Document of The WVorld Bank FOR OFFI]CIAL USE ONLY Report No. 2094-MOR STAFF APPRAISAL REPORT FOURTH EDUCATION PROJECT IN THE KINGDOM OF MOROCCO Marc:h 19, 1979 This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without Worid Bank authorization. CURRENCY EQUIVALENTS (September 1978) Official Rate US$ 1.00 = Dirham (DH) 4.10 DH 1.00 - US$ 0.24 Measures 1 m= 3.28 feet 1 m2 = 10.76 square feet 1 km2 = 0.38 square mile 1 hectare = 2.47 acres Fiscal Year January 1 to December 31 FOR OFFICIAL USE ONLY KINGDOM OF MOROCCO STAFF APPRAISAL REPORT FOURTH EDUCATION PROJECT Table of Contents Page No. Basic Data I. THE EDUCATION SECTOR ................................1 Socio-Economic Background ...........................1 Education Development ancl Policy .................... 2 Education Issues ........ ............................ 4 Technical Manpower Requirements ..................... 7 Education Finance ................... .-...... -.... 8 Bank Strategy and Lending for Education .... ......... 9 II. THE PROJECT .............. ............................ 10 Introduction ......................................... 10 Objectives and Scope ................................. 10 Technical Lycees ....... ............................ il Regional Technical Teacher Training College ....... 12 Higher Institutes of Technology ................... 13 National Institute of Applied Engineering ......... 14 Mohammedia Engineering College Extension ... ....... 14 Evaluation System ................................... 15 Teacher Requirements ................................ 15 Technical Assistance ................................ 16 Pre-investment Designs .............................. 17 III. PROJECT COSTS, FINANCING, IMPLEMENTATION AND DISBURSEMENTS ....................................... 17 Cost of Project ..................................... 17 Recurrent Costs ..................................... 20 Implementation ...................................... 20 Administration ...................................... 20 Architects and Preliminary Designs .................. 21 Sites ............................................... 21 Bank Review and Approvals ........................... 21 Procurement ......................................... 21 Disbursements .22 IV. BENEFITS AND RISKS .................................. 22 Benefits .......... .................................. 22 Risks . ............................................... 23 List of Critical Activities .......................... 24 V. AGREEMENTS REACHED AND RECOMMENDATION ............... 25 This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without Worid Bank authorization. Table of Contents (Continued) ANNEXES Page No. 1. CHARTS AND TABLES Chart 1 Structure of the Education and Training System 26 Chart 2 (a) Implementation Schedule - 5 Technical Lycees, TTTC, Institute of Applied Engineering 27 2 (b) Implementation Schedule - 6 Technical Lycees, Institutes of Technology 28 2 (c) Implementation Schedule - Mohammedia Engineering College Extension 29 Tables 1.1 Comparative Education Indicators 30 2.1 Technical Assistance Requirements 32 3.1 Unit Capital Costs and Areas per Student 33 3.2 Contingency Allowances 34 3.3 Estimated Schedule of Disbursements 35 2. RELATED DOCUMENTS AND DATA AVAILABLE IN THE 'PROJECT FILE 36 MAP KINGDOM OF MOROCCO Basic, Data (1976).P Total Population (1978) 18.8 million Current Rate of Population Growth 3.0%p.a. Per capita GNP (1977) US$570 Literacy Rate about 28% Primary School Enrollment as a Percentage of Age Group 7-11 65% 2/ Lower Secondary School Enrollment as a Percentage of Age Group 12-15 21% 3! Upper Secondary School Enrollment as a '2/ Percentage of Age Group 16-18 11% _ Higher Education Enrollment as a Percentage of Age Group 19-22 4% 2_ Central Government Expenditures on Education as a Percentage of Tota:L Government Expenditures 15.2% Central Government Expenditures on Education as a Percentage of GNP 6.3% 1/ See Annex 1 for comparative educational data. 2/ Gross enrollment ratios. I. THE EDUCATION SECTOR Socio-Economic Background 1.01 Economic and social policies in Morocco in the 1960s were markedly conservative and led to slow economic growth and widening disparities in the distribution of income. New policy orientations emphasizing the equal importance of faster economic growth and a more equitable distribution of its benefits were set out in the 1973-77 plan. The plan called for export-led growth concentrated in the manufacturing and mining sectors and expansion of rainfed agriculture and tourism. A high target growth rate for GDP (real terms) of 7.5% p.a. was set for the plan period and actual achievement is expected to be 7.3% p.a. This rate is a significant improve- ment on the previous decade when growth averaged 3.6% p.a. in real terms. The plan also emphasized expansion of the social sectors, particularly education, and improvement in the distribution of income. Within the edu- cation sector, significant progress has been made with total enrollments increasing at over 8% p.a. in the plan period. 1.02. The interim plan for 1978-80, although reflecting less optimistic economic conditions, is expected to continue to emphasize economic growth and the distribution of its benefits. The export sector will again receive priority. However for the next few years, the social sectors will be subject to the constraints on public expenditure brought about by falling export prices (especially for phosphates), rising military expenditures and increased public debt service. Nevertheless the education sector will continue to receive high priority as indicated by its prominence in the 1978 budget. 1.03. The population of Morocco (estimated at 18.8 million in 1978) is distributed largely according to the clictates of topography and climate with most people occupying the cities and rich agricultural plains of the central and northwest regions. Population density in 1976 was estimated at 60-140 persons per km2 in the four provinces of the north and west compared with about 15 in the three provinces of the south and east. Sparse population ensures that the provision of education facilities in the latter is both difficult and expensive, leading to inequalities in the distribution of educational opportunities (para. 1.14). Population is currently growing at the high rate of 3.0% p.a. and high fertility rates are expected to sustain this growth rate until the 1990s, thereby maintaining pressure on the educa- tion system for continued rapid expansion. Migration to the urban areas has continued at a significant rate with t:he urban population accounting for an estimated 40% of the total in 1978 comapared with 29% in 1960. Migration overseas for employment has not been quantitatively significant according to available data with an average of arotnd 23,000 workers departing per annum between 1973 and 1977. However, the economic impact of workers' remittances remains important -- estimated at over $600 million in 1977. Although little is known about the skill structure of migrating Moroccans, present skill shortages are undoubtedly being exacerbated by the outflow. - 2 - 1.04. Employment in Morocco increased at an estimated 3.4% p.a. during the plan period 1973-77 or at about the same rate as the growth of the labor force. Agriculture is still the major, though declining, source of employ- ment, accounting for an estimated 47% of employment in 1977 compared with 67% in 1960. Employment growth in the secondary and tertiary sectors (estimated at 7.1% and 5.7% p.a. in 1971-77) was probably sufficient to stabilize the level of unemployment rather than reduce it in this period. Unemployment is estimated at around 10% with unmeasured but significarnt underemployment in the rural areas. Although the government has implemerLted some measures (land distribution, public works programs and assistance to handicrafts) aimed at reducing unemployment there has been a clear tendency to favor capital in- tensive methods of production. Investment incentives need to be changed to encourage labor intensive projects if the employment needs of a rapidly increasing population and a steady urban migration are to be met. Education Development and Policy 1.05. Demographic factors have played an important role in the recent development of Morocco's education system. The high growth rate of population is resulting in an increasingly youthful population and the pressure of social demand has caused the education system to expand rapidly at all levels in recent years. During the period 1971-77 primary enro]lments increased at 6% p.a., secondary enrollments at nearly 10% p.a., while enrollments in the universities increased 3.5 times. Gross enrollment ratios have now reached quite reasonable levels for a country at Morocco's stage of development, being 65% for primary (7-11 years), 21% for lower secondary (12-15 years), 11% for upper secondary (16-18 years) and 4% for higher education. 1.06. The enrollment targets of the 1973-77 plan have been exceeded in the primary and secondary schools, although in the latter the planned shift of enrollments from letters to math/science and technica] courses has not been achieved. Enrollment targets in the teacher training colleges have also been exceeded although it now seems that primary teacher needs were underestimated and a rapid expansion of primary teacher training is planned in the next few years (para 1.10). Progress towards reducing repeater rates at the primary level has been slow and although secondary repeater rates are not appreciably above plan targets, they are nevertheless still high (para 1.13). Moroccani- zation of the primary teaching service has been achieved and it seems certain that lower cycle secondary will be fully moroccanized by the target year 1980. 1.07. Education policies for the future will continue to be directed towards long term goals namely: (a) the expansion of primary education to provicde complete enrollment of the seven year age group by 1995; (b) arabization--the continued expansion of Arabic as the language of instruction, especially at the secondary level in science and technical courses; - 3 - (c) moroccanization of the teaching service. This is complete at the primary level and it is planned to have the lower secondary level fully moroccanized by 1980; (d) the de-elopment of secondary and higher education to meet the country's needs for skilled manpower through the expansion of secondary technical education, higher institutes of technology and a greater orientation towards science and engineering in the universities; 1.08. Education is being given high priority in Morocco in accordance with its key role in the country's development. In general, educational policies have been soundly conceived and are relevant to long term objectives. Administration of the education system has been strengthened recently with the amalgamation of the Ministries of Primary and Secondary Education and Higher Education to form the Ministry of National Education and Training. This brings policy formulation for the whole formal education system under one minister who is served by two secretaries of state. The new ministry also contains a directorate of training, under strong leadership, which will coordinate the post-secondary training activities of other ministries. At the commune level, the policy of giving more responsibility for the management of primary schools to local government authorities will ensure a closer relation- ship between education and the social environment. 1.09. The problems of the education system (paras. 1.12-1.18) are well understood in Morocco, but their solution will be long term. The gradual generalization of primary schooling will progressively reduce inequalities of opportunity between sexes and regions, while arabization will reduce the language disadvantages now suffered by poorer children. More relevant curri- cula in primary and secondary schools, to be achieved through increased teaching of science and technical subjects, improved teach-ing aids and better qualified teachers will, in the long run, help to reduce repeater and dropout rates. Expansion of secondary technical schooling and higher technical and scientific education will increase t'he supply of crucially short skilled manpower. 1.10. However the pursuit of these policies will place an increasing burden on teacher training, particularly at the primary level and ultimately on the national budget. In 1977, there were only 4,500 students enrolled in primary teacher training colleges producing an output of around 2100 and this is highly inadequate in terms of teacher needs, estimated at 4,900 p.a. to 1990. This deficiency has been recognized by the government and the capacity of the primary teacher training system will be raised to 14,000 places by 1982. The supply of teachers at the lower secondary level is being met adequately by the system of regional teachers' colleges (enrollments 8,053 in 1977). Upper secondary teachers are drawn from university graduates who follow a one year teacher training course at the Ecole Normale Superieure (enrollments 219 in 1977). To increase supply, the government has introduced a special one-year course to upgrade teachers with suitable experience and - 4 - academic potential. 1/ A program for the construction of eight ecoles normales superieures is also currently under consideration with priority to be given to the training of math/science teachers in four year courses. 1.11. In terms of overall financial resources, education and training currently accounts for a high 6.3% of GNP and this level of effort is expected to be maintained to 1990 (para. 1.22). Clearly, the government will need to exercise a high degree of cost consciousness in the future and emphasize measures to reduce unit recurrent capital costs in order to keep the burden of education within acceptable limits. Education Issues 1.12. While total enrollments at all levels have expanded rapidly in recent years, growth has been accompanied by significant qualitative problems. They are: (a) Efficiency 1.13. Despite improvements in recent years repeater and dropout rates are still high. In the primary cycle, 31% repeat and nearly 6% drop out, while in secondary the rates are about 16% and 7% respectively. In 1977, 98,000 or 26% of grade 1 enrollments were repeaters while 13,000 or 12% were repeating grade 6. Thus about one in four primary places and one in eight secondary places normally available to new admissions were preempted by repeaters. Examination success rates are low with only 33% passing the secondary entrance exam and 44% receiving the baccalaureat. These qualitative deficiencies are caused by a number of factors including socio- economic pressures for early termination of schooling, irrelevant curricula and lack of textbooks and teaching; aids and, at the primary level in particular, language problens and a shortage of qualified teachers. Within the university system the situation is even more serious with dropout rates of between 25% and 43% and repeater rates of 30%-53% for first year students. Only 30% of candidates received the licence in 1977. (b) Equity 1.14. Marked disparities in educational opportunity by sex and region continue to exist. The proportion of girls enrolled in primary schools was only 36% of total enrollments in 1977, barely an improvement over the 33% recorded in 1970. At the same time, urban girls have a much better chance of entering school than their rural counterparts--46% of new primary enrollments in urban areas were girls compared with 23% in rural areas. Regionally, 39% of primary enrollments are female in the north-west while the proportion is only 19% in the sout:hern region. At the secondary level girls accounted for only 35% of total enrollments in general secondary schools in 1/ The capacity of the special course is being increased under the third education project (Loan 1220-MOR) which is financing a training institu- tion for 275 trainees. 1977 although this is an improvement over the 26% enrolled in 1970. Within technical secondary schools only 22% of enrollments are girls. Marked regional disparities by sex also occur at the secondary level with girls accounting for 38% of total enrollments in the north-west region compared with less than 20% in the southern region. In primary teacher training, female enrollment has reached 44% but declines to 22% in lower secondary teacher training. In the universities only 20% of enrollments are female. (c) Language 1.15. The continued widespread use of French as the language of instruc- tion together with the slow rate of arabization of the curriculum have posed serious problems within the school system. The introduction of French in grade 3 and its increasing use thereafter has raised learning difficulties for children from poorer homes who lack contact with the language outside the school environment. This in turn has contributed to increased repeater and dropout rates. Tardiness in producing textbooks and teaching aids in Arabic as well as teachers capable of teaching in the language have held up arabiza- tion in both primary and secondary levels, although in the former, the teacher service is fully moroccanized. At the secondary level, arabization has commenced in history, geography and philosophy but progress will continue to be hampered in science and technical courses by the lack of textbooks in Arabic and the high proportion of non-Moroccans (35%) in the teaching force. (d) Relevance 1.16. Primary education has a strcng literary bias which is similarly reflected in the secondary schools and universities. Thus the two-thirds of primary school leavers who do not enter secondary school have received an education which has scant relevance te life after school or the need to find gainful employment. About 60% of teaching time in the lower secondary cycle is devoted to letters but an attempt is being made to make learning more practical through the establishment of the "introduction to technology" course (para. 2.06). Within the upper cycle of the general secondary schools, 49% of enrollments are in letters compared with 47% in science and 4% in technical and commercial courses. At the universities, the pattern is much exacerbated with nearly 77% of students enrolled in law and arts compared with 9% in science and 1% in engineering. Over the past five years, 61% of graduates have come from the faculties of law and arts and if these trends continue Morocco will soon have a surplus of non-technical graduates posing future pro- blems of high level underemployment arid unemployment. To make the university system more relevant to the country's high level manpower needs, a substantial reallocation of resources is needed irn favor of science and engineering courses. (e) Manpower Training Problems 1.17. Shortages of skilled and experienced manpower in Morocco have acted as a serious constraint to economic and social development. At the higher levels shortages have been alleviated by the employment of large numbers of expatriates but this constitutes merely a temporary and costly expedient and -6- should not obscure the urgent need to develop local sources of manpower supply. Development of higher education has favored the universities, which in 1977 had enrollments of 45,000, rather than the higher institutes of technology (enrollment 6,000). Within the universities, as noted in para. 1.16, there exists a strong bias towards arts and law courses suggesting the need for a redirection of resources in favor of science and engineering courses in the universities and towards the non-university institutes of technology. The problem is recognized in current policies for the development of higher education which call for the establishment of four institutes of technology, two applied engineering institutes, a school of architecture, the extension to Mohammedia Engineering College and three faculties of science. It is not clear at this stage whether policies for the restructuring of university enrollments in favor of science/engineering courses will be at the expense of resources allocated to arts/law courses or whether these will continue to expand and additional resources made available for expansion in science and engineering. If the latter is intended, it will cause additional pressure on an already high education budget. 1.18. At the middle and lower levels, shortages are particularly crucial and the training infrastructure inadequate. Technical secondary schools enroll only one student for every 13 in general secondary schools. In the non-formal sector the artisanat training scheme covering 15 trades enrolls only about 4,000 trainees; training in Ministry of Labor vocational schools (8,200 enrollments including 3,600 in six month courses), health training (4,500), agriculture (1,500) and tourism (1,200) service the other major fields of middle and lower manpower demand and outputs from the system are estimated to meet only about one third of requirements. Apart from quantita- tive inadequacies, vocational training undertaken in different ministries suffers qualitative deficiencies resulting from a shortage of trained in- structors and teaching materials and has lacked a coordinating mechanism comparable to the Directorate of Training recently established to serve this purpose for post-secondary training (para. 1.08). 1/ At the lowest level, pre-employment training in six month courses enrolls 3,600 trainees. These courses provide the first opportunity for training to those who may not have completed primary schooling but since even the simplest formal courses require at least some primary education, the 35% of the age group who do not attend primary school, together with older illiterates, are excluded entirely from future training opportunities. The need for literacy programs and expanded low level skill training is therefore an obvious priority. The 1973-77 plan called for the establishment of the National Bureau of Literacy within the Ministry of Education with an interministerial commission to coordinate its work. However the Bureau has not been established and the plan target of giving some literacy training to 2.5 million illiterates remains unmet. 1/ The situation is expected to improve following a recent decision to make the Ministry of Labor and Vocational Training responsible for coordinating all lower technical/vocational training. -7- Technical Manpower Requirements 1.19. The achievement of Morocco's hopes for a rapidly growing and modernizing economy rests to a great extent on the availability of skilled technical manpower. Reliance on expatriates to fill crucial gaps in manpower demand is both very costly and incompatible with the long term needs of a self-reliant economy and society. Technically trained Moroccans are needed in large numbers to fill high level technical posts, to assume managerial responsibility and at the middle leve:L to meet the requirements for tech- nicians to operate and maintain increasingly complex systems of production. The structure of the education system in Morocco does not serve well the country's needs for technical manpower. At the upper secondary and higher levels, enrollments are strongly biased in favor of non-technical courses and the accompanying table indicates clearly the highly inadequate supply of technical manpower at the present time. Education policies for the future emphasize strongly the need to develop middle and higher technical education and the fourth education project that is described in this report will make a significant contribution to this objective. Manpower Requirements, 1977-90 Additional Annual Output f rom: Annual Average Output from Proposed Institutions Requirements System Project Proposed for Category 1977-90 1977 Institution 1978-82 Engineers 5-year course 580 112 400 /1 4-year course 1,160 275 190 190 Higher Technicians 4,400 407 550 550 Middle Technicians Industrial 11,700 1,499 2,180 Commercial 13,500 :3,906 1,020 Technical Teachers 310 0 /2 240 /1 This is the estimated output froam an enrollment capacity of 2,200 at the Mohammedia Engineering College. The proposed project covers an expansion of the college to this capacity. Enrollments in 1977-78 were 535. /2 At present there is no specific t:raining in Morocco for technical teachers, 60% of whom are expatriates. - 8 - 1.20. The inadequacy of basic data in Morocco has made estimates of future technical manpower needs difficult and figures should be regarded only as general orders of magnitude. Nevertheless the gap between estimated annual requirements and current output demonstrates the general dimension of the manpower shortage in Morocco. It is estimated that annual requirements for engineers in Morocco during 1977-90 will be 1,740 p.a. of which 580 will be "ingenieurs d'etat" (five year course) and 1,160 "ingenieurs d'application" (four year course) compared with a current output for both categories of 387.1/ Requirements for higher engineering technicians in the same period are estimated at 4,400 p.a while outputs were only 407 in 1977. Middle level technical manpower requirements are expected to average 11,700 industrial technicians p.a. and 13,500 commercial technicians. Outputs of these cate- gories in 1977 were 1,499 and 3,906 respectively. 1.21. The project institutions would make a signil icant contribution to the long term requirements for teclanical manpower in Morocco and an especially important contribution to the planned expansion of the higher education system. The extension to Mohammedia would raise its enrollment capacity f rom 535 to 2,200 and an annual output of around 400 ingenieurs d'etat could be expected. The applied engineering college, with an estimated output of 190 p.a. is one of two to be established and current proposals also call for the establishment of four higher institutes of technology, the first of their kind under the Ministry of National Education. The project would finance two of these which together would graduate 550 higher teclhnicians a year at full capacity. The 11 technical lycees would more than double current capacity and would eventually graduate 2,180 engineering technicians and 1,020 commer- cial technicians per year. The majority of graduates are expected to enter direct employment to ease the critical shortage of middle level technicians. The technical teacher training college would play a major role in supporting the expansion of technical education by providing 240 technical teachers a year or 77% of estimated annual average needs. Education Finance 1.22. Expenditures on education in Morocco have reflected the rapid rate of growth of enrollments at all levels in recent years. Overall enrollments increased at around 8% p.a. betweEtn 1973 and 1977 and this educational effort has imposed an increasing burden on the economy with total public expenditure on education, as a proportion of GNP, rising from 4.2% in 1972 to 6.3% in 1976. Assuming that education continues to receive high priority in national development, current trends indicate that education will account for around the same proportion of GNP by 1990. Although the burden of educational expenditures is not expected to increase appreciably, it is nevertheless quite high for a country at Morocco's stage of development and it emphasizes the need for close control of educational expenditures. In 1973-77, recurrent costs in primary and secondary education rose at arotnd 10.5% p.a. due mainly 1/ Output figures do not include Moroccan graduates of overseas institu- tions. In 1977 there were 773 Moroccans studying engineering and technical courses overseas. - 9 - to increases in teachers' salaries. There are clear opportunities for lower- ing unit costs through raising the relatively low internal efficiency of the school system. The government is expected to exercise close control over boarding and scholarship costs and teachers' salaries, which account for 85% of recurrent expenditures in primary and secondary education. Furthermore, substantial savings are expected to accrue through the moroccanization of the secondary teaching service which is currently 35% expatriate. The ongoing effort to improve school location planning will continue as a matter of priority and every effort will be made to reduce unit construction costs and ensure appropriate space standards in educational facilities. Bank Strategy and Lending for Educatien 1.23. Growth, modernization and self-reliance within Morocco will place a particularly heavy responsibilitv ori the education and training system to improve the general educational level of the population and especially to produce the skilled manpower required to achieve Morocco's long term develop- ment objectives. Education policies in Morocco have been directed towards these ends by emphasizing the generalization of primary education, moroccan- ization, arabization, and expansion of secondary and higher education to meet manpower needs. Nevertheless quantitative expansion has been accompanied by qualitative deficiencies especially inL the form of low internal efficiency and lack of relevance of teaching to national needs (paras. 1.13 and 1.16). 1.24. Bank lending in the education sector (two credits and one loan) has been consistent with the government's objectives and the need to mitigate the problems of the education system. Lending has concentrated on: (a) expansion and qualitative improvement of secondary education as a basis for producirg urgently needed manpower; (b) the expansion of teacher training in support of the policy of moroccanization; (c) the expansion of manpower training capacity in specific priority sectors (agriculture,health and tourism); and (d) support for more relevant and equitably distributed rural education through the construction of experimental primary schools in the most deprived rural areas. The first credit (79-MOR for US$ 11 million) in 1965 provided for the construction and equipment of 21 secondary schools (three were later deleted) offering a mix of general academic and vocationally oriented short courses. The latter were never implemented following a government reform which abolished vocational courses in the formal education system and thus the impact of the project was reduced. There were also substantial delays in implementation due to poor project management in the early stages. Implementation was in the hands of part-time officials; weak decision making capability and cumbersome disbursement procedures also con- tributed to the delays. The situation steadily improved following the crea- tion of a separate, permanently staffed project unit as specified in the second credit agreement. 1.25. The second credit (266-MOR for US$ 8.5 million) in 1971 provided strong support for teacher training through the establishment of seven teacher training colleges and the qualitative improvement of science and technical teaching through the provision of science laboratories for 6 general sec- ondary schools, and equipment for 10 technical and 13 commercial schools. - 10 - Construction and equipment were also provided in support of forestry training. Implementation of this project proceeded satisfactorily and is now complete. The third project (Loan 1220-T-MOR for US$ 25 million) in 1976 continued support for manpower training in specific sectors (agriculture, health and tourism), secondary education and teacher training ancd also provided 47 primary schools with practically oriented curricula to increase educational opportunities and the relevance of primary schooling in rural reas. Imple- mentation of this project is proceeding satisfactorily. 1.26. The proposed fourth education project concentrates on meeting Morocco's crucial needs for technicians and engineers and training technical teachers. This project is vLewed as a specifie effort: in middle and higher technical education to relieve Morocco's severe shortages of technical man- power. Future lending is expected to emphasize lower level training needs for particular priority sectors (such as agriculture and health) and voca- tional training for industry with emphasis on skill upgrading for the poor. With regard to the latter, areas for future Bank lend-ing will be identified in a study of lower level vocational and technical training being financed under the third project. II. THE PROJECT Introduction 2.01 The proposed project was prepared by the Moroccan government, in part by means of engineering studies financed under the third education project.l/ Bank pre-preparation missions visited Morocco in June and October 1977 and a Moroccan preparation mission came to Washington in November 1977. A Unesco mission assisted in project preparation in Jianuary 1978. The project (loan amount $113 million) was appraised by Messrs. W.E. Rees (economist, mission leader), A. Andonyadis (architect), J.C. Jones (technical educator, consultant) and R. Dugre (engineering educator, consultant) during February 13 - March 10, 1978. The government presented a list of nine prepared items of which five were appraised in line with government and Bank priorities and the limit imposed by the estimated loan amount. Slow progress in design develop- ment necessitated further visits by the mission architect in November 1978 and January 1979 and has led to a considerable delay in finalizing project documents. Objectives and Scope 2.02 The project is designed to increase the supply of (a) middle and higher technicians and engineers to meet Morocco's urgent demand for these uianpower categories; and (b) technical teachers for the expanding system of technical lycees and for the "introduction to tec'nnology" program in 1/ The engineering studies were for five technical Lycees, the technical teacher training college and the applied engineering institute. - il - the general lycees. The project institutions would be located in accordance with government policies for decentralized development and the need to dis- perse training opportunities among regional centers of development. The project would comprise: (a) Construction, furniture and equipment for: Estimated Estimated New Annual Annual Grades Places Intake Output (i) 11 Technical lycees 10-12 10,160 3,330 3,200 (ii) Regional Technical Teachert Training Institute 13-15 660 250 240 (iii) 2 Higher Institutes of Technology 13-14 1,152 580 550 (iv) National Institute of Applied Engineering 13-16 768 200 190 (v) Extension to Mohammedia Engineering College 13-17 1,665 500 400 (b) Technical assistance related to (i) - (iv) above (20 man-years of experts and 1-1/3 man-years of fellowships). (c) Technical assistance for the project implementation unit (8 man- years). (d) Pre-investment designs for the preparation of a future education project. (a) Technical Lycees 2.03 The project would provide for the construction and equipment of Il technical lycees offering three-year industrial and commercial courses at the upper-secondary level (grades 10-12). Outputs are estimated at 2,180 indus- trial and 1,020 commercial technicians. The courses are designed with specific reference to the needs of industry and commerce for middle-level technicians and it is expected that a majority (85-90%) of graduates would seek such employment with the remainder enterîng higher technical education. Individual choice in this respect is likely to be influenced by the favorable employment conditions offered by indlustry and commerce and by the relative scarcity of bursaries and places in higher technical education. Entry to the technical lycee is open to those wit:h good passing marks in appropriate subjects in grade 9. All courses are open to women but relatively few are expected to enroll in industrial courses. A much more significant female enrollment is anticipated in the commercial courses, especially those prepar- ing for secretarial work. Boarding for about 6,000 students would be financed under the loan reflecting the need to serve students from poorer homes and to draw inputs from beyond the centers of population in which the institutions are to be located. These locations reflect both the government's policy - 12 - of decentralizing education/training opportunities in accordance with regional development needs and the specific regional needs of industry and commerce for technicians. 2.04 Curricula reflect the need for practical preparation of technicians and have an adequate balance between laboratory/workshop programs and theoret- icai studies. The industrial course offers four options (industrial produc- tion, design, electrotechnics and electronies) and in iive schools an addi- tional option in industrial chemistry is provided to reflect regional needs for technicians to serve the chemical industry. The commercial course offers options in accountancy and secretarial studies. The sitatute under which the technical lycees would be established requires the creation of advisory councils, representative of local industrial and commercial interests and the government will establish them within six months of thie opening of the insti- tutions. The councils would be responsible for ensuring the relevance of training to local labor market needs, the placing of students in employment training during vacations and career guidance. Councils would also be respon- sible for the management of funds raised from a training tax 1/ and used for the purchase of materials, maintenance of workshops and the payment of part- time teachers drawn from local enterprises. 2.05 An academic staff of about 80 would be needed for each technical lycee. Considerable reliance on expatriates recruited under existing bila- teral agreements with France and Belgium would be necessary during the first years of operation until the outputs of the proposed technical teacher training college become available. Technical assistance (about 5 man-years) would be required for course/equipmLent specialists and a small number of fellowships to provide counterparts to these experts (para. 2.21). (b) Regional Technical Teacher Training College 2.06 This institution would be established on a suitable site at Mohamme- dia and would serve two purposes: (a) to train teachers for the "introduction to technology" course in the lower cycle of general secondary schools and (b) to train teachers for the expanding system of technical lycees. The introduc- tion to technology course was instituted during the 1973-77 plan as part of the policy to place greater emphasis on science and technology in general secondary education. Teaching of the course is currently restricted by the availability of only 116 technology teachers who have been trained in tempo- rary facilities at Casablanca. It is intended that the course be extended to all general secondary schools to provide two hours of instruction per week in each of the four years of the lower cycle. For technical lycee teachers, no formal training currently exists in Morocco. Of the present stock of nearly 600 technical teachers, about 60% are expatriates and the Moroccan teachers are drawn directly from industry or from university graduates who have com- pleted a one-year course at the Ecole Normale Superieur. Almost all of the latter teach the basic math/science courses. 1/ The training tax is levied at a rate of 1% of payroll on enterprises with more than 10 employees. -- 13 - 2.07 The proposed training college would provide a two years course for lower cycle technology teachers and a three years course for upper cycle technical lycee teachers. The two-year course would enroll 180 students who would follow a well-balanced program covering technical and general subjects and teaching methods. The three-year course would enroll 480 students who would take a year's common course followed by specializations in one of the six options offered in the technical lycees (para. 2.04).l/ Entry to both courses would be by means of an entrance exam for holders of an appropriate baccalaureate. All courses and options would be open to women but it is expected that significant female enrollment would be achieved only in the secretarial option. An advisory council would be established with appropriate industry representation. Boarding for 450 students would be financed under the loan. 2.08 At full capacity the training college would graduate about 85 technology teachers which would allow for the steady expansion of enrollments in the introduction to technology colurse. Annual outputs of around 155 technical teachers would be sufficient to staff two or three new technical lycees per year and in addition would allow for the progressive replacement of expatriates. For the training college itself, 83 academic staff would be required including about 60 expatriates. Technical assistance (5 man- years) would be needed for course/equipment specialists during the start-up period in 1983-84. (c) Higher Institutes of Technology 2.09 The proposed project would finance two higher institutes of technol- ogy to provide a two year course for higher engineering technicians. The institutes would be located at Casablanca, Morocco's largest industrial city and at Fez, a center for the textile industry which is also near the oil and sugar refining industries located around Sidi Kacem. Each institute would enroll 576 students and offer specializations in mechanical, electrical, electronic, civil and chemical engineering. Curricula adequately reflect the needs of industry and provide an acceptable balance between practical and theoretical studies. Entry to courses would be by examination open to suit- able baccalaureates. All courses would be open to women and a target female enrollment of 20% has been set. However this target is unlikely to be met in the first few years of operation in view of the present low level (3.7%) of female enrollment in similar courses. Boarding for 432 students in each institute would be financed under the loan. 2.10 At full capacity, each institute would require 56 academic staff recruited entirely from Moroccan sources. Technical assistance (5 man-years) would be required only for course/equipment specialists during the start-up period in 1983-84. Part-time faculty drawn from industry are expected to play an important teaching role and serve to develop links with local enterprises. These links would be further strengthened by the creation of an advisory council for each institution with strong industry representation. 1/ No specific training is offered for industrial chemistry because the number of teachers is small anc[ would be drawn from industry or the universities. - 14 - (d) National Institute of Applied Engineering 2.11 The National Institute of Applied Engineering would provide a four year program for "ingenieurs d'application". These are engineers with a practical orientation who are closely involved in the production process and supervise the work of technicians. Their training must provide technical knowledge and skills combined with sufficient theoretical knowledge to implement decisions and make independent judgments in an operational setting. The ingenieur d'application provides the link in the technical manpower structure between the research/design engineer (ingenieur d'Etat) and the practical work undertaken by higher and middle technicians. The program would extend over eight semesters of sixteen weeks, each of 32 hours. It would offer a common first year followed by engineering specializations in civil, electrical, mechanical and metallurgy. Curricula are well balanced between basic sciences, socio-economic and technology subjects, the latter constituting 67% of the program. Entry to the program would be open to scientific and technical baccalaureates and persons with equivalent qualifi- cations. The goal for female enrollment has been set at 20%, but it is unlikely to be achieved in the first few years of operation. Boarding for 768 students would be financed under the loan. 2.12 The Institute would be located at Casablance on a suitable site capable of future expansion. When fully operational the Institute would require 74 faculty recruited entirely from Moroccan sources. Technical assistance (5 man-years) would be needed for course/equipment specialists during the start-up period in 1983-84. It is expected that part-time faculty drawn from industry and government agencies in Casablanca would make an important practical contribution to the teaching program and links with these sectors would be further strengthened by the appointment of an advisory council with strong industry representation. (e) Mohammedia Engineering College Extension 2.13 The Mohammedia Engineering College was established in 1960 to provide a three year engineering diploma. The program was upgraded to a four-year ingenieur d'application degree in 1962 and further upgraded in 1970 to provide a five year ingenieur d'Etat program. The ingenieur d'Etat is a full professional engineer whose training is oriented towards design, planning, research and management. Training for this role must impart a high degree of technical and theoretical knowledge as well as an understand- ing of socio-economic and environmental issues to develop a broader viewpoint and enable the engineer to make decisions that exten,i beyond purely technical considerations. Additional specializations or options are not envisaged in the proposed expansion of enrollments at Mohammedia. The site for the extension is part of the existing campus. The existing buildings will accommodate the two year common course forming a school of basic studies (plus the College administration) and the extension will accommodate the four specialist departments. Additional boarding accommodation would be provided by the Government. - 15 - 2.14 The five-year program at Mohammedia extends over 10 semesters of 15 weeks, each of 32 hours and offers four engineering specializations (civil, electrical, mechanical and mining) with 12 options. Curricula are well balanced providing for a common course during the first two years which emphasizes mathiematics, science and languages. Specializations in the last three years are well-adapted to actual engineering practice and include social science and management subjects. Entry to the course is by means of a selec- tion committee process open to scientific and technical baccalaureates and others with equivalent qualifications. The goal for femaLe enrollment is 20% and on current trends this seems feasible; females comprised 13% of enrollments in first year in 1977-78. 2.15 Mohammedia currently has an enrollment of 535 and it is proposed under the project to expand enrollment capacity to 2,200. This is the major institution training ingenieurs d'Etat in Morocco and 67 are expected to graduate in 1978. This compares wiL-h annual average requirements of 580 p.a. in the period to 1990. When fully operational, Mohammedia is expected to produce 400 graduates thus accounting for 70% of long term annual require- ments. Mohammedia would require a Ibigh-quality faculty of- 275 (including about 100 expatriates) when fully operational compared with the current figure of 54. No Bank financed technical assistance is required for this project item. Evaluation System 2.16 To assist in ensuring thal: the outputs of the project institutions would be adequately trained in relation to industry's neecis and would secure employment in jobs for which they had been trained, a tracer system would be established for each institution. 'En addition, the tracer systems would contribute to improving vocational guidance, career evaluation and curriculum development in the longer term. The government has agreed to operate the tracer systems from the opening of each institution and to submit details of these systems to the Bank at least 1]2 months before the opening of the new institutes, to permit review and comment and that results of the tracer studies would be forwarded to the Bank for five years following the first outputs from the institutions, as required for project evaluation. Teacher Requirements 2.17 Moroccanization of the teaching service is a long term objective which is planned for completion in about 10 years. In the meantime, suffi- cient numbers of expatriate teachers would continue to be recruited under existing bilateral aid arrangements with France and Belgium. The government foresees no difficulty in meeting teacher needs for the project institutions under the bilateral arrangements. These are of long-standing duration and work efficiently to supply a significant proportion of the teaching force in secondary and higher education in Morocco. In 1976-77 there were nearly 6,200 French teachers in the general secorndary schools, over 400 in the universities (excluding an unknown number of short term visiting academics), with perhaps another 500 in the technical schools and institutes. - 16 - 2.18 The proposed project institutions would require about 1,470 teachers at full capacity of which about 700 would be expatriate. The bulk of these requirements would be accounted for by the technical lycees which would need about 900 teachers including about 550 expatriates. Moroccan teachers of basic science and math courses in the technical lycees would be drawn from the universities and limited numbers of teachers of technical subjects recruited from industry and government. From 1986 onwards, outputs from the proposed technical teacher training college would make an increasing contribution to staffing the technical lycees. In addition, fellowships would be offered to train Moroccan teaching staff for the post-secondary project institutions and these would be financed under existing bilateral agreements. 2.19 The government has prepared a staff development plan for each insti- tution which identifies the numbers of local and expatriate teaching and administrative staff that will be required each year during the first ten years of operation, together with the numbers and types of fellowships that would be requested per year from bilateral sources. In addition, the govern- ment has provided an assurance that the required expatriate teachers and fellowships, consistent with the staff development plans agreeable to the Bank, would be given the highest priority in the government's requests to bilateral agencies for assistance during the period of these staff development plans or until the relevant institution's staff is completely moroccanized, whichever is earlier. Technical Assistance 2.20 Bank financed technical assistance for the project would be required (a) for the project institutions (with the exception of Mohammedia) during the crucial start-up period; and (b) for the project implementation unit to strengthen its technical staff. A. total of 28 man-years of experts and 1-1/3 man-years of fellowships would be needed. Details of the technical assistance program are shown in Annex 1, Table 2.1. 2.21 For the institutions the main need (20 man-years) is for course/ equipment specialists to supervise the installation of equipment and ensure adequate training of local technical staff in the operation and maintenance of equipment. The experts would also be required for the preparation of workshop and laboratory teaching programs. In general the experts would be needed for a period of 16 months each commencing about six months before the start-up date and remaining for a full academic year. To establish a permanent group of experts in equipment maintenance for the technical lycee system, 16 man-months of fellowships would be requiretd to train four Moroccans abroad in association with the experts. 2.22 In order to handle the additional heavy workload related to the administration and supervision of designs and construction of the proposed project, the technical services of the project implementation unit would be strengthened through the emplovment of an expert engineer and an expert architect until completion of the project. Two Moroccan engineers, an architect and two technicians have been recruited as counterpart staff. - 17 - A small amount of short-term expert services for the unit (about 1-1/2 man-years) which would be required for refinement of equipment lists and specifications would be supplied by experts recruited under the third education project. Pre-investment Designs 2.23 The project would finance pre-investment designs for the development of a standard workshop design for rural primary schools, secondary teacher training colleges which would focus on science training and a proposed national center for coordinating and planning scientific and technological research. III. PROJECT COST, FINANCING, IMPLEMENTATION AND DISBURSEMENTS Cost of the Project 3.01 The total cost of the project is estimated at DH 887.7 million or US$216.6 million equivalent. The estimated total cost and foreign exchange components by main project items are summarized below: % of DH Millions US$ Millions Baseline Local Foreign Total Local Foreign Total Cost Construction, furniture & equipment for: 1 technical lycees 169.9 188.1 358.0 41.4 45.9 87.3 57.3 A regional technical teacher training college 13.8 14.4 28.2 3.4 3.5 6.9 4.5 2 higher institutes of technology 34.6 37.5 72.1 8.4 9.2 17.6 11.6 A national institute of applied engineering 24.0 32.6 56.6 5.9 7.9 13.8 9.1 Extension to the Mohammedia Engi- neering College 46.4 48.2 94.6 11.3 11.8 23.1 15.2 Pre-investment designs 6.4 1.3 7.7 1.6 0.3 1.9 1.2 Technical assistance for: Experts & fellowships 1.0 4.0 5.0 0.2 1.0 1.2 0.8 Strengthening the project implementa- tion unit 0.4 _1.6 2.0 0.1 0.4 0.5 0.3 Baseline cost 296.5 327.7 624.2 72.3 80.0 152.3 100.0 Contingencies: Physical 29.6 32.5 62.1 7.2 7.9 15.1 9.9 Price increase 98.9 102.6 201.5 24.1 25.1 49.2 32.3 Subtotal 128.5 135.1 263.6 31.3 33.0 64.3 42.2 Total project cost 425.0 462.8 887.8 103.6 113.0 216.6 - 18 - 3.02 A breakdown of estimated project costs into local and foreign cost elements by categories of expenditure is summarized below: % of DH Millions US$ Millions Baseline Local Foreign Total Local Foreign Total Cost Construction: Academic & communal facilities 153.1 98.0 251.1 37.4 23.8 61.2 40.2 Boarding 49.0 31.3 80.3 12.0 7.6 19.6 12.8 Staff housing 6.7 4.2 10.9 1.6 1.1 2.7 1.8 Site development 31.3 20.0 51.3 7.6 4.9 12.5 8.2 Subtotal 240.1 153.5 393.6 58.6 37.4 96.0 63.0 Professional Services: 29.6 6.1 35.7 7.2 1.5 8.7 5.7 Furniture: 9.9 23.2 33.1 2.4 5.7 8.1 5.3 Equipment: 15.5 139.4 154.9 3.8 34.0 37.8 24.8 Subtotal 25.4 162.6 188.0 6.2 39.7 45.9 30.1 Technical Assistance: 1.4 5.5 6.9 0.3 1.4 1.7 1.2 Baseline Cost 296.5 327.7 624.2 72.3 80.0 152.3 100.0 Contingencies: Physical 29.6 32.5 62.1 7.2 7.9 15.1 9.9 Price increase 98.9 102.6 201.5 24.1 25.1 49.2 32.3 Subtotal 128.5 135.1 263.6 31.3 33.0 64.3 42.2 Total project cost 425.0 462.8 887.8 103.6 113.0 216.6 3.03 Basis of Cost Estimates. Estimated civil works costs for the pro- posed project items are based on unit prices derived from current contracts and detailed cost analysis of completed components of the second education project, adjusted to reflect cost differences among the various regions. Furniture and equipment costs are based on current CIF unit prices and ad- justed upward to include local transportation and installation. Cost esti- mates do not include any identifiable import duties. Costs of the technical assistance components are based on prevailing international remuneration of specialists and cost of fellowship training abroad. 3.04 Contingency Allowance. The project cost includes a contingency allowance for unforeseen physical additions equal to 10% of the estimated cost of civil works, furniture and equipment and professional fees, and 5% of the estimated cost of technical assistance. The projecit cost also includes price escalation contingencies calculated for the period beginning October 1, 1978 and in accordance with an agreed schedule of implementation. In view of - 19 - differences in prevailing rates of price escalation for local costs and international market prices, escalatic,n contingencies were estimated sepa- rately for local and foreign costs. E'rice escalation percentages per year for each component of the project are listed at the bottom of Annex 1, Table 3.2. Prices are expected to increase during the project implementation period hy a weighted total of about 32% for civil works, 31% for furniture, 38% for equipment, 14% for professional fees and 22%,' for technical assistance. Accordingly, total price increases are estimated at about 32% of baseline cost and about 23% of total estimated project cost, including contingencies. 3.05 Foreign exchange component. The estimated foreign exchange compo- nent is US$113.0 million equivalent or 52.2% of total project cost. The calculations of the foreign exchange component are based on the expectation that: (a) all civil works contracts and professional services w'Ll. be awarded to local or locally established mixed firms; (b) all equipment will be of foreign origin and about 90% will be imported directly; (c) about one-half of the furniture will be awarded to foreign suppliers; and (d) all technical assistance will be provided from forei'gn sources. The resulting foreign exchange content of each category of eixpenditure is as follows: (i) civil works 39%, (ii) furniture 70%, (iii) equipment 90%, (iv) professional fees 17%, and (v) technical assistance 80%.. 3.06 Project financing. The proposed loan of US$113.0 million would finance 100% of the total estimated foreign exchange cost of the project. The balance of total project costs would be financed by the government. The proposed financial plan is summari'zed below: Government IBRD Total US$ % of US$ % of US$ Million FinanciCg Million Financing Million Construction 58.6 61 37.4 39 96.0 Furniture 2.4 30 5.7 70 8.1 Equipment 3.8 10 34.0 90 37.8 Professional fees 7.2 83 1.5 17 8.7 Technical assistance 0.3 20 1.4 80 1.7 Baseline cost 72.3 48 80.0 52 152.3 Contingencies: Physical 7-2 48 7.9 52 15.1 Price increase 24.1 48 25.1 52 49.2 Subtotal 31.3 49 33.0 51 64.3 Total project cost 103.6 47.8 113.0 52.2 216.6 - 20 - Recurrent Costs 3.07 lhen the project institutions are fully operational their recurrent costs are expected to be about Dh 76 million annually, corresponding to about 1.7% of projected public recurrent expenditure on education in 1986. In view of the high priority of the proposed project, the government can be expected to meet these expenditures. Implementat ion 3.08 According to the agreed iLmplementati-n schedLules (Annex 1, Chart 2), the physical aspects of all project items with the exception of the exten- sion to the Mohammedia Engineering College, would be completed by Septeauber 1983. The latter is scheduled for completion durtrivg bline 1984. The technical assistance programn would continue through June 1984. In order to allow sufficient time for submission of iinal withdrawal applications for the last parts of the project, the Closing Date would be December 31, L984. Administration 3.09 The project would be imp:Lemented by the Project lmpiemeut-iiv 'Tïi-. "?EU) of the Ministry of Education, which is also responsible for the second education project and the M:Lnistry's items in the third project. The PIU is operating efficiently and implementation of ongoing projects is proceeding satisfactorily. However, the additional heavy workload related to the proposed project would require strengthening the staff of the Unit and the government has agreed to technical assistance financing in the pro- posed project for (i) an expert mechanical/electrical engineer for five years; and (ii) an extension of employment of the expert architect presently financed under the third loan or of a substitute agreeable to the Bank for the entire implementation period of the project, i.e. for three years. Financing of a total of eight manyesars of experts is therefore included in the project. In addition short-term consultants in civil, electrical and mechanical engineering, financed under the third loan but not yet utilized, would be used to assist in preparation of equipment lists, specifications and installatlon details of equipment in the workshops and laboratories. The PIU has been further strengthened by the recruitment of an additional `loroccan architect and two engineers, to be financed by the Government. 3.10 Pedagogical and administrative inputs would be provided by the director of each institution and in the meantime an official of the Ministry of Education is acting as interim representative of the institution until the director is appointed. The director of Mohammedia Engineering College has already been appointed and is providing valuable inputs for that insti- tution. The Directorate of Secondary and Technical Education has designated the interim representative for the group of Il technical lycees until the directors are appointed. The Government has given assurances that directors of the new project institutions would be appointed at least 12 months before scheduled opening dates and heads of departments for ithe technical teachers' college, the instttutes of technology and the applied engineering institute, within nine months following opening dates. - 21 - Architects and Preliminary Designs 3.11 The Government has selected consultant architects and engineers, acceptable to the Bank, for the design and supervision of the project insti- tutions which were not among the institutions whose preparation was financed under the third nrolect. The Government has agreed that special budgetary provisions would be made to finance the cost of these consultants until the loan becomes effective. Preliminary designs for each project institution were reviewed during appraisal and it was agreed that they would be modified in accordance with the appraisal mission's recommendations. Modified preliminary architectural designs and engineering studies for the five technical lycees, the technical teacher training colLege and the national institute of applied engineering have been satisfactorily completed. Similar designs and studies for the other institutions will be submitted in May 1979 with the exception of those for Mohammedia Engineering College which are expected in July. Sites 3.12 Suitable sites for all project institutions have been acquired and detailed topographical surveys have been completed. Bank Review and Approvals 3.13 Refinement of preliminary equipment lists is underway and final lists are scheduled for completion in early 1980. The government has agreed that bid documents would require supp]iers to provide training of key person- nel during installation in the use ancl maintenance of sophisticated equip- ment. An assurance has been given that an appropriate plan for equipment inalritenance would be prepared for the project institutions and forwarded for Bank review within one year after the opening of the institutions. Procurement 3.14 Civil works contracts (amounting to US$136.1 million including contingencies) would be awarded on the basis of international competitive bidding. Civil works contracts of less than US$200,000 equivalent, supple- mentary to main contracts, would be awarded on the basis of local competitive bidding procedures which are acceptab:Le to the Bank. The total contract amount to be awarded under the latter procedures would not exceed an aggre- gated amount of US$5.0 million. It is anticipated that due to the dispersion of the project institutions within the country and the well developed state of the construction industry, all civil works contracts would be awarded to local wr, nlixed firms. 3.15 Equipment and furniture items (amounting to US$67.5 million including contingencies) would be grouped, to the extent possible, in large packages to permit bulk procurement. Contracts for furniture and equipment in excess of US$50,000 would be awarded on the basis of I.C.B. Small items or groups of items estimated to cost less than the aliove figure or items of specialized nature for which I.C.B. would not be practical, would be procured under normal - 22 - government procedures which are satisfactory to the Bank, and would include, to the extent possible, quotations from at least three manufacturers or suppliers; these items would not exceed an aggregate total of US$4.0 million. Draft procurement documents for furniture, equipment and civil works would be forwarded to the Bank for review and approval; Bank approval of tender evalu- ation documents would be required prior to the award of all contracts under I.C.B. Bank reimbursement for all other contracts would be contingent upon Bank approval of tender evaluation documents subsequent to contract awards. Disbursements 3.16 Disbursements (Annex 1, Table 3.3) would be on the basis of: (i) Civil works: 39% of total expenditure; (ii) Furniture and equipment: (a) 100% of foreign expenditure for directly imported items, (b) 85% of local expenditures for locally procured imported items, and (c) 50% of total expendi- tures for locally manufactured items; (iii) Professional services: 17% of total expenditures; (iv) Technical assistance: 100% of foreign expenditures or 80% of local expenditures. 3.17 These percentages, whicln correspond to the estimated foreign exchange content of each category above, would be adjusted if required to assure con- tinued financing from the available loan funds for the period of implementation. IV. BENEFITS AND RISKS Benefits 4.01 The main benefits expected to accrue from implementation of the proposed project are as follows: (i) a significant annual addition to the supply of skilled manpower (590 engineers, 550 higher technicians and 3,200 technicians) to help meet urgent manpower needs and allow for the progressive replacement of expatriate specialists in line with the govern- ment's policy of rapid growth, modernization and self-reliance; (ii) the establishment of the first Moroccan institution for training technical teachers thereby supporting the expansion of the technical lycee system and allowing for the moroccanization of the technical teacher service, currently 60% expatriate; - 23 - (iii) provision for training of teachers for the "introduction to technology" course in lower secondary schools which aims at improving the relevance of the secondary curriculum to the modern environment; (iv) improving the regional distribution of training opportunities and strengthening the links between training institutions and regional industrial centers. Risks 4.02 Although the proposed project is large it is relatively homogeneous, focussing as it does on middle and higher technical education. Furthermore, project institutions are all under tlhe control of the Ministry of National Education and Training which has an experienced project implementation unit. The unit has completed the second education project and is successfully imple- menting the Ministry's components of the third project. However the unit needs to be strengthened to cope with the additional workload of the proposed project (para. 3.09) and the maintenance of an experienced and competent staff would be essential for the efficient implementation of the project. 4.03 The technical lycees proposed under the project were conceived as providing practically oriented programs which would fit graduates for direct employment as middle level technicians. The government considers that while this principle is sound enough and justified in terms of manpower requirements, a proportion of the outputs from technical lycees should be allowed to proceed to higher technical education in order to satisfy the needs of the more academically inclined students and to ensure the prestige of the lycees as suppliers of candidates to higher education. The Bank has no objection to this view providing the focus on the supply of technicians for industry and commerce is maintained and a substantial majority of the output finds direct employment. The government has indicated that limitations on bursaries and places in higher institutions would keep the proportion proceeding to higher education at around 10-15% of the annual graduating class. Pressures for entry to higher education can be anticipated and there is some risk that the expectations and inclinations of students, parents and teachers may diminish the emphasis on job preparation which is the raison d'etre for the technical lycees. The situation would be closely monitored by means of the proposed tracer system (para. 2.16). 4.04 The project institutions would rely heavily on expatriate teachers when they become operational and it is estimated that about 700 expatriates would be needed. Although this represents a substantial recruitment effort, it is considered feasible in view of the large-scale and efficient program which has been implemented over many years between Morocco and France (para. 2.17). Recruitment would be facilitated by the special relationship between the two countries, which is particularly strong in the field of education. Nevertheless, such a large program would require sound management to ensure timely recruitment of suitably qualified expatriates. Prospects for the successful implementation of this recruitment plan have been improved by the formulation of a long range staff development program for each institution (para. 2.19) which identifies the numbers and types of expatriate teaching staff required each year during the first ten years of operation. -24- LIST OF CRITICAL ACTIVITIES 5 Technical Lycees 6 Technical Lycees Mohammedia Technical Extension Teacher Training Institutes of College Technology National Institute Applied Engineering Civil Works: Completion of site acquisition February 1978 April 1978 March 1978 Completion of architectural design development drawings February 1979 May 1979 July 1979 Completion of construction & bid documents November 1979 February 1980 June 1980 Commencement of construction September 1980 January 1981 April 1981 Completion of construction March 1983 June 1983 March 1984 Furniture and Equipment: Completion of master lists & layouts March 1979 March 1979 October 1978 Completion of preparation of final equipment lists with complete specifications December 1979 March 1980 February 1980 Completion of installation of major equipment June 1983 August 1983 June 1984 Completion of supply of furniture June 1983 August 1983 June 1984 Staffing: Appointment of Directors of 1) Technical Lycees October 1982 October 1982 -- 2) TTTC National Institute of Applied Engineering October 1982 October 1982 -- Institutes of Technology Appointment of department heads in: TTTC National Institute of Applied Engineering June 1984 June 1984 -- Institutes of Technology Bank Financed Technical Assistance: Submission of program for Bank review December 1980 December 1980 -- Commencement of Program: Fellowships December 1982 December 1982 -- Experts April 1983 April 1983 -- Project Unit: Appointment of engineer July 1979 _ 25 - V. AGREEMENTS REACHEI) AND RECOMMENDATION 5.01 During negotiations agreement was reached on the following main points: (i) advisory councils with stronig industry representation would be established for each new project institution within six months after opening date (paras. 2.04, 2.07, 2.10, 2.12); (ii) tracer systems to evaluate the pedagogical results of the project would be established for each project institution and details of these would be made avail- able to the Bank for review at least 12 months before scheduled opening (para. 2.16); (iii) the required expatriate teachers and fellowships for the institutions would be given the highest priority in the government's requests to bilateral agencies for assistance during the period of the staff develop- ment plans (para. 2.19); (iv) directors of the new project institutions would be appointed 12 months before scheduled opening (para. 3.10); and (v) bid documents would require suppliers to provide training of key personnel cluring installation in the use and maintenance of sophisticated equipment; an appropriate plan for equipment maintenance would be prepared for the project institutions and forwarded for Bank review within one year after the opening of the institutions (para. 3.13). 5.02 The project is suitable as the basis for a loan of US$113 million to the Kingdom of Morocco for a term of twenty years with a grace period of five years. - 26 - MOROCCO IV ANNEX 1 STRUCTURE OF THE EDUCATION AND TRAINING SYSTEM Chart 1 Primary Education Secondary Education Higher Education FT 17 - -1 ~ ~~~~~~~~Lower Cycle Upper Cycle 1 2 3 4 5 6 owsr 7 8 9 10 il 12 13 14 15 16 17 1 19 Primary Teacher Training School of Engineering Faculty of Lett.,s General Lycées Faculty of Social Science& Law -p_ _~Bac_ - CES. ~~~~~~~~~~~Faculty of Science I 2 3 _yCEP 6 7_ 8 ESw Faculty of Medicine Techn. Lycées Facu tY Musi lm La- & Theology Ani~~~~~nat ~~~vocational T,aiji,nq VToatina Institute of Agronomy & Vel. Science Higher Technical Institutes 9AC: Baccalauréat ~~~~~~~~~~~~~~~~~~~~~~~~~~Secondary Teacher Tnaining BAC: Baccalart ... ENS 3EP: Prim,ary Leavig Certificate ENS T CES: Secondary Leasing Cetificate CP E CPR: Teac.her Training College (Lower Secondaryl Techmcal Aistanîs DT: Technical Diplomha Para l tal ENS: Teacher Training College (Upper Secondary) Po-el Managenent World Bank - 19075 - 27 - ANNEX 1 MORC)CCO IV Chart 2(a) Implementation Schedule 5 Secondary Technical Schools Technical Teacher Training College National Institute of Applied Engineering (engineering designs financed under Loan 1220-T MOR) 1978 1979 1980 1981 1982 1983 1984 ,112 13 14 ,1213l 11l 1l 21334 114 31 11213 14 Sites. S*vv R Suervsio Selecton t Topographical Surveys I2 . R Design Supervision Consultant Architects: m z X : fA Selection and Appointment R R R Project Design ** um Finalized Schematic t I Design (Esquisse) R Design Development (avant-projet détaillé) _ _ _ Construction Documents - Bid Documents ---- R Construction Bidding and Construction: la _s sEIIIIIIIIIII kSISIII* kU SkS Revievv Draft BidI Documents Bid Announcement B dding - Contract Award and Approvals Construction - _ R R_ Equipment and Furniture lsst IlI _ Procu rement, Preliminary Lists and Layouts Manufacturing Final Lists R R Delivery- Installation Review Draft Bid Documents Bid Announcement Bidding Contract Award and Approvals Technical Assistance: Equipment and Course Equipment Initial Operation Experts Negotiations Cormpletion/Opening of Schools Closing Date R -- Bank Review R -- Bank Review & Approval VVorld Bank - 19267 - 28 - ANNEX 1 MOROCCO IV Chart 2 (b) Implementation Schedule 6 Secondary Technical Schools 2 Higher Institutes of Technology 1978 1979 1980 19!81 1982 1983 1984 1 121 314 T12231 V4231 1E 2111 1111 11 3 14 R Sites: laIS Selection Topographical Surveys I Design Supervision Consultant Architects: 91 _ ** _I _ *m Sel ec ti o n- - . Appointment R R R Project Design: omIII co À 'll Finalized Schematic t T Design (Esqu isse ) Design Development (avant-projet détallé> - _ Construction Documents Bid Documents _R R Construction Bidding and Construction 111111 llIl Ill s s s Review Draft Bid Documents Bid Announcement Bidding _ Contract Award and Approvals Construction R__ _R Equipment and Furniture S9k a._ Procu reme nt: Preliminary Lists and Layouts Manufacturing Final L:sts R R Delivery-Installation Review Draft Bid Immt Documents Bid Announcement Bidding Contract Award and Approval s _____ Technical Assistance: Equipment Equipment and Course Initial Operation Experts Negotiations CompletioniOpening of Schools _ ___ - Closing Date - _ _ - _ _ = == R - Bank Reviewv R - Bank Review & Approval Worid Bank- 19268 29 - ANNJEX 1 MOROCCO IV Chart 2 (c) Implementation Schedule Extension of Mohammedia Engineering College 1978 1979 1980 1981 1982 1983 1984 _ li 1 E1 1 2314123412341234 R Sites I 1 ttS Il5 Selection Topographical Surveys R Design Supervision * Consultant Architects: Selection Appointment R R R Project Design: Final ized Schematic Design (Esquisse) Design Development (avant-projet détallé)_ Construction Documents Bid Documerits R Construction Bidding and Construction: mai-mouhi1111IluIul*iiii i Review Draft Bid Documents Bid Announcement Bîdding Contract Award and Approvals Construction R Equipment and Furniture *5ssS i Procurement: t Preliminary Lists and Layouts _ I Final Lists _ Manufacturing Final Lîsts R R Delivery - Instal lation Review Draft Bid Ii ss tsss1 * _lIIItIIIIItIsI Documents Bid Announcement - _ Bîdding Contract Award and App roval s Technical Assistance: Equipment Course Experts Negotiations Completion/Opening of Schools |--___*__ Closînq Date R - Bank Review R - Bank Review & Aporoval VNorId Bank 19269 - 30 - ANNEX i Table 1.1 COMPARATIVE EDUCATION INDICATORS Page i of 2 APPI!. 1. 1979 GNP/ % GNP 7 TOTAL:% 0F PUBLIC : FRI. :AV.PRI. : SEC :CAPITA: DEVOTED:PUBLIC EDUCATION :LITER- :PRI. :COMPLE- :STU- :SCH.TEACH:PRCGRESS-: SEC. ~STU- :HIGHER: - AT TO EOU. t EXP. RECURPENT :ACV :ENPOLL:TION :OENTS;SALARV IN:ION RATE :ENROLL:OENTS:ENROLL: : MARKET: (PUBLIC:DEVOTEO:EXP ALLOCATE0: RATE :RATIO :RATE FOR:PER :RELATION :FROM PRI.-RATIO :PER :RATIO POP. :PRICES: EXP. TCO TO: :(% 0F : NET :PRI.SCH.:TEACHl: TC GNP/ :TO SEC. NET :TEACH- GROSS: YR:MILLS.: IUSI): ONLY) EDU. FPR1. SEC. HII. :AOULTS): (%) :CYCLE(%):ER CAPITA : <) :E> R :% AD VANCED AUSTRIA 74 7.SF 4,870F 5.3V 8.5EV 24Y 51Y 15Y 99 as 930 260 2.00 990 510 190 16.85V CANADA 75 22.8 7.135 7.3 16.7 30 37 26 98 99 97 16 2.0 99 90 la 16.00 GERMANV F.REP.75 61.8 6,670 5.0 10.2 31EY 64e. 26EY 99 90 99 23EV . .. ggV 84V 22C 20.26Y dJAPAN 75 111.6 4,450 4.3E 20.7E 4OIJV 37UY îlUY 99 990 99C 25 2.08 99C 95xV 20C 24.69Y NE7H-ERLANOS 75 13.7 5,425 9.4 22.40 21 39 25 99 95 95 29 2.0 97 80 20 12.00 NEW ZEALAND 73 3.IF 4.280F 5.2 . .. 39 24 29 99 99 99 26 ... 99 67 19 24.00 NOIRWAY 76 4.0 8.043 7.2 14.4 54 24 15 99 99 99 16 1.5 99E 62 il 11.00 SWEOEN 76 8.2 8'.150 8.8 14.0 23 29 12 99 99 99 le . .. 907 85C 13 30.OOC U.K. 75 56.0 3,780 7.1 13.9 26 41 18 99 89 . .. 24 2.0 .. . 68 17 ~l.00x U.S.A. 76 214.6 7.950 5.4 15.8 . .. 72'. 29 99E 99 99 22 .- 99 93 19 24.00 EUROPE GREECE 76 9.1 2.590 2.6 10.4 27 26 21 86B 99 820 31 2.0 70E s0 27 15.00 IRELAND 74 31IF 2.390F 5.1 13.90 43Y 41Y 14V 98 IO8xV 99* 35 ... 95* 6SXV 19 15.47V PORTUGAL 75 9.8 1.570 4.4 17.8 52 27 13 70 98 55 21 3.0, 70 29 14 7.60 ROMANIA 75 21.2 1.240 4.0 6.4 36 19 12 98 IOIX . .. 21 ... 98 49 22 10.00 SPAIN 74 35.3F 2.750F 2.48 15.2A 49Y 22Y 15Y 94* IISXV . 35* . .. . .. 78XV 30 17.69VY A FRICA ALGERIA 77 16.9 990G 7.5 14.3FY 42 ... 21 35 78X 45 39 4.0 55 26X la 6.00 BENIN 74 3.1F 130F 7.2N 36.0V 470 230 10D 110 44xV 705 53V 25.08 438 1IXY 398 0.74Y BOTSW(ANA 76 0.7 410 4.0 19.2 53 20 14 3 72X 95 32 3.0 60 12 22 0.30 BURUNDI 74 3.7F 110F 2.5 19.90 47R 41R 12R 10 20X 30? 28 10.0 14 29 1a 1.0 CAMEROON 76 7.7 314 3.7 21.5 33 43 20 .. 60 45 52 4.0 2.0 90 24 0.90cy C.ARP. 74 I.8F 220F 3.00 17.00 56B 195 ..... 79xy 25 69V . .. 18 BXV 27BY 0.21V CH-AO 75 4.0 120 3.0 10.0 78 22 .. 15' 29X6V 30 655V 15.0 a 2XBV 30 0.015V CONGO(B) 74 1.3F 510F 6.0 19.3 40 32 21 50? 133X 63 63 6.0 48 33X 22 3.40 EGVPT 76 38.2 310 5.9N .. 30 32 25 44 76 80 31 ... 79 45 20 12.00 ETHIOPIA 77 29.0 100 2.4 12.5 44 21 14 10 26 - 50 . .. 6388... GABON 74 0.5F 2.540F 5.00 20.60 250 90 110 ... 10OV 25C 46C 5.0 18A 31V 21C 0.29V GAMBIA 76 0.5 170 3.3 11.5 46 25 8 10 27 90 33 . .. 92 13 25 .. GHANA 74 9.9F 590F . .. 19.7Y 43Y 22Y 20OV - .. 6XV 628 30Y . .. 145 35xV I6CV 1.09V GUINEA 76 4.7 180F 4.3N0 ... 30 31 20 . .. 3oX 64 45 12F 86 13X 26 4.00 ltVOPV COAST 76 7.0 610 6.8 23.1 32 46 13 9* 50 se 43 7.0 47 17XY 26 1.64Y V4FN'A 76 13.8 240 5.9 26.0 67 23 10 40 807 507 34 6.0 30 f6 27 1.0 LESOTHO 75 1.2 160 12.OP 23.0 49 tg 20 40 65 50 52 7.ONd 81 10 26 1.00 LIBREIA 75 1.5 410 2.4 13.2 27 15 20 73 58 ... 35 2.0 ... 12 26 1.104V MADAGASCAR 77 8.0 240 4.0 24.0 53 28 19 50 90 33 44 6.0 38 14 23 1.70 MALAWI 77 5.6 140 2.2 9.3 40 17 22 25 5ex 21 61 5.0 9 SX 21 0.,47 MALI 75 5.7F 90F 4.2M 330OF 45F 37F 18F 10F 22XF ... 48F 9.5F 50F ex 21 .. MAURITANIA 71 1.3F 320F 4.IY 20.0YV....0*.. 17XV ... 22A ... -. 3xV 24A* . MAURITIUS 76 0.9L. 680 4.7 12.1 50 26 6 soc 94 99 24 4.5 90 45 32 1.50 MOROCCO 76 18.2 520 6.3 15.2 39R 489 139 28 SSX 33 40 .. 33 17X 22 4.00 NIGERIA 74 75,0F 340F 4.10Y 24.20Y 22V 16Y 42Y ... 49XV . 340Y ... ... IOXV 20CY 0.48Y RWANOA 73 4.IF 100F 3.2C 28.00....... 23 52 .. 51 ... .. 2 13 0.23CY SENEGAL 77 5.2 420 5.0 23.0 46 34 20 10 32 . .. 49 10.0 20 10 21 1.5 SIERRA LEONE 73 3,0F 200F 3.4 23.4 31 36 30 157 34X 45 32 4.OE 68 13X 21 0.528V SOMALIA 75 3.2 110 2.70 10.80 490 160 190 50? 34X 88 a5 10.0 60 3 15 0.10 SUDAN 76 15.9 290 4.5 19.9 48 36 16 20 34 74 33 3.8 23 14 24 1.24 SW4AZIL.AND 75 0.5 470 3.8 -- 38 31 19 50 72 71 38 3.8 si 24 22 1.00 TANZANIA 76 15.1 la0 6.6 17.4 42 21 12 g0 93>1 si 49 6.6 6 4.9 (S 0.24 TUNISIA 73 5.6F 730F 6.3 23.4 37 43 la 55 72 8t 41 6.0 31 14 21 3.00 UGANDA 75 11.6 230 3.40Y 15.70Y 34EY 40EY 22EY 25A 539V .. . 34EY .. . 14A 6XCV 21A 0.56V UPPER VOLTA 77 5.8 11s 3.4 23.9 31 le 32 Sc 13 23 51 24.0 19 2 26 1.0 ZAIRE 76 25.6 140 6.0 22.0 49 26 25 ¶5 sOX 44 42X 2.0 41 13>1 27 lOO0X ZAMBIA 76 5.1 440 8.8 15.9 54 22 22 39 97X 8o 49 7.0 21 le 23 1.50 CENTRAL AMERICA AND THE CARIEBEAN 5495*00S 76 0.2 1.620 8.1 22.1 43 31 le 99 106X 99 21 3.0 99 94X1 17 .. COSTA RICA 75 2.0 960 5.28 22.78 578 255 128 89B 109>1V 655 298 3.063 586 52>1V 256 17.15V CUBA 78 9.5 9.500 8.0 11.0........ 96 98 98 22 2.7 88 89 f 5 1 5.00C DOMINICAN REP.72 4.7F 720F 3.0 13.9 42 24 22 si 80 17 54 3.00 83 13.5 24 7.00 EL SALVADOR 77 4.1 570 4.4 27.2 64 8a 27 82 68>1 32 39 2.2 41 23 21 7.00 GUATEMALA 73 6.3F 570F 1.9 18.0 55 23 14 47 64 26 35 2.0 69 a 25 4.09V HAlTE 76 4.7 200 1.0 8.0 si 21 il 206 25F 13 56U 3.0 52 4 . .. 0.7 HONDURAS 75 2.9 390G 4.2G 18.8G 62G 150 19G 53 78 30 35 3.0 es Il 17 4.00 JAMAICA 76 2.1 1,070 9.9 1e.2 37 33 22 86E 91 52 39 4.5 94 64 25 7.58 MEXICO 75 59.9 1.050 3. 100 12.000 51Y 26Y 12Y 76 (12>1V a1 46 3.0 63 359V 23A 5.97EV NICARAGUA 74 2.3F 700F 2.5 14.2 61 13 13 57 65 21 37 2.0 93 17 24 7.00 TRINIOAD 9. T. 77 1.1 2.185 4.5 14.1 48 32 20 95 98 91 30 3.0 49 62 24 .. SOUTH AMEPICA SOLIVIA 78 5.8 315F 5.0 17.5F. .. 38 175 290 24 MF . .. 48 180 . 8RAZIL 75 107.0 1.030 5.0 12.4 42E 20E 37E 54A 660 . .. 27CY . .. . .. 26G ISCY 6.008 CHILE 75 10.3 990 3 . 9V 12.S9Y 23V IOY 50V . .. 119>1V . .. 35V - . .. 48XY . .. 16.55V COLOMBIA 74 236 F 580F 1.3DY 21.20V 440Y 220YV lI Y 73 105>17 20 23V 1.0 90 369V 14A 6.67V ECUADOR 75 7.1 590 3.7O 27 .7C ..- 69 1O2XV . .. 38C ... ... 38>1V l4C .. GUYANA 74 09BF 510F 5.8N 14.70 47 35 14 83A 92X 39 33 6.0 19 62X 24 1.00 PARAGUAV 74 2.6F 580F 1.8 11.0 55 13 22 si 82 26 30 1.9 65 17 12 5.00 PERU 75 15.4 760 4. 20V 2t.7DY 40Y 22Y 15Y 72 111>1V 39 390Vy 3.0 70 48XY 230Y 14.41Y URUGUAY 75 2.8 1.300 2.~5 15.3 46 34 20 94 93X1 . 2 4 - 83 . .. ¶o0 VENEZUELA 73 12.OF 2,260F 4.6 19.9 300 280 350 776 si . 33 2,.4 . .. 33 .. 12.83CV ANNEX i -31- Table 1.1 Page 2 Of 2 GNP/ % GNP T TOTAL:' OF PUBLIC :PRI. :AV.PRI. SEC :CAPITA: DEVOTEOrPUBLIC rEDUCATION :LITER- rPRI. 'COMPLE- :STU- 'SCH.TEACHrPRCGRESS-: SEC. STU- :HIGHF.R: AT r TO EDU. - EXP. RECURRENT r ACY :ENROLL:TION ;OENTS:SALARY IN: ION RATE :ENROLLrDENTS:ENROLL: -MARKET. (PUBLIC:DEVOTEO:EXP AILOCATED: RAIE :RATIO :RATE FOR:PER :RELATION FROM PRI. :RATIO '~ER RATIO POP. :PRICES: EXP . ~rTO r 7O: ( X. 0F r NET :PRI.SCH. :TEACH: TO GNP/ :TO SEC. r NET :TEACH- GROSS: YR:MILLS. (US$): ONLY) EDU. :PR1. SEC. HI.:ADUJLIS): (7. :CYCLE(%):ER CAPITA : % (. ER r(. r I> r (2> ( 3) r(4) r (5) (r ) r 7) r(8) r(9) (10) r(il) (12) r) 13) -(14) r ASIA ANO OCEANIA AFGHANISTAN 77M 14.3 1600 1.9 11.6 47 19 15 12 29X 69 37 3.OG 62 BE 17 1.00 BANGLADESH 73 78.6F 90F 1.2 20.2 44Y 22Y 21Y 2 30 56X ... 480 ... . .. 23X0 28 .. CHINA(TAIWAN> 7 3 i160F 930F 3.2 14.0 28 41 22 112 96C 9 4 40 14.0 84 RtC 26 20.OOC INOIA 7 5 606.1 140 2.6VY ... .298 65XV ... 43A .. . --- 29EV 20AY 2.34EV INOONFSIA 7 6 130.2 240 3.0 11.0 36 2 19 BOB 7REX 413E 30E 2.0 62E I9EX t4E 2.00 IRAN 7 3 33.4F 1,660F 3.3 12.6 508 188 126 1<0 77 74A 3 2 5.08 BOA 24 3 2 4.32CY IRAQ 7 5 Il.? 1.250 6.7C l6-3DR........ '16C 93XY ... 22 . .. ... 35XV 26C 8.47V JORDAN 73 2-7F 460F 7.0 8.8 52 1 5 21 19 RIX 76 36 6 .0 84 50E 2 2 4.00 à KOREA 76e 3S.9 698 3.0 15.60 65 13 B 12F 103X 97 50 2.6 80 6 4 3 9 14.4 LEBANON 72 3.2F 1,070F 3.5 8a.0 3 9 40 1 0 18 86e 65 19 2.0 63 26U 2 5 23.00 MALAYSIA 76 12.6 860 6.7 26.0 42 2 4 15 2 87X 93C 32 3.0 U 91C 21X 24 2.00 TURKEY 73 40.2F 900F 5.5CV 20.60V .. . .... 857 34Y . .. 24Y 270Y 5.83V (EMEN 73 5.9F 200F 0.5 4.0 45P 21F 23P 10 15X 18 36 5.0 75 2X :9 0.056V YEMEN P.0.R. 76 1.7 280 6.6 ... 57 28 8 20 69X 48 30 5.0 94 21X 24 0.10 SUMMARV FOR DEVELOPING COUNTRIES: NUMBER OF COUNTRIES: 94 90 6 88 es 5 q7 95 74 95 sa 77 94 91 84 RANGE: (0.5- (3.8- <25- <5- (2- (3- <14- (13- <19- (1.9- (7- (4- (9- (.0- 12.0 ) 33.0) 96 ) 47) 41) 98> 133E) 99) 69 25.0) 99) 80 ) 39> 23.0) QUARTILESrUPPER 5.1 21.2 54 32 22 73 94 76 46 7 83 36 25 7.0 MEDIAN: 3.9 16.3 46 23 18 90 78 59 36 4 63 17 23 2.3 LOWER 3.0 12.4 38 18 12 20 53 30 32 3 43 9 20 .9 SYMBOLS._. DATUM UNAVAILA6LE A41970 OR BEFORE M~CURQENT PRICES SOURCES: MAGNITUDE NIL OR NEGLIGIBLE 8-1971 N=GDP---- 2QUESTIONABLE C=1972 P-INCLUDING FOREIGN AID COLUMNS:l AND 2 WORPLD BANK< ATLAS *INCLUDES PART-rIME STUOENTS 0=1973 Q=CENTRAL GOVT. ONLY OR IBRO MISSIONS COMBINED WITH PRIMARY E=1974 R=MINISTRY 0F EDUCATION (MOE> ONLY 3 TO 14 1880 MISSIONS UNRER REVIEW F=1975 Se60E AND STASE GOVT. ONLV AND/OR UNESCO G=1976 T=EXCLUOING CENTRAL GOVT. STATISTICAL U=PUBLIC ONIY YEAR800K V=INCLUDING PRIVATE EXPENDITURE X=INCLUOING OVERAGEO STUDENTS V=UNESCO SOURCES COMPARATIVE EOUCATrON DATA ARE USEFUL. IN THE EVALUATION 0F VARIOUS IDUCATION SYSTEMS AND ANALYSIS 0F RELATIVE STAGES OF ROUCATIONAL DEVELOPMENT 6EIWEEN VARIOUS COUNTRIES. HCWEVER.ON THE BASIS 0F THE PRESENT DATA.CROSS-NATIONAL COMPARISON SHOULO BE APPROACHEO WITH GREAT CAUTION. OATA PRESENTEO IN THE ABaVE TABLE HAVE BEEN COLLECTES LARGELY 6VY THE RANK MISSIONS FR06 GOVERNMENT SOURCES: THF REMAINDER ARE STAFF ESTIMATES OR DATA FROM UNESCO. EFFORTS HAVE BEEN MADE TO STANOARDIZE DEFINITIONS ANO WITHIN LIMITS. TC CHECK< THE &CCURACY 0F THE DATA. NEVERTHELESS.SUCH DATA ARE STILL IMPERFECT IN SEVERAL RESPECTS AND THE BANK 15 WORKING TO IMPROVE THEM PROGRESSIVELV ON THE OCCASION 0F ITS OPERATIONAL WORK. IN THE USE 0F THESE DATA, THE FOLLOWING QUALIFICATIONS SHOULO BE BORNE IN MINDO I 1 ) EOUCATION' AS DEFINED IN THE TABLE INCLUDES AIL EOUCATION AND TRAINING. FORMAI AND NON-FORMAI: (2>'PRIMARY EDUCATION REFERS TO EDUCATION AT THE FIRST LEVEL AND 'SECODNARV' EDUCATION REFERS TO ALL EOUCATION AT THE SECONOARY LEVEL REGAROLESS OF TYPE (E.G. GENERAL. TECHNICAL. AGRICULTUBAL) (3)"LITERACY RATES'(COL.6> ARE OFTEN OBTAINEO FROM COUNTPY CENSUSES. IN MANVODUNTRIES THEY ARE ONLY APPROEIMATIONS AND IT 15 DOUBTFUL THAT . ENROILIMENT FIGURES FREQUENTLY ARE HIGHER THAN THE NUMBER 0F STUDENTS ACTUALIY IN SCHOOL. OVERAGEO STUDENTS WHOSE INCLUSION