long Run Effects of Water Pricing Policies," Water Resources Research (December 1971): 1375. 7. See World Bank Operations-Sectoral Programs and Policies (Baltimore and London: Johns Hopkins University Press, 1972); Rural Development-Sector Policy Paper (Washington, D.C.: World Bank, 1975); Village Water Supply-A World Bank Paper (Washington, D.C: World Bank, 1976), pp. 35-36. 8. That it is not only a neglected question but also an urgent one is the view of C. Gordon Thether, Financial Times, 26 April 1967, commenting on P.Z. Kirpich, "Foreign Experts: Their Advantages and Limitations," Finance and Development (March 1967). 9. Suggested techniques for the selection and engagement of consul- tants (including foreign experts) can be found in Guidelines for the Use of Consultants by the World Bank as Executing Agency (Washington, D.C.: World Bank, 1981). 10. For a longer discussion of manpower problems, with special refer- ence to water resource planning and implementation in Mexico, see Gunter Schramm, "Human Institutional Factors," Natutal Resources Journal 16, no. 4 (October 1976). 11. For discussions of institutional aspects of water management in de- veloped countries, see Water Management-Gestion de l'Eau (Paris: OECD, 1972), and Gilbert F. White, Strategies of American Water Man- agement (Ann Arbor: University of Michigan Press, 1969). 12. A common fault to be guarded against is to collect an excess of data that are either irrelevant or premature in that they vill become obsolete before being used. Water Resources Development 195 13. The Lerma River basin in the central plateau is the zone of most in- ternal conflicts over water use (urban and industrial versus agricultural) and over pollution. The Lerma basin is adjacent to and provides important sources of water for Mexico's two largest cities (Mexico City and Guadala- jara) and contains within its limits eight medium-sized cities, important in- dustries, and about 200,000 hectares of irrigated land. Water demand has already outstripped the available supply in dry years, and serious contam- ination of underground aquifers is occurring. 14. Vast areas with good soils elsewhere in tropical America that are similarly underutilized-even though they are ecologically similar to the productive rice areas of South Asia-include the Lower Magdalena basin in Colombia, the Lower Guayas basin in Ecuador, and the Pantanal (state of Mato Grosso) in Brazil. See P.Z. Kirpich, "Development of Lowland Tropical Flood Plains in Latin America" (Paper presented at the Regional Preparatory Meeting for the World Water Conference, Lima, August 30, 1976), and Kunio Takase and Toshihiro Kano, "Development Strategy of Irrigation and Drainage," Asian Agricultural Survey, Part VII (Manila: Asian Development Bank, 1969). 15. According to this description, a framework plan would resemble in many respects the Level B studies of the Water Resources Council of the United States. See "Establishment of Principles and Standards for Plan- ning," Federal Register, September 10, 1973, p. 92. 16. There is a need for flexibility not only in framework planning but also in project preparation and implementation, especiaLly for new-style projects with large software components; see Israel, "Toward Better Proj- ect Implementation." 17. Several writers have warned of the danger of faddism associated with mathematical models. See John Kenneth Galbraith, Economics, Peace and Laughter (New York: Houghton Mifflin 1971), p. 43; World Bank Op- erations-Sectoral Programs and Policies, pp. 428, 453, 455; and Ven Te Chow and S.J. Kareliotis, Water Resources Research (DIecember 1970): 1580, who note, "A systematic theory for the formulation of a stochastic system model is unavailable because the formulation of the model requires practical knowledge of the physical characteristics of the process and the system that is usually lacking in the mathematician." 18. For further references on the advantages and limitations of systems analysis as applied to water resources planning, see Myron B. Fiering, "The Role of Systems Analysis in Water Program Development," Natural Re- sources Jourtal (October 1976, vol. 16, no. 4), and Gilbert F. White, "In- troduction-World Trends and Needs," Natural Resources Journal (Oc- tober 1976, vol. 16, no. 4); Warren A. Hall, Systems Analysis in Irrigation and Drainage," Journal of the Hydraulics Division, ASCE (April 1973), and discussion by P.Z. Kirpich; and Asit K. Biswas, ed., Systems Approach to Water Management (New York: McGraw-Hill, 1976). Power Generation and Distribution Richard H. Sheehan and S. Ramachandran The electric power sector is one of the three largest areas of Bank lending (the other two are transportation and agriculture). By the end of fiscal year 1983, the cumulative lending in the power sector reached $18.6 billion, ac- counting for almost a fifth of all the Bank Group operations. In the early 1950s, when the primary focus of the World Bank's opera- tion was the transfer of resources to the war-devastated countries of Europe, the power sector offered an especially appropriate channel for a quick and efficient transfer of resources on the massive scale that was re- quired. After the setting up of the Marshall Plan, the Bank focused its lend- ing activity on the developing countries. Power again played an important role in the lending strategy primarily directed to the industry sector. In re- cent years, the Bank's philosophy has emphasized rural developmn,!nt and lending directly to provide for basic needs. Despite this change in policy, commitments in the power sector have continued to grow. Between 1978 and 1983, power sector loans amounted to $10.1 billion, more than 15 per- cent of the total Bank lending over the same period. Although a somewhat smaller proportion than in the past, current levels represent a greater dollar amount than ever before. The Bank recognizes that power is necessary not only for the development of the manufacturing sector but also in agriculture to drive water pumps and for agro-based in- dustries; it is also required for the general development of the villages through rural electrification. Power Sector and Its Development The growth of the power sector in many developing countries tends to follow the same general pattern. Three broadly defined stages may be iden- tified. In the first stage, electricity is introduced to the country, most often starting in the urban areas. Small scattered plants, often installed to meet the needs of a particular industry, also generate power for the needs of nearby consumers. The plants are sometimes privately owned and operated, but municipalities and city or state governments may be involved. If the World Bank starts to lend for power in the country at this stage, it tends to be in- volved with relatively small, isolated projects. 197 198 Technology, Finance, and Development The second stage arises as the demand for power grows, the area of coverage expands, and larger plants are built. The Bank's role at this stage is not only to finance generating plants, transmission lines, and distribution facilities but also to help develop an effective organization. Where the management of the sector is fragmented, resulting in poor planning and in- efficient operation, the Bank frequently advocates consolidation and some- times makes its loan conditional on centralization. The government is some- times urged to pass the needed legislation and clear the way for mergers where such actions would increase the efficiency of the sector operation. Often the countries are encouraged to create an electricity authority at the national level. With the creation of a central authority, the power system of the country may be planned more efficiently. Sophisticated tech- niques are introduced to help plan for the growth of power generation facilities to meet a growing demand. This ensures the most economical ex- pansion and also helps schedule sufficiently in advance the availability of financial and human resources needed for the construction of the system. The third stage is the institutional development of the sector. Although an electricity authority may have been created, it may take some time before the organization begins to function effectively. Procedures that were ade- quate for smaller, fragmented organizations are usually found to be inade- quate for large-scale operations with widespread interconnections. The Bank helps with technical assistance in the planning and building up of in- stitutional capacity. This sometimes requires reinforcement of existing institutions or advice to the borrowing country on how to create new institu- tional structures appropriate to the nation's power sector development. Fre- quently at the Bank's initiative, the expertise is provided by consulting firms, which are hired to conduct diagnostic studies or offer other kinds of technical assistance, such as improved management information systems or better ac counting techniques. Funds are also made available for the train- ing of personnel in the techniques of management and power sector plann- ing. Institution building remains one of the primary goals of the Bank in its power sector lending program. The Bank's Role in Technology Transfer In power, as in other sectors, the choice of technology is of great impor- tance. There are usually several possible ways to produce the desired output. Some options generally will employ more of the needed inputs to produce a given result and are therefore inefficient relative to other techniques. Com- mon sense often rules out some technically inefficient technologies, but other choices are less obvious. In many cases, there are several different Power Generation and Distribution 199 techniques, all technically efficient and each using different amounts of the various inputs. The choice among these techniques is an economic one and should take into account the scarcity of the required inputs and the costs and benefits of the investment. The determination of the least-cost tech- nology is mandatory in the evaluation of projects in the power sector. The term least cost means the minimum long-term combined capital and operating costs of the system (excluding sunk investments), which are dis- counted at an appropriate interest rate. The Bank does not have set views on proper sector technology. It does not suggest the use of large rather than small generating units, or capital- intensive methods of construction instead of labor-intensive methods, or the reverse. For example, there are considerable economies of scale in the genera- tion of power, and when large-size thermal units are chosen, it is a reflection of scale economies. Similarly, the use of capital-intensive construction tech- niques may well be the most appropriate, even in labor-abundant developing countries, if their use results in large savings of money. In the preliminary assessment of a power project, the demand for power is first projected in considerable detail, including the magnitude and fre- quency of peak loads. The various ways of meeting this demand in the ac- tual country context are then evaluated with as close to the same degree of reliability as possible. If the project is feasible, the Bank then strives to help the borrowing country select the most technically and economically efficient technology in relation to the specific objectives, constraints, and circum- stances of a project. As a matter of policy, the Bank does not advocate the installation of prototype facilities or the use of untested technologies in developing countries. This does not mean that the Bank is opposed to new techniques, but it does not wish to see scarce development capital used for experimental purposes. The Bank has, however, financed geothermal plants and lignite-fired steam plants that were among the first of their kind in the world. There have been instances where the Bank has considered, but not chosen, the most modern technology. In one country, for example, extra high voltage direct current transmission was studied for a large power proj- ect, but it was finally decided that the more appropriate choice was alter- nating current. In another country, a lower voltage transmission system was preferred to a more sophisticated high voltage system because of the special circumstances of the project. When the situation is warranted, however, the Bank does not hesitate to recommend the very latest technology, the leading edge of the state of the art. This has been true particularly in the case of transmission systems where transferring large blocks of power over long distances is necessary. The Bank has not endeavored to transfer technology in the abstract, nor has it sought, at least in the power sector, to cultivate new technologies 200 Technology, Finance, and Development through its own program of research and development, although in one case it has partly financed a power research facility. Rather, the role of the Bank has been that of a catalyst, helping its borrowers identify priority sectors of development and assisting in the choice of proper facilities and the most ap- propriate technologies. "Technology involves a great deal more thar he mechanical processes."' In addition to the rather obvious engineering aspects of technology, finan- cial and economic expertise, as well as organizational know-how, are also transferred. Technology transfer is, however, a slow and complex process. Beginning with the right questions being posed to the entity seeking the loan, the transfer of technology proceeds through the various stages of project appraisal, negotiation, implementation, and operation. Techniques of system planning and economic appraisal are transmitted in the early stages of project definition and preparation. Most of the engineering know- how gets transferred during the actual construction and start-up phases, and organization skills are developed as operations begin. In most countries where the Bank has lent for power projects, the relationship has been a con- tinuing one with a series of lending operations over long periods of time. While the beneficiary of the loan-the power entity-is the main recipi- ent of the technology transfer, some know-how spills over to others. Local suppliers and construction contractors acquire new expertise as the project is carried out. In order to stimulate such transfers, the Bank encourages local manufacturers of equipment and local construction firms by using them where possible. Local equipment suppliers are granted a margin of preference of up to 15 percent over foreign suppliers; local civil works con- tractors in very low-income countries are allowed a margin of 7.5 percent. With few exceptions, the Bank finances the portion of power project costs that involve foreign exchange. This component tends to be higher for projects in the power sector than, for instance, in the agricultural sector, but there are also big differences within the power sector itself. The propor- tion of foreign costs for a hydroelectric complex may reach only 50 percent of the total because civil works for hydro projects have a large domestic content, including labor and locally available materials such as cement and reinforcing steel. For steam-electric plants, which are much more dependent on equipment manufactured outside the country, the proportion of foreign costs can go up to 75 percent. In countries where manufacturing capacity is limited, the foreign exchange component of transmission and distribution facilities may be even higher. The most important element in the implementation of a project is the arrangement for construction. Delays in completion result in delays in realizing benefits. A competent and experienced contractor can usually be relied on to plan the work and mobilize resources to meet the construction schedule. Because the most experienced firms are often based in the indus- Power Generation and Distribution 201 trialized countries, local firms tend to win fewer contracts, and it is difficult for them to break out of this vicious circle; they do not get the job because they do not have enough experience, but they cannot get the experience without the job. One way out of this situation is for local firms to form con- sortia with foreign firms when bidding for projects. The Bank has en- couraged this in several instances and has also favored the hiring of local firms for the construction of auxiliary works, such as access roads, con- struction camps, maintenance facilities, etc. These components often ac- count for a substantial portion of a large and complex project and usually have fewer complications. In recent years, local firms have been widely used in the construction of power projects in several middle-income developing countries. The diffusion of technology among developing countries has attracted much attention, and the Bank is in a good position to act as a broker in the technology market, especially in the transfer of technologies from one developing country to another. But the problem here is a basic one: in many cases, there is little new technology in the developing countries themselves. Where the production capability exists in developing countries, the Bank has encouraged the purchase of such equipment by its borrowers, but results have been mixed. In some cases, deliveries have been late, or the equipment did not meet specifications. The effect may well make it even more difficult for suppliers from developing countries to gain a significant share of the international market. Greater attention must be given to quality control and reliability if developing countries are to become major suppliers or contractors in other countries. One important aspect of technology transfer is the dissemination of the cumulative knowledge and experience gained from all Bank projects. The lessons learned in one country are used to good advantage in other countries by both the Bank and by various firms involved in the projects. While this cannot really be thought of as a conscious and deliberate technology transfer, it does constitute a substantial benefit for borrowing countries and can be viewed as a kind of transfer of technology between developing countries. Transfer of Engineering and Organizational Capabilities Two general types of technology are transferred in the power sector. The first comprises technical and engineering capabilities, and the second relates to organizational and managerial skills. Beginning with the first loan made for an electric power project-to Chile in 1948 where it financed a high- head hydroelectric generating plant, which at the time was the highest in the Western Hemisphere-the World Bank has helped to transfer engineering 202 Technology, Finance, and Development know-how. In that same country, it helped to introduce arch dam technol- ogy when it financed the Rapel hydroelectric project in 1959, and seven years later, new underground construction methods were introduced at the El Toro hydroelectric station. Several of the extra high voltage (EHV) transmission lines financed by the Bank introduced new technology to the country. Brazil's first 345 kilovolt line was begun in 1958; EHV technology was introduced to Iran and Yugoslavia in 1972, and in Argentina a 500 kilovolt line was adopted for the Chocon hydroelectric project transmission system in 1968. Direct current transmission was employed for the connection between New Zealand's North and South Islands in 1962. The Bank also helped build Ireland's first pumped storage facility. Italy's first nuclear power plant, the Senn nuclear project approved in 1958, was supported as a training facility. The Bank has had a major role in the transfer of organizational capabil- ities in the power sector in several countries. Brazil is one of the Bank's main power borrowers and has a large and rapidly growing power sector. After financing individual projects for several entities within the country, the Bank realized the importance of a comprehensive strategy for the development of Brazil's hydro resources. In the 1960s the Bank acted as the executing agency for a study financed by the UNDP to evaluate the hydro- electric potential of the south and southeastern regions. This so-called CANAMBRA study, completed in 1969, formed the basis for the develop- ment strategy of the power sector during the 1970s. The Bank also played a major role in drafting the legislation that has made the Brazilian power sector financially viable. The power sector regulatory body in the Ministry of Mines and Energy, the Departamento Nacional de Agua e Energia Electrica (DNAEE), and ELETROBRAS, the government holding company, have been assisted by the Bank in carrying out their tasks, and Brazil is now well advanced toward an integrated plan- ning and operation of major sector facilities. In Thailand in 1968, the Bank helped with the formation of the Elec- tricity Generating Authority of Thailand (EGAT), now largely responsible for the generation of power in the country. Although it is not the sole authority in Thailand (the Metropolitan Electricity Authority and the Pro- vincial Electricity Authority are responsible, respectively, for distribUtion in Bangkok and the rural areas), EGAT has sufficient authority to plan and expand power generation effectively. Panama provides an interesting example of Bank-induced transfer of organizational know-how. The Instituto de Recursos Hidraulicos y Elec- trificacion (IRHE) was created in 1961, prior to the Bank's involvement in the power sector of the country, and was charged with the coordination of power development in Panama. The first Bank loan to IRHE was made in 1962 to construct a 6 megawatt hydroelectric plant to serve the Central Pro- Power Generation and Distribution 203 vinces. It was found, however, that the IRHE operated under considerable political pressure, which resulted in mismanagement and financial dif- ficulties. The more sizable second loan to IRHE in 1970 to finance the 150 megawatt Bayano hydroelectric plant, the 40 megawatt Las Minas steam- electric plant, and the transmission line to Panama City was not made until much-needed organizational changes were instituted. New legislation per- mitted IRHE's operation as an autonomous agency and made the position of director general a nonpolitical one. The director general was made solely responsible for day-to-day operations, and the board of directors' role was limited to policy matters. The Bank loan also provided for the hiring of management consultants and for the training of IRHE's personnel. In mid-1972, IRHE's role changed significantly when the Panamanian government nationalized the Compania Panemena de Fuerza y Luz (FyL) and transferred its assets to IRHE. FyL had received concessions for the operation of electricity, telephone, and gas services in Panama City and Colon. This transfer increased the scope of IRHE's operations several-fold and imposed a strain on the existing organization. The Bank persuaded IRHE to appoint a technical director and, together with consultants, helped IRHE to develop its organization and institute better management and con- trol systems. The Bank's third loan in 1973 helped finance diesel generating plants, transmission, distribution, and load dispatch facilities, but it was found that further organizational changes were needed if IRHE was to fulfill ef- fectively its enlarged role. Prior to the approval of the fourth loan (for the La Fortuna hydroelectric project), the consultants appointed at the Bank's suggestion undertook a diagnostic study of IRHE's organization to help identify areas that needed to be strengthened. The Bank has financed the consultants whom IRHE has since hired to help implement the recommen- dations. The Bank played a major role in the development of IRHE's organiza- tion and in urging the Panamanian government to pass the necessary legisla- tion. Although it was the management consultants who actually trained IRHE's personnel and instituted the management information system, it was the Bank's involvement that aided IRHE's continued development. The Bank's efforts have not always been successful. In Turkey, for in- stance, the results have been less than expected. Prior to 1970, four state organizations, a half-dozen or so private companies, a large number of private industrial firms, and more than 600 municipalities and villages were involved in generating, transmitting, and distributing electricity. The four state organizations included a planning and statistical organization respon- sible for all planning in the sector, the State Hydraulic Works (DSI) respon- sible for the development of hydroelectric projects, Etibank, and a State 204 Technology, Finance, and Development Economic Enterprise whose power group constructed and operated all ma- jor thermal plants and transmission lines in Turkey. Today there are only two state organizations: Tiirkiye Elektrik Kurumu (TEK) and the DSI. TEK is responsible for the major part of the generation and transmission of electricity, and DSI is responsible for the planning of hydropower development. Municipal authorities buy most of the power from TEK, except for Ankara which still generates part of its requirements. The largest private utility provides only 9 percent of the energy consumed in the interconnected system. This institutional framework under Turkish law is different in several respects from that suggested by the Bank and at least partly responsible for the inefficient operation of the sector. The Bank, however, is still trying to assist TEK overcome these difficulties and becorne an effective electricity authority. Tariffs and Finance Perhaps the greatest obstacle to the growth of the power sector is inadequate finance. Few utilities generate sufficient revenues to finance their expansion programs completely. The pov-r sector is a voracious consumer of invest- ment capital and is expensive to operate. To some extent, borrowing in- variably will be necessary, but tariffs must be set to reflect the costs of supply. The laws and regulations applicable to power companies often contain clauses that permit them to earn a fair rate of return. The return is calculated on net fixed assets, but accounting techniques usually value assets on the basis of historical costs. Inflation causes this historical value and the cost of replacement to diverge considerably. When electricity tarii'fs are set at levels that yield a fair return on the original value of assets, they fail to generate sufficient funds; and it is unrealistic to look to the govern- ment for the difference since governments are always hard pressed for funds to finance other development projects not capable of producing revenues. The Bank believes that power utilities should be allowed to generate enough funds to finance a reasonable portion of their own expansion. Public ownership of the electricity company or authority, either in part or whole, alleviates the fear of exploitation, but it also tends to make the electricity authority more susceptible to political pressures than are private companies. The demand for electricity, within limits, is usually found to be relatively inelastic with respect to price. While electricity is a major input in certain electrochemical and electrometallurgical industries, in general it accounts for less than 3 percent of the total industrial production costs in developing countries. As a consequence, the welfare loss of higher tariffs is unlikely to be very large. Power Generation and Distribution 205 In most countries, the greater opposition to tariff increases stems from a fear that such increases will increase inflation. This is rarely the case. In- creases in the price of electricity generally will have a minimal effect on the rate of inflation becauise the share of electricity costs in relation to the total cost of living is r-elatively small. Indeed, it can be argued that failing to raise tariffs may be inflationary because low tariffs would stimulate too much de- mand and the consequent dipping into the gov