Document of The World Bank FOR OFFICIAL USE ONLY Report No. 11571-LA STAFF APPRAISAL REPORT LAO PEOPLE' S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT MARCH 26, 1993 Population and Human Resources Division Country Department I East Asia and Pacific Regional Office This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. CURRENCY EQUIVALENTS (as of March 1993) Currency Unit - Kip US$1 - 715 Kip 1 Kip - US$0.0014 Currency Unit - Swiss Franc (SwF) US$1 SwF 1.53 SwF 1 - US$o.654 Currency Unit - Norwegian Krone (NOK) US$1 - NOK 7.00 NOK 1 - US$0.143 ABBREVIATIONS AND ACRONYMS ADB - Asian Development Bank DGE - Department of General Education DOP - Department of Organization and Personnel DPF - Department of Planning and Finance GDP - Gross Domestic Product GDP p.c. - GDP per capita ICB - International Competitive Bidding IDA - International Development Association IMU - Instructional Materials Unit IUP - Institute of Pedagogy Lao PDR - Lao People's Democratic Republic LCB - Local Competitive Bidding MOES - Ministry of Education and Sports MOF - Ministry of Finance NPI - National Polytechnic Institute PCR - Project Completion Report PPAR - Project Performance Audit Report PSU - Project Support Unit PUCA - Provincial Unit for Construction Assistance RIES - Research Institute for Educational Sciences SAC2 - Second Structural Adjustment Credit SCS - School Construction Service Unit SDC - Swiss Development Cooperation SOE - Statement of Expenditure UNESCO - United Nations Educational, Scientific and Cultural Organization UNICEF - United Nations Children's Fund UNDP - United Nations Development Programme FISCAL YEAR October - September SCHOOL YEAR September - June FOR OFFICIAL USE ONLY LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT Table of Contents Page No. CREDIT AND PROJECT SUMMARY . . . . . . . . . . . . . . . . . . . . . . i I. BACKGROUND. . . . . . . . . . . . . . . . . . . . . . . . . . . 1 II. THE EDUCATION SECTOR . . . . . . . . . . . . . . . . . . . . . . . 2 A. Organization and Financing . . . . . . . . . . . . . . . . . 2 B. Main Issues . . . . . . . . . . . . . . . . . . . . . . . . . 3 Poor Quality of Education . . . . . . . . . . . . . . . . . 3 Institutional Weaknesses . . . . . . . . . . . . . . . . . 6 C. Strategy for Sector Development . . . . . . . . . . . . . . . 8 Government Priorities and Strategies . . . . . . . . . . . 8 IDA Experience and Strategy . . . . . . . . . . . . . . . . 10 III. THE PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 A. Objectives and Scope . . . . . . . . . . . . . . . . . . . . 11 B. Description . . . . . . . . . . . . i . . . . . . . . . . . . 12 Curriculum Development and Pedagogical Support . . . . . . 12 School Infrastructure . . . . . . . . . . . . . . . . . . . 17 Sector Planning, Monitoring and Evaluation . . . . . . . . 20 Educational Administration and Management . . . . . . . . . 21 C. Status of Project Preparation . . . . . . . . . . . . . . . . 23 IV. COSTS AND FINANCING . . . . . . . . . . . . . . . . . . . . . . . 23 A. Cost Estimates . . . . . . . . . . . . . . . . . . . . . . . 23 B. Financing . . . . . . . . . . . . . . . . . . . . . . . . . . 26 This report is based on the findings of the project appraisal mission to the Lao People's Democratic Republic in November 1991, of technical discussions conducted in March 1992, and of a post-appraisal/pre-negotiations mission in December 1992. The appraisal mission was led by A. Salmon and included M. Dalupan, consultants N. Baumgart, M. Botti and J. Waechter, French Government representatives Y. Cottereau and J.L. P4rillier, and Swiss Development Cooperation (SDC) consultant U.P. Trier. The technical discussions were conducted by M. Dalupan, B. Babson and D. Conrad. The post-appraisal/pre-negotiations mission was led by M. Dalupan and included A. Salmon and H. Go, SDC representatives J.R. Moret and L. Lavizzari, SDC consultant U.P. Trier and Norwegian Government consultant T. Hernes. The contributions of the following consultants funded under a Japanese Grant for Project Preparation are also acknowledged: M. Botti, J. Carol, T. Chewprecha, A. Claisse, S. Coussement, A. Meesing, G. Martel and J. de Spiegeleer. Peer reviewers for the project were H. Martinez (ESP), E. Nkwanga (AF4PH) and R. Cambridge (SA2PH). This report was cleared by J. Shivakumar (Chief, EA1PH) and C. E. Madavo (Director, EA1). This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. Page No. V. MANAGEMENT AND IMPLEMENTATION . . . . . . . . . . . . . . . . . . . 27 A. Organization . . . . . . . . . . . . . . . . . . . . . . . . 27 B. Procurement .... . . . . . . . . . . . . . . . . . . . . . 27 C. Disbursements .... . . . . . . . . . . . . . . . . . . . . 31 D. Accounts and Audits ... . . . . . . . . . . . . . . . . . . 32 E. Monitoring, Reporting and Supervision . . . . . . . . . . . . 33 VI. PROJECT BENEFITS, RISKS AND IMPACT . . . . . . . . . . . . . . . . 33 VII. AGREEMENTS AND RECOMMENDATION ... . . . . . . . . . . . . . . . 35 TEXT TABLES Table 4.1: Summary of Project Costs by Component . . . . . . . . 24 Table 4.2: Summary of Project costs by Category of Expenditure . 25 Table 4.3: Financing Plan . . . . . . . . . . . . . . . . . . . 26 Table 5.1: Project Costs by Procurement Arrangements . . . . . . 30 Table 5.2: Disbursement Categories . . . . . . . . . . . . . . . 31 ANNEXES Annex 1: Text of the Government's Letter of Education Policy 39 Annex 2: Basic Data . . . . . . . . . . . . . . . . . . . . . 45 Annex 3: Structure of the Education System . . . . . . . . . . 46 Annex 4: Primary and Secondary Education Pyramid . . . . . . . 47 Annex 5: Structure of the Ministry of Education and Sports . . 48 Annex 6: Projections of Enrollments and Teacher Requirements . 49 Annex 7: Education Recurrent Expenditures . . . . . . . . . . 54 Annex 8: Project Costs by Component, Category of Expenditure and Project Year .... . . ...... . . . . . . . 58 Annex 9: Disbursement Schedule and Profile . . . . . . . . . . . 64 Annex 10: Curriculum Implementation Schedule . . . . . . . . . . 65 Annex 11: Instructional Materials Printing and Distribution . .66 Annex 12: Civil Works Implementation Schedule . . . . . . . . . 71 Annex 13: Technical Assistance Plan . . . . . . . . . . . . . . 73 Annex 14: Overseas Training Plan . . . . . . . . . . . . . . . 75 Annex 15: Local Training Plan . . . . . . . . . . . . . . . . . 76 Annex 16: Project Management and Implementation Chart . . . . . 77 Annex 17: Supervision Plan . . . . . . . . . . . . . . . . . . 78 Annex 18: Selected Documents Available in the Project File . . 80 MAP IBRD No. 24632 LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT CREDIT AND PROJECT SUMMARY Borrower: Lao People's Democratic Republic Implementing Agency: Ministry of Education and Sports (MOES) Amount: SDR 13.7 million (US$19.0 million equivalent) Terms: Standard IDA, with 40 years of maturity Cofinancing: Grant from the Government of the Swiss Confederation through the Swiss Development Cooperation (SDC) of SwF 15.0 million (US$9.8 million equivalent) Grant from the Royal Ministry of Foreign Affairs of the Kingdom of Norway of NOK 21 million (US$3.0 million equivalent) Proiect Description: The project would aim to address immediate needs for quality improvement in basic education, and to establish the policy and institutional frameworks for longer-term sector development. Specifically, the project would: (a) develop and implement new curricula, instructional materials and pedagogical support systems in primary and lower secondary education; (b) lay the foundation for a sustainable construction program for primary and lower secondary schools; (c) establish systems of data collection and analysis to support sector management and strategic planning; and (d) strengthen institutional capacities in educational administration and management at the central and local levels. To carry out these activities, the project would finance civil works, furniture, equipment, instructional materials, training, technical assistance, and project management and operations. Benefits: The project would help ensure that sector development is grounded on a solid foundation of quality basic education, and would realize long-term benefits by developing the institutional capacities needed for greater self-reliance in the design and management of educational development. Quality improvements would result from better-trained and more motivated teachers, new instructional materials and teaching strategies, and upgraded school facilities. Expanded access is expected as the system is able to accommodate more students in places formerly occupied by repeaters, accompanied by improved equity since problems of repetition and dropout generally affect poorer children. Equity would also be enhanced through a more balanced distribution of resources among provinces and districts. - ii - Risks: Project implementation would involve a diverse set of activities in provinces and districts throughout the country, and would require extensive coordination by an executing agency that has limited management capacities and experience with IDA procedures. The project would also be implemented during a period of transition as the Government endeavors to put in place major reforms in public financing and administration. To reduce these risks, analysis of institutional development needs and training of MOES staff were initiated during project preparation, and would be continued under the project. The Government would assure adequate staffing for project implementation, and technical assistance to be provided would focus on the training of these staff. Project activities would be closely monitored and considerable flexibility built into project implementation and supervision. Review missions would strive to identify and resolve implementation problems as they arise, and semi-annual project performance reviews and a comprehensive mid-term review would be conducted to adjust or modify the project design as needed. The risk that the Government would not allocate sufficient public resources to the sector would be addressed by requiring the conduct of annual budget reviews. Estimated Costs: Local Foreign Total ------US$ million------ Curriculum/Pedagogical Support Curriculum Development 0.4 0.8 1.2 Instructional Materials 0.8 5.4 6.2 Teacher Training/Support 2.4 2.3 4.7 School Networks Pilot 0.1 0.1 0.2 Lao Language Study i/ 0.0 0.0 0.0 *Sub-total 3.7 8.6 1L3 School Infrastructure School Reconstruction 4.3 6.7 11.0 Provincial Units 0.6 1.1 1.7 Construction Service 0.2 0.5 0.7 Sub-total Li la8.3 134 Sector Planning Information Systems 0.4 0.7 1.1 Performance Assessment 0.1 0.1 0.2 Sub-total 0.5 0.8 1.3 Administration/Management Central Administration 0.3 0.6 0.9 Local Administrations 1.0 1.3 2.3 Project Support Unit 0.2 1.3 1.5 Sub-total 1_2 3.2 4.7 Total Baseline Cost 10.8 20.2 21.7 Physical Contingencies 0.5 1.0 1.5 Price Contingencies 2.2 2.1 4.3 Total Proiect Cost / 13.5 2A.0 3z.5~ al Total cost of this sub-component is estimated at US$40,000. b/ Includes US$1.0 million equivalent in identifiable duties and taxes. - iii - Financing Plan: Local Foreign Total -----US$ million----- Government/Communities 5.7 0.0 5.7 SDC 4.1 5.7 9.8 Norway 0.3 2.7 3.0 IDA 3.4 15.6 19.0 Total 13.5 24.0 37.5 Estimated IDA Disbursements: IDA fiscal year 1994 1995 1996 1997 1998 1999 2000 ----------------------- US$ million ---------------------- Annual 2.0 2.0 2.4 3.1 3.2 3.4 2.9 Cumulative 2.0 4.0 6.4 9.5 12.7 16.1 19.0 Estimated SDC Disbursements: IDA fiscal year 1994 1995 1996 1997 1998 1999 2000 ---------------------- US$ million --------------------- Annual 1.0 1.4 1.5 1.6 1.6 1.4 1.3 Cumulative 1.0 2.4 3.9 5.5 7.1 8.5 9.8 Estimated Norway Disbursements: IDA fiscal year 1994 1995 1996 1997 1998 1999 2000 ----------------------- US$ million ---------------------- Annual 0.6 0.5 0.5 0.5 0.4 0.4 0.1 Cumulative 0.6 1.1 1.6 2.1 2.5 2.9 3.0 Economic Rate of Return: Not Applicable MaR: IBRD No. 24632 LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT I. BACKGROUND 1.1 The Lao People's Democratic Republic (Lao PDR) is a small, landlocked country bordered by Vietnam in the east, Thailand in the west, Cambodia in the south, and China and Myanmar in the north. The country covers a total land area of nearly 237,000 square kilometers of mountainous terrain, and is administratively divided into 18 provinces and 128 districts. Its population was estimated in 1991 to be 4.2 million, and growing at an annual rate of 2.8%. About 45% of the population are under 15 years of age, and women account for slightly over half of the population. The vast majority of the country's inhabitants is dispersed over some 12,000 rural villages, with only 15% residing in the capital city of Vientiane and three other major towns. 1.2 With an estimated 1991 per capita income of US$230, the Lao PDR ranks among the least developed countries in the world. Production is chiefly agrarian in origin and oriented towards meeting subsistence requirements. The country's most important natural resources remain largely unexploited: valuable mineral deposits, including iron ore, gold, copper and lead; the Mekong River and its tributaries, particularly their capacity to generate hydroelectric power; and large areas of arable land. Transportation and communications are difficult due to the country's geographical features and lack of adequate infrastructure. Most villages have no access to major roads, and about 40% of the road network is impassable during the rainy season which ensues from May to September each year. 1.3 In 1985, following a decade of central planning, the Government launched a reform program to support the transition to a market-oriented economy and remove structural constraints to growth. The reforms initially focussed on freeing prices, adopting a market-based exchange rate, eliminating subsidies, extending autonomy to state enterprises, and authorizing private sector activities. Since 1989, the Government has further accelerated the reform process and reasserted macroeconomic control. A public enterprise reform and privatization program has been initiated, and a series of tax, tariff and interest rate reforms were put in place to improve public resource mobilization. Despite some initial setbacks, the reform program has helped to stimulate real GDP growth rates of, most recently, 6.6% in 1990 and 4% in 1991. The potential for sustained growth exists, given the country's natural resources, but is constrained by a poorly educated labor force and a shortage of managerial and technical skills. To address these deficiencies, the Government and IDA both recognize the need to strengthen the educational system as the cornerstone of a comprehensive human resource development strategy. 1.4 Based on reviews conducted by UNDP, UNESCO and UNICEF since 1982, a sector study completed in 1989 by the Asian Development Bank (ADB), and further analytical work undertaken by IDA during project preparation, the Ministry of Education and Sports has formulated an education sector strategy to the year 2000. Priority is being given to improving the quality and efficiency of primary and lower secondary education, in view of the well-established social and economic benefits to be obtained from investing in basic education, and the fact that middle- and higher-level training are most effective when built on broad competencies acquired through a solid foundation of general education. -2- II. THE EDUCATION SECTOR A. Organization and Financing 2.1 General education in the Lao PDR is provided in five years of primary, and three years each of lower and upper secondary education. The system of pre-service teacher training is highly diversified, consisting of schools and colleges which offer pedagogical and disciplinary training following either primary or secondary schooling, and a university-level Institute of Pedagogy (IUP) which trains upper secondary teachers. The vocational-technical system includes secondary vocational schools for semi-skilled and skilled workers, technical colleges for middle-level technicians, higher technical colleges for higher-level technicians, and a university-level National Polytechnic Institute (NPI) which grants engineering degrees. Other higher education institutions granting first-level degrees include a medical university and a school for administration and management. Preschooling is available for children up to five years of age, and nonformal education programs consist mainly of literacy training and basic education equivalency courses. 2.2 In 1990, an estimated 560,000, 94,000 and 32,000 students were respectively enrolled in some 6500 primary, 680 lower secondary and 120 upper secondary schools, corresponding to gross enrollment rates of about 100%, 30% and 12%. Enrollments in other sub-sectors were as follows: 35,000 in preschools, 10,000 in teacher training schools and colleges, 9000 in vocational schools and technical colleges, and about 4000 in higher education institutes. Females account for a respectable 45% of total enrollments at the primary level, 40% in lower secondary education, 38% in upper secondary education, and 38% in teacher training and higher education. Women also constitute about 40% of the 20,000 primary and 7200 lower secondary school teachers, 35% of the 2700 upper secondary teachers, and 30% of the 1200 teacher trainers. 2.3 The structure of educational administration includes the Ministry of Education and Sports (MOES) at the central level, and local education and sports services at the provincial and district levels. The local services are not hierarchically linked to the MOES, but are under provincial and district administrative committees, whose chiefs are appointed by and report to the Council of Ministers. Authority over schools and school personnel differs according to the type and level of education. In general, village administrative committees are responsible for primary, preschool and nonformal education; district education services for lower secondary education and primary teacher training; and provincial education services for upper secondary education, lower secondary teacher training, and vocational and technical education. The MOES has authority over the IUP and the NPI, and some upper secondary schools, vocational schools and technical colleges. A number of post-secondary educational institutions are under the authority of other ministries such as Communication, Transport, Post and Construction, and Health. 2.4 The financing of education has primarily been the responsibility of provinces and districts, which have had their own revenue base and negotiated their budgets directly with the Ministry of Finance (MOF). Between 1985 and 1988, annual total public expenditures on education are estimated to have been equivalent to about 2% of GDP, an order of magnitude for education spending that is among the lowest in the world. Moreover, the share of recurrent expenditures actually declined from 1.9% to 1.1% of GDP and, correspondingly, -3- from 15% to 8% of the total public recurrent budgets. In 1990, following a series of salary increases for public sector employees, recurrent expenditures on education are estimated to have increased to 2.5% of GDP or almost 19% of total recurrent expenditures. The recurrent expenditure figures may be over- estimated, especially for 1990, since they assume that salaries have been paid at the official rates, while the reality is that salaries are often not fully paid. Even then, these expenditure levels would be much less than in other low-income Asian countries (i.e., with per capita incomes below US$500), where recurrent spending on education averages about 3.3% of GDP. Expenditures on primary and general secondary education represent about 65% of total recurrent expenditures or 1.6% of GDP, compared to 2.2% in low-income Asian countries. Spending on non-salary items averages about 5% of recurrent expenditures in primary and 15% in lower secondary education. 2.5 Capital expenditures on education as a share of the total public capital budgets increased from 2.6% in 1985 to 8.4% in 1987; in 1990, capital expenditures amounted to about US$3.2 million equivalent or about 5% of the total public capital budgets. As in other sectors, the Government has relied heavily on external funding to cover development expenditures. From 1985 to 1990, external assistance to the sector amounted to about US$80 million equivalent, of which 35% was provided by multilateral donors and 65% by bilateral aid agencies and non-governmental organizations. The major multilateral donors were the ADB, UNDP/UNESCO, IDA and UNICEF, while the major bilateral donors included the former Soviet Union, Switzerland, Norway and France. Although the substantial aid from the former eastern bloc countries (about US$35 million equivalent between 1985 and 1991) will no longer be forthcoming, future levels of assistance to the sector are not expected to decline, with US$60 million of external funding already committed or proposed for the period from 1991 to 1995. B. Main Issues 2.6 Current gross enrollment rates in primary and secondary education represent impressive gains since 1975, especially in view of the country's economic position. However, the quality of education offered is poor and the Government has been unable to improve the situation due to weaknesses in sector management and financing. The result is an educational system characterized by extremely high repetition and dropout rates, and other serious internal inefficiencies. With repetition rates ranging from 40% in Grade 1 to 15% in Grade 5, repeaters constitute 30% of total enrollments at the primary level. Drop-out rates range from 25% in Grade 1 to 10% in Grade 5, and less than one- third of first-grade entrants survive to the final grade of the cycle. At the lower secondary level, repeaters occupy about 11% of school places and only 52% of those beginning the cycle complete the three-year program. Poor Quality of Education 2.7 The poor quality of educational inputs and processes in basic education is evidenced by inappropriate curricula and teaching methods, the scarcity of textbooks and other materials in schools, low levels of teacher qualifications, the absence of systems for teacher upgrading and professional support, and school facilities which do not provide the minimum physical conditions required for teaching and learning. 2.8 Curricula and Teaching Methods. Curricular programs are outdated, poorly organized, and crowded with 12 subjects at the primary and 17 at the lower secondary levels. The orientation is overly theoretical, of limited relevance to the local social and natural environments, and based on rote learning. As the teacher often has the only textbook in a class, most instruction is confined to reproducing the book, by dictating the lessons or writing them on the blackboard, and then having students recite the lessons in unison or copy them into their notebooks. Starting in the first grade of primary education, teaching and testing throughout the school year are geared towards district or provincial year-end examinations, which determine progression to the next grade. Cut-off scores are arbitrarily determined and the only feedback provided to students on examination results is whether they have passed or failed. There is no effort to chart growth in learning nor to diagnose student needs for enrichment or remediation. 2.9 Textbooks and Other Instructional Materials. It is estimated that fewer than 5% of students have any textbook at all, and there are almost no other instructional materials in schools. Up to 1987, textbooks were produced and distributed by two state printing enterprises according to MOES instructions. The printing enterprises still hold the copyrights for most existing textbooks and, by all accounts, produce books of relatively good quality at reasonable prices. Budget constraints prompted the 1987 Government decision to discontinue the free supply of textbooks. Provincial education services were then expected to order books directly from the printers and to handle sales to students to recoup their initial outlay. Large book stocks remained unsold, however, because the provinces were unable to underwrite purchase orders. Families, which bear other costs of schooling (including fees and donations, school supplies, uniforms and transportation) also could not afford to purchase textbooks, especially the large numbers required by the presently overloaded curricula. In addition to problems of financing, the lack of instructional materials has been due to the absence of a reliable delivery system to schools. 2.10 Teachers. Most teachers are poorly and insufficiently trained, with nearly one-third of the primary and lower secondary teaching force having less than an upper secondary degree. Teacher training has been the responsibility of provincial and district education services, which has led to numerous variations on the structure and content of pre-service programs (para. 2.1). Primary and lower secondary teachers are currently trained in about 60 teacher training schools and colleges, which are themselves ill-equipped and staffed by trainers with limited qualifications. The MOES has adopted a national policy to standardize and strengthen pre-service teacher education, and has started to implement this policy through the Education Quality Improvement Project financed by the ADB and the Government of Norway. Under this project, the facilities and staff of eleven selected teacher training schools and colleges will be upgraded and, from 1995, these institutions will offer only programs certified by the MOES. Primary school teachers will receive either three years of training following completion of lower secondary education, or one year following completion of upper secondary education. Lower secondary teachers will receive three years of training following completion of upper secondary education, while upper secondary teachers will continue to be trained at the IUP. A Teacher Development Center being established at the Institute will be responsible for developing curricula and instructional materials for pre- service teacher training, as well as programs for in-service teacher training. -5- 2.11 While the Government has begun to address the improvement of teacher quality over the long-term, there are few opportunities for in-service upgrading of the present teaching corps, and no systems of professional and administrative support to provide guidance to teachers and principals in schools. Teacher morale is low due to the lack of resources in schools and difficult working conditions. Low teacher motivation, and the high rates of absenteeism and abandonment of posts this engenders, have devastating effects on the quantity and quality of instruction students receive. 2.12 Ethnic Minorities. Issues of curricula, teaching methods, instructional materials and teacher training obtain special significance for ethnic minorities whose mother tongue is not Lao, the national language and medium of instruction in schools. While some minority groups have been acculturated with respect to the Lao language, most have not. Ethnic groups in the Lao PDR are officially classified into three broad categories of ethnic origin, named for the elevations at which they tend to live: Lao Loum (lowland Laos), Lao Theung (upland Laos) and Lao Soung (highland Laos). The Lao Loum are the major ethnic group and native speakers of Lao or its dialects. Together, the Lao Theung and the Lao Soung represent 40% of the total population, but only 27% of primary and 5% of lower secondary enrollments. The limited participation of these groups in formal schooling results from the remoteness and mobility of their settlements, as well as the cultural and linguistic differences that need to be considered in the design of educational programs. The 1992-96 UNICEF Country Programme for the Lao PDR is directly addressing the educational situation of ethnic minorities through projects that, among others, support community initiatives to build or repair schools, provide instructional materials, train teachers and develop non-formal approaches to basic education in about 40 rural districts of eight provinces with high concentrations of minority populations. 2.13 School Facilities. The majority of primary and lower secondary school facilities do not provide an adequate physical environment for teaching and learning. About 60% of primary and 40% of lower secondary schools are reported to be severely dilapidated and in need of reconstruction or major rehabilitation. Roofs and walls are frequently missing or badly degraded, and offer no security nor protection from the elements. Classrooms lack basic furniture, such as desks and chairs. Where present, such items are fragile and of inappropriate dimensions for the children. Blackboards, the main teaching tool, are often poorly finished and unusable. 2.14 Villages and districts are responsible for the construction of primary and lower secondary schools, respectively, and the type of construction they undertake ranges from provisional to permanent structures, depending on available materials and resources. Most of the materials that are commonly utilized degrade rapidly, are not easily maintained, and do not lend themselves to simple rehabilitation. The extensive deterioration of the infrastructure can also be attributed to weaknesses in initial design, poor preparation of the underlying terrain, defective construction techniques, and a general absence of maintenance of the buildings and their surroundings. Norms and standards for school construction and maintenance have not been defined, and technical capacities for supervision at the local levels are extremely limited. 2.15 Assistance for primary school construction has been provided to a small number of communities by the central Government, official aid agencies and non-governmental organizations, mainly in the form of donations of construction materials. The results of such assistance has been variable, with the more successful experiences dependent on whether the willingness and capacity of local communities to provide counterpart labor and materials were established beforehand, and whether technical assistance was provided throughout the design and implementation stages. Institutional Weaknesses 2.16 Weaknesses in the management, financing and administration of education have inhibited the Government's ability to improve quality, efficiency and equity in the educational system. Many of the issues derive from problems in the overall structure of public finances and administration, and will need to be addressed in the context of the institutional reforms that the Government is presently undertaking in these areas. 2.17 Sector Planning. Effective sector planning and management have been hampered by the lack of accurate and relevant educational data, especially at the central level, which is itself related to limited institutional and staff capacities in data collection and utilization. In 1986, the MOES instituted the regular collection of education statistics from provinces and districts through school questionnaires prepared and distributed by the central office. However, the MOES did not establish school-level databases, which are essential to the proper analysis of educational questions, and maintained only summary statistics by province and district. Data collected have tended to served routine reporting requirements rather than planning and management purposes. Data quality has also been compromised by an unduly complex school questionnaire, which is difficult to complete and includes items for which no clear purpose exists or which could be more reliably obtained through other data-gathering mechanisms. These deficiencies can be traced to the fact that data collection, processing and analysis have not been linked to immediately identifiable needs in sector planning and management nor to a well-defined conceptual framework for utilizing the information collected. 2.18 Financing. The low levels of funding for education (para. 2.4) constrain long-term prospects for the sector and its potential to contribute to the country's development. While the GoverDnment has been able to rely on external assistance for its investment requirements, difficulties have been encountered in mobilizing domestic resources to finance budgetary expenditures. Local governments have been increasingly unable to devote sufficient resources to provide for basic social services. Recognizing that the decentralization of fiscal administration has contributed to poor revenue performance and resulted in inequities that could not be corrected by central authorities, the GoverDnment has introduced a major reform of public finances. 2.19 Under regulations issued in 1991, all revenues must be reported to the MOF where they will be integrated into a national budget plan. Revenue collection is being unified under two national administrations for customs and taxes, and these resources will be allocated according to the duties carried out by the different levels of Government. Local administrations are to cease operating independent budgets and will act under delegation of spending authority from the central government. The budget will be executed by a national treasury administration, using a clearly defined public accounting framework, and prior control of all expenditures will be exercised at both the -7- commitment and disbursement stages. While these reforms promise to improve the overall situation, adequate financing for the sector still needs to be assured, particularly in light of initial indications that the share of education in the 1992/93 national budget is only 11%. 2.20 An important objective of the financing reforms is to generate the resources needed to raise the salaries of government staff. Public sector salaries are low, often subject to delays in payment, and sometimes not even paid because of inadequate budgets. While salaries are set according to a national scale, actual payments have varied among provinces and districts, depending on local resources. Most state employees engage in subsistence farming, hold second jobs or otherwise earn additional income to support their families. This situation has demoralized the civil service corps and affected the efficiency of public services. The Government has thus taken steps to improve the salary system and rationalize employment in the civil service. Since 1989, salaries have been paid entirely in cash, replacing a system under which a major portion of salaries was paid through purchase book entries. Between 1989 and 1991, the size of the civil service was reduced by 19% to a current level of about 70,000 employees, the civil service grading system was revised, and salaries were nominally increased to about 3.3 times their 1988 levels. However, the new salary scales represented little or no increase in real incomes, and remain uncompetitive with the private sector. 2.21 In 1990, average teacher salaries expressed as a ratio to GDP per capita (GDP p.c.) were equivalent to 1.8 and 2.0 at the primary and secondary levels, respectively. In low-income Asian countries, salaries average 2.3 times GDP p.c. for primary and 3.4 times GDP p.c. for secondary school teachers. The regular payment of adequate salaries is necessary to obtain the effective cooperation of sector staff, particularly teachers, and to help ensure the success of any effort to reform the educational system. However, the resources required to increase salaries can only be mobilized and sustained by improving efficiency in resource use within the educational system. 2.22 The greatest scope for efficiency gains lies in improving teacher utilization, since teacher salaries constitute the bulk of education recurrent expenditures and current student-teacher ratios at the primary and secondary levels are low. The average ratio in primary education is 28:1, compared to the Asia region average of 33:1, and ratios as low as 15:1 are common in the country's many small rural schools. The average size of primary schools is only 85 students, and traditional practice is to assign one teacher per grade regardless of class size. As a result, teachers tend to be under-utilized and more than 60% of schools do not provide the full five-year primary program. At the secondary level, student-teacher ratios are 13:1 in lower secondary and 12:1 in upper secondary education, compared to an Asia region average of 22:1. Since average class sizes are only 34 and 40 at the lower and upper secondary levels, respectively, the low ratios suggest that teachers are teaching less than 10 hours each week on average. 2.23 Administration. Professional and operational linkages between the MOES and the provincial and district education services have been precluded by the authority of the political administrative committee chiefs over these local services. The MOES has not been able to effectively enforce national education policies or address inefficiencies and inequities in the provision and quality of education. In conjunction with the reform of public finances, the -8- Government has initiated a major administrative reform that will establish the vertical structures required to promote the attainment of national policies and objectives. Local offices will be designated as ministry field services, and the distribution of responsibilities and functions among the central, provincial and district levels will be re-evaluated as part of a long-term restructuring to improve the efficiency of public administration. Another retrenchment of the civil service is underway while new regulations are being prepared to improve incentives for Government employees, and administrative structures and decision-making processes will be streamlined. 2.24 In line with the overall administrative reform of the Government, the MOES has created an internal committee to develop a plan for the restructuring of educational administration. This plan would address problems in the functioning of existing central and local structures. Currently, decision-making is centralized at the highest levels, even for minor matters, resulting in cumbersome procedures and delays prejudicial to efficient administration. The responsibilities of the different departments are not clearly spelled out and has led to the duplication of some roles and functions, while others are not performed. The departments have tended to work in isolation from each other, and there has been no mechanism to coordinate their activities. The majority of staff in the sector are former teachers who have received little or no training in their administrative tasks, whether this be in such specialized areas as financial and personnel management, or in basic rules of administration. The physical facilities of the MOES and the local education services are inadequate and in poor condition, and an acute lack of material resources makes the execution of even the most rudimentary tasks, such as communications and document reproduction, extremely difficult. C. Strategy for Sector Development Government Priorities and Strategies 2.25 The Lao PDR has made substantial progress in evolving a market economy within a broadly stabilized macroeconomic environment, and GDP is expected to continue growing in real terms at about 5% annually. To sustain and broaden its economic achievements, the Government has shifted its investment strategy away from direct investment in production-related activities to building the physical and human capital that are essential for long-term growth. This shift is reflected in the rolling five-year Public Investment Program which the Government adopted in 1991 as its sole operational tool for allocating public resources on a medium-term basis. Investment priority is being given to two areas: (a) the development of key infrastructure in the energy, transportation and communications sectors; and (b) the delivery of basic services in health and education. In addition to increased allocations under the Public Investment Program, the education sector would also receive a higher proportion of budgetary resources, and administrative reforms would strengthen social sector support at the local levels. 2.26 The main objectives of the Government's education sector strategy are to improve the quality of education, and the efficiency of educational planning and management. While the development of efficient administrative and financing structures will involve and benefit the sector as a whole, specific measures to improve quality would focus first on basic education. Emphasis is being given to basic education since its products determine the quality of -9- entrants into subsequent educational levels and into the work force, and because effective basic education enables the majority of the population to participate more fully in the country's economic and social development. Improvements in basic education quality would be achieved with the coordinated assistance of the ADB and the Government of Norway, which are supporting efforts to upgrade teacher training (para. 2.10); UNICEF, through its basic education projects for ethnic minorities (para. 2.12); and IDA, the Swiss Development Cooperation (SDC) and the Government of Norway, through the financing of the proposed project. 2.27 Quality improvement measures would be implemented in conjunction with new policies on continuous progression in primary education and systems of student assessment, all of which are expected to improve achievement, reduce repetition and dropout, and raise survival and completion rates. The Government's targets for the year 2000 would be to raise the cohort survival rate in primary education from 30% to over 60%, and reduce the proportion of repeaters in total enrollments from 30% to 14%. Targets at the lower secondary level would be to raise completion rates from 52% to 70%, and reduce the proportion of repeaters in total enrollments from 11% to 5%. Primary and lower secondary enrollments in 2000 would reach about 715,000 and 120,000 students, respectively, which would be equivalent to the current gross enrollment ratios. If these targets are reached, substantial cost savings would result from the reduction in the number of years required to produce a graduate from 14.5 to 7.2 in primary, and from 5.2 to 4.0 in lower secondary education. 2.28 The Government intends to improve the conditions of service for sector staff, especially teachers, through appropriate career incentives, salary increases, and the reform of administrative and financial structures as required to ensure the regular payment of salaries. For its part, the sector would undertake measures to improve efficiency in teacher utilization. At the primary level, an average student-teacher ratio of 33:1 would be achieved primarily through the systematic organization of multigrade classes. The average ratio at the secondary level would be raised to 25:1 by increasing the effective teaching hours of teachers. Higher ratios would also be fostered by increasing the average size of schools on the basis of school mapping outcomes. The Government recognizes that improvements in teacher utilization will necessarily involve a reduction in the absolute numbers of teachers, notably at the secondary level, and that the process will need to be properly managed to minimize any negative impact on educational access and quality. 2.29 Beyond the immediate priorities in basic education, the Government recognizes the importance of vocational-technical and higher education to provide the middle- and higher-level technical skills required for enhanced productivity and competitiveness. Pre-investment work in these areas is thus underway. The UNDP has supported an employer survey and an inventory of vocational and technical schools, while a study of the labor market and related human resource development needs is being undertaken with technical assistance funded by the ADB. Under the IDA- and SDC-financed NPI Project (para. 2.31), a sector study will be conducted to develop an investment strategy for vocational-technical education and training; this study would include an overall assessment of upper secondary education to review the balance between academic and vocational offerings at this level. The ADB has also proposed to assist the Government in developing a master plan for higher education, within which the strengthening of the IUP as a teacher training institution is seen as the first phase in its transformation into a national university. - 10 - IDA Experience and Strategy 2.30 Lessons from Previous IDA Involvement. IDA assistance to the Lao PDR has consisted of sixteen credits totalling about US$316 million, including a Second Structural Adjustment Credit (SAC2) approved in September 1991 to support continued reforms in economic management, public finances and administration. The PCRs and PPAR of four completed agriculture and industry projects- highlight the importance of good technical preparation and the critical role of IDA supervision in countries such as the Lao PDR where project skills are limited. Grant funding of V120 million (about US$900,000 equivalent) was thus obtained from the Japan Policy and Human Resources Development Flnd administered by IDA to support detailed project preparation,2 and intensive IDA supervision would be undertaken during project implementation. 2.31 The first and only IDA operation in the education sector to date, the NPI Project (Credit 2001-LA, 1989), aims to train engineers and technical managers for the productive sectors of the economy. The NPI experience thus far points to the need for incentives to contain the turnover of project staff, and to streamline the decision-making and administrative procedures involved in implementing the project. These issues would be addressed on a country level through the reforms supported by SAC2, and by actions under the proposed project to promote improved employment conditions for sector staff and to clearly delineate lines of authority and responsibility in project management and implementation arrangements. The NPI Project has also fostered positive working relationships between the Government, IDA and the SDC, and the increased familiarity with each other's procedures would be drawn upon in the implementation of the proposed project. 2.32 IDA Assistance Strategy. The objectives of IDA's country assistance strategy are to: (a) support Government efforts to move to a market economy while maintaining macroeconomic stability; (b) assist in the development of the physical capital needed to expand production and exports; (c) promote the sustainable use of the country's natural resources; and (d) support human resource development, both for increasing labor productivity and for alleviating poverty. In line with the human resource development objective, IDA has established solid relationships in the education sector through its policy dialogue, sector analysis and advice, and the technical assistance and training provided during project preparation. IDA lending for education has been limited, however, accounting for only 2% of total lending between fiscal years 1986 and 1992. The proposed project would represent a substantial increase in IDA assistance to the education sector, in view of the importance of the sector for the country's social and economic development. IDA has also mobilized substantial cofinancing for the proposed project, and has sought to coordinate its activities with other donor agencies to help ensure a coherent development effort in the sector. For the First, Second and Third Agricultural Rehabilitation and Development Projects, PCR Nos. 7250, 8084 and 9858, respectively, and PPAR No. 8884; PCR No. 9857 for the Agricultural Production Support Project; and PCR No. 8374 for the Nam Ngum Hydroelectric Project. 2/ The Japanese Grant Agreement between the Lao PDR and IDA (as Administrator of Grant Funds provided by the Government of Japan) was signed on February 11, 1991. - 11 - 2.33 Rationale for IDA Involvement. Following the approval of the NPI Project in 1989, the Government requested IDA assistance to develop and implement a program for overall sector reform. IDA's main contribution to these discussions has been to help sharpen the definition of sector priorities, and to underscore the need to balance desired objectives with proposals that are pedagogically effective and financially viable. IDA has also encouraged an approach that would promote sector-wide policies and planning, and thereby strengthen the coordination of development activities in the sector. IDA involvement in the sector would further complement the reforms in public administration and resource management being supported by SAC2. In the coming years, the Government aims to establish systems of financial control and accounting, reduce the civil service while upgrading salaries and employment conditions, and redefine local government authority, structures and financing mechanisms. The proposed project would support implementation of these reforms in the education sector, and would help ensure that sector requirements are taken into account as these reforms are elaborated. III. THE PROJECT A. Obiectives and ScoRe 3.1 The project would aim to address immediate needs for quality improvements in basic education and to establish the policy and institutional frameworks for longer-term sector development. The project's specific objectives would be: (a) to improve student and teacher performance in primary and lower secondary schools, by supplying instructional materials, introducing new approaches to teaching and learning, and providing in-service training and pedagogical support to teachers; (b) to develop viable mechanisms for assuring the provision of appropriate educational facilities in primary and secondary education, by supporting local communities in the construction and maintenance of their primary schools, and developing capacities at the central and provincial levels to plan, manage and implement school construction programs; (c) to promote efficiency in the allocation and use of resources by installing systems to collect and utilize management information, and developing technical skills in educational planning, monitoring and evaluation; (d) to enable more effective delivery of basic education services, by strengthening management capacities at all administrative levels, and developing the structures and processes required to respond to clearly identified needs of the educational system. 3.2 To accomplish these objectives, the project would consist of the following components and sub-components: (a) Curriculum Development and Pedagogical Support, including (i) curriculum and instructional materials development, (ii) instructional - 12 - materials provision, (iii) teacher training and support, (iv) a primary schools networks pilot, and (v) a study on Lao language teaching and the schooling of ethnic minorities. (b) School Infrastructure, including (i) a limited school reconstruction effort, (ii) creation of Provincial Units for Construction Assistance in six provinces, and (iii) reinforcement of the School Construction Service Unit of the MOES; (c) Sector Planning. Monitoring and Evaluation, including (i) establishment of systems of data collection, analysis and utilization, and (ii) carrying out of studies to assess educational outcomes; and (d) Educational Administration and Management, including (i) strengthening of MOES capacities in financial and personnel management, and the preparation of plans for revised administrative structures and a staff development program for the MOES; (ii) institutional assessment of local and school administrations, and training of staff at these levels; and (iii) support to project management and implementation. 3.3 Through the implementation of the above components, the project would initiate actions on key policy measures designed to increase completion rates in basic education and improve efficiency in teacher utilization. These actions would include: (a) introduction of continuous student progression and evaluation in primary schools; (b) review of current practices in student assessment and examinations; (c) organization of multigrade classes, which would allow the full primary cycle to be offered in small schools as well as promote efficient student-teacher ratios; (d) increasing the effective teaching hours of secondary school teachers; and (e) school mapping to increase the average school size. 3.4 The commitment of the Government to the objectives, strategy and activities of the project was confirmed in a Letter of Education Policy that was furnished to IDA and reviewed at negotiations (Annex 1). At negotiations, the Government provided assurances that it would carry out the project in accordance with work programs and timetables satisfactory to IDA, and for this purpose, would furnish to IDA for its review by April 15 of each year, beginning in 1994, a proposed annual work program and timetable for the following Government fiscal year. Understandings were also reached that the annual work program and timetable for Government fiscal year 1993/94, as well as a work program and performance indicators for overall project implementation, would be reviewed and agreed upon during the initial IDA supervision mission scheduled for August 1993. B. DescriRtion Curriculum DeveloRment and Pedagogical Support (Proposed outlay of US$14.2 million, including contingencies) 3.5 Curriculum and Instructional Materials DeveloRment. The project would support the development of curricula and instructional materials in primary and lower secondary education that organize programs of study into key learning areas, emphasize problem-solving and practical applications to the students' natural and social environments through well-sequenced presentations of lessons - 13 - and exercises, and support continuous assessment of student growth in knowledge and understanding. The primary education syllabus, which details the learning objectives, content outlines and teaching strategies for each grade and subject in the curriculum, has been completed and approved. On this basis, 12 textbook titles in three core subjects, 13 teacher guide titles, and support materials (learninp kits, charts and flash cards) would be developed for the five primary grades.- The lower secondary syllabus is scheduled for completion by September 1993; 15 textbook titles with corresponding teacher guides in five core subjects, and support materials (learning kits and basic equipment), would be developed for the three grades at this level. 3.6 Each set of curriculum materials for a particular grade would be developed and tested over a two-year period by national teams, in conjunction with pilot school teachers who would try out sections of the materials as they are developed. Fifteen primary and nine secondary pilot schools in three provinces have been selected to represent the range of schooling conditions in the country. Nationwide, grade-by-grade introduction of the new materials would begin in school year 1994/95 for primary education, and two years later in 1996/97 for lower secondary education. Full implementation would be achieved at both levels in school year 1998/99 (Annex 10). 3.7 In addition to the development of new instructional materials for primary and lower secondary education, the project would support: (a) the rewriting of selected Lao language and social science textbooks for upper secondary education, as existing texts have been rendered obsolete by recent country and world developments; and (b) the selection of existing manuscripts for limited reprinting, in order to supply learning resources in primary and lower secondary schools while the new curriculum materials are being developed, and to provide supplementary materials, including readers and reference books. 3.8 The project would strengthen the Research Institute for Educational Sciences (RIES), the MOES agency responsible for curriculum and instructional materials development. The buildings which house the Institute would be refurbished to improve space utilization and the physical work environment, and other material inputs, including furniture and equipment, would be provided. Institute staff would receive about 33 staff-months of overseas training, and would be supported by 63 staff-months of foreign specialist services in curriculum preparation and instructional materials development and publishing, and 248 staff-months of local specialist services to assist with the preparation and review of manuscripts. The project would also finance the costs related to local training in word processing and desktop publishing, testing of new curriculum materials (including production of trial editions and training of staff in pilot schools), and management and operations. 3.9 Instructional Materials Provision. The project would support the printing and distribution of textbooks, teacher guides and supplementary materials. New textbooks would be provided at a ratio of one book for every student. Teachers would receive a teacher guide and a copy of the student text for each grade and subject taught. Teacher training colleges would also be provided with a supply of the new books. The production and quantity specifications of these materials would be such as to extend expected book life 3/ Work is nearly complete on the materials for Grade 1 and the preparation of Grade 2 materials is underway (para. 3.40). - 14 - to at least five years and eliminate the need for reprinting during the project period. A total of about 1.7 million primary, 670,000 lower secondary and 176,000 upper secondary new textbooks, as well as 117,000 teacher guides, would be produced for all grades. For the reprinting of existing book titles, about 935,000 copies would be scheduled for delivery in school years 1993/94 and 1994/95; thereafter, about 200,000 copies of supplementary materials would be printed and distributed (Annex 11). 3.10 Book distribution would be undertaken once annually and completed before the onset of the rainy season in May. Books would be delivered by the printer to the MOES warehouse in Vientiane, where individual school lots would be parcelled and gathered into district lots. The Vientiane warehouse, and the MOES warehouses in the provinces of Luang Prabang and Savannakhet, would use their existing vehicles to deliver district lots to about half of the districts in the country. Deliveries to the remaining districts would be contracted to the two private firms in the country offering full transport services and able to guarantee delivery to the districts. District offices would provide temporary dry storage and lockable wooden boxes in which books could be carried to and stored in schools. As a rule, teachers would be requested to collect the books from district offices, but allowances would be made for direct delivery to schools where warranted. The project would finance equipment and operating expenses for the MOES warehouses, contracts for transport services, book boxes, and costs incurred by teachers for transporting books. 3.11 The Instructional Materials Unit (IMU) in the MOES Department of Planning and Finance (DPF) would be responsible for planning and supervising instructional materials production and distribution, and for ensuring strict adherence to agreed upon timetables. Given the importance of these functions, a full-time position for a Unit Chief would need to be created. The IMU would coordinate closely with: (a) RIES, for the preparation of camera-ready manuscripts; (b) the Statistics Unit in the DPF, for the installation and maintenance of the required data systems (para. 3.32); (c) the Project Support Unit, for the processing of printing and distribution contracts (para. 3.38); and (d) the MOES warehouses and the district education services, for the organization and management of the distribution network. The project would finance equipment and management expenses for the IMU and the MOES warehouses, local training for IMU, warehouse and local education services staff, and about 18 staff-months of overseas training in a publishing company with a substantial distribution activity. About 18 and 14 staff-months of foreign and local specialist services, respectively, would be provided to assist in setting up the production and distribution systems and, subsequently, to help address longer-term issues in developing a publishing program for the continued provision of instructional materials. At negotiations, the Government provided assurances that, by September 30, 1993, the IMU would be officially assigned its responsibilities and authorities, and the Unit's Chief would be appointed. 3.12 The project would encourage students to use textbooks at home in the belief that the benefits from such a policy would outweigh the risks of additional loss or reduced book life. These benefits would include not only increased student time-on-task, motivation and achievement, but also the potential to create an environment in which parents and the community can become more actively involved in their children's education. Government policy on the provision of textbooks would be as follows: (i) at the primary level, books would be loaned to students for a minimum deposit that would be - 15 - reimbursed upon return of the books at the end of the school year; (ii) at the lower secondary level, books would be loaned to students for a fee; and (iii) the selected upper secondary education textbooks would be produced for sale to students. The Department of General Education (DGE) would be responsible for developing implementing guidelines and monitoring arrangements to help ensure compliance with the Government's policy. These guidelines would include provision for books to be loaned free of charge to the poorest students and/or in the poorest communities. 3.13 The project would also finance the production of curriculum support materials for primary and lower secondary education (para. 3.5), and the provision of basic school supplies to primary students. Production of support materials would be undertaken both centrally for distribution to schools and locally by teachers, as appropriate. Support materials that are centrally produced would be distributed to schools with book deliveries. School supplies would only be provided to students most in need, according to criteria set by the DGE. As a longer-term measure, the project would support about 26 staff- months of specialist services to assist the Government in developing a system, involving parents, communities and the district education services, for the cost-effective provision of school supplies to primary students. 3.14 Teacher Training and Pedagogical Support. Teachers would be introduced to the new curriculum materials and approaches through orientation programs, and thereafter provided continuing support by a corps of advisers to be established under the project. At the primary level, three pedagogical advisers would be appointed and attached to each district education service. At the lower secondary level, a Center for Pedagogical Support would be established for each province and staffed with eight teacher advisers. These 384 pedagogical and 144 teacher advisers would have two major functions: (a) to conduct the teacher orientation programs in their respective districts and provinces; and (b) to provide professional guidance to teachers during the school year. Core teams of primary and lower secondary advisers would be formed by selecting two pedagogical and two teacher advisers from each province, and providing them with about 58 staff-months of overseas training. 3.15 The teacher orientation programs would be run in two stages, each lasting two weeks. In the first stage, the programs would be developed, tested in the pilot schools (para. 3.6), and conducted by staff from RIES, the MOES Department of Teacher Training, the IUP Teacher Development Center, the DGE and selected faculty members from teacher training colleges. These staff, assisted by the core teams of advisers, would train the pedagogical and teacher advisers in four regional sessions, undertaken successively for groups of neighboring provinces. In the second stage, the advisers would simultaneously organize and conduct the orientation programs in their own districts for a total of about 20,000 primary teachers. The training for lower secondary teachers would be conducted at the provincial level, and would reach about 5000 teachers. The orientation programs would include overviews of curriculum content and modules on teaching strategies, continuous assessment, multigrade teaching, local production of teaching aids, and basic book care. Detailed training agendas and written instructions would be provided to the advisers to assist them in conducting the programs for teachers in their districts and provinces. Central staff would monitor the local training programs and evaluate their impact to determine the need for any adjustments or modification. The project would finance all expenses related to conducting and evaluating the teacher orientation programs. - 16 - 3.16 During the school year, the pedagogical advisers in each district would be responsible for supervising about 55 primary schools on average. Informal groups of five to six schools would be formed, and the principal or a senior teacher would be designated as the local pedagogical coordinator. The pedagogical advisers would visit each school group for about three days each month. For lower secondary schools, the teacher advisers would visit an average of two schools per month, and teachers would also have the opportunity to attend short-term training programs at the Pedagogical Support Centers. The DGE and the core teams of advisers would prepare detailed plans of activities for the school visits, as well as simple structured questionnaires to record observations and feedback from teachers. The DGE would monitor the extent to which the advisers are actually able to visit the schools, and evaluate the effectiveness of the assistance provided to teachers during the visits. The project would finance vehicles for the advisers and other expenses related to school supervision. 3.17 As the MOES agency responsible for general education standards, the DGE would define recruitment criteria and lines of authority for the advisers, and would assist provincial and district education officials in their selection from among experienced teachers or other sector staff with teaching credentials. The DGE would also ensure that the role of the advisers is integrated into the teacher in-service training structure being developed under the Education Quality Improvement Project (para. 2.10). At negotiations, the Government provided assurances that at least three pedagogical advisers would be appointed for each administrative district by June 30, 1994, and that at least eight teacher advisers would be appointed for each administrative province by June 30, 1996. The DGE, in collaboration with RIES, would also be responsible for monitoring and evaluating curriculum implementation in schools, and for preparing longer-term plans to address issues related to examination reform. To strengthen capacities in the DGE, the project would provide about 18 staff-months of overseas training and 40 staff-months of foreign specialist services, and would finance equipment and other expenses related to management and operations. 3.18 Primary School Networks Pilot. The project would test a model whereby teachers and principals of neighboring primary schools would form a network of mutual support as they attempt to implement the new teaching and learning approaches. The main objective of the pilot is to develop a complementary or alternative strategy for pedagogical support, since any large-scale effort can offer only limited assistance directly to schools, and assistance from the advisers may be less frequent and effective than is desirable given the difficulties of reaching many schools in the country. The pilot would involve networks of schools in three districts of one province. The network schools would receive additional training, advisory and material support, but with the view that these resources could eventually be generalized to all schools. At least half of the pilot schools would have enrollments for which multigrade teaching would be appropriate, in order to demonstrate the effectiveness of such techniques in improving achievement and expanding access to the full primary cycle. The pilot would also test a mechanism that would enable teachers to develop and reproduce supplementary teaching and learning materials for use by themselves and their students. The project would support all costs related to planning and implementing the pilot, including 25 staff-months of study visits to countries where such networks have been successfully - 17 - implemented, and about 6 staff-months of services from foreign specialists involved in these successful undertakings. 3.19 Study on Lao Language Teaching. Recognizing the special situation of ethnic minority students, the project would support a study to: (a) evaluate classroom practices in schools catering to ethnic minorities with respect to the use (or non-use) of textbooks written in Lao, and determine the need to provide other instructional materials or supplies to these students if warranted (which would require adjustments to the number of Lao books to be printed and distributed); (b) develop appropriate strategies for teaching Lao to students whose mother tongue is not Lao; and (c) identify other interventions or policy options for the education of ethnic minorities. The project would finance expenses for field research, and about 15 staff-months of local and 3 staff-months of foreign specialist services required to carry out the study. School Infrastructure (Proposed outlay of US$16.1 million, including contingencies) 3.20 School Reconstruction. The project would aim to establish the foundation for a systematic and sustainable construction program for primary and lower secondary schools. School building designs and institutional structures and processes would be developed, implemented and evaluated, with a long-term view to ensuring that within 20 to 25 years, all schools would be built to standards which provide a suitable environment for teaching and learning. The scope of works under the project would be limited to that which can be carefully supervised, but would represent the variety of conditions that a national construction program should be prepared to address. 3.21 In keeping with its qualitative orientation, the project would concentrate on the reconstruction of existing schools. The school buildings to be provided would be durable structures, with concrete foundations, brick walls and an overall expected life of at least 25 years. These structures would involve a lower initial investment than wooden buildings, require less maintenance, substantially reduce future needs for reconstruction, and help safeguard school furniture and equipment. The project would also provide durable furniture that are appropriately sized for Lao school children and are able to support both traditional and alternative classroom practices. 3.22 At the primary level, the project would construct about 390 schools through cooperative ventures between local communities and education authorities in Vientiane Prefecture, and the provinces of Saravane, Savannakhet, Vientiane, Xieng Khouang, Luang Prabang and Luang Namtha. Communities selected to participate in the project would receive construction materials which are not readily available in their localities, and technical assistance to improve the quality of existing school facilities. This material and technical support would be provided by the School Construction Service Unit (SCS) of the MOES-DPF, and by Provincial Units for Construction Assistance (PUCAs) to be created in the six aforementioned provinces. 3.23 The SCS would prepare construction manuals containing architectural designs for four primary school models, and illustrated technical instructions on site selection and preparation, storage and utilization of construction materials, methods of construction, and building and site maintenance. The - 18 - school models would be designed for enrollment capacities ranging from 75 to 200 students, and would include two multigrade prototypes. The local communities would be responsible for construction of the primary school buildings. They would supply locally available materials and organize the labor required for construction. The construction work would be undertaken between November and March, a period when communities are generally free from farming responsibilities and the dry weather facilitates the transport of materials and supervision of works. The school principal or other local authority would oversee the planning and execution of the construction, with the assistance of PUCA or SCS technicians. 3.24 Project schools would be selected by the PUCA of the provincial education service, in consultation with the district education service, according to MOES guidelines and after the community's willingness to participate in the project has been confirmed by a site visit. The PUCA would prepare an agreement between the community and the provincial education service to establish their respective responsibilities, the school model to be utilized, and the types and quantities of construction materials and labor required. The SCS would compile the list of construction materials to be provided to the communities in each province, procure these materials, and arrange for their distribution to the PUCAs. The PUCAs would arrange for these materials to be delivered from the provincial warehouses to the project sites, and would provide the technical supervision needed throughout all phases of preparation and execution of the works. For primary school construction in Vientiane Prefecture, the role of the PUCA would be assumed by the SCS. 3.25 For lower secondary schools, the SCS would prepare architectural designs for single- and two-story versions of a one-stream model with an enrollment capacity of 120 and a two-stream model for up to 240 students. The SCS would contract construction enterprises to rebuild and rehabilitate about 12 one-stream and 22 two-stream schools throughout the country, at sites identified according to MOES guidelines. The provincial education services would be responsible for site selection and surveys, for collecting other data required for the preparation of bid documents, and for preparing evaluation reports upon completion of a contract. Supervision of works would be undertaken by supervisors of the SCS or by civil works technicians engaged by the project for this purpose. Basic equipment would also be provided to all secondary schools reconstructed under the project. 3.26 Provincial Units for Construction Assistance. To develop institutional arrangements that preserve the vital role of local communities in primary school provision, the project would progressively establish PUCAs within the education services of six selected provinces (para. 3.22). Each PUCA would support the construction of 8 to 10 primary schools in its first year of existence, and would increase this capacity to 14 to 18 schools by the end of the project. The goal beyond the present project would be to establish PUCAs in all provinces, each able to support an annual construction program of 20 to 25 schools. The project would build offices to accommodate PUCA personnel and, where required, warehouses for the storage of construction materials. Each PUCA, except in Savannakhet, would be staffed by two civil works technicians, a warehouse supervisor and a watchman, and assisted by a volunteer architect or technician; due to the size of the province, the Savannakhet PUCA would be staffed by four technicians, a warehouse supervisor and a watchman, and assisted by two volunteers. A total of 17.5 staff-years of - 19 - specialist services would be provided by seven volunteers over the course of the project. To the extent possible, the Government would work with non- governmental organizations experienced in community-based school construction to recruit either local or foreign volunteers to provide the technical assistance required for the PUCAs. At negotiations, the Government provided assurances that PUCAs would be established and staffed, in accordance with a timetable satisfactory to IDA, in the six selected provinces. Understandings were reached that the PUCAs would be established and staffed in Savannakhet by November 1993, in Saravane and Vientiane Province by November 1994, and in Xieng Khouang, Luang Prabang and Luang Namtha by November 1995. 3.27 In addition to their role in the construction of permanent primary school facilities, the PUCAs would provide technical assistance to communities continuing to build provisional and semi-permanent structures. They would also assist in selecting and surveying the project sites for lower secondary schools (para. 3.25), establishing the needs for rehabilitation of the offices of the provincial and district education services (paras. 3.37), and undertaking general supervision of these works where possible. The project would provide the necessary resources for the establishment and functioning of the PUCAs, including facilities, furniture, equipment, foreign specialist services, expenses related to management of PUCA operations and supervision of works, and staff compensation. In order to recruit and retain qualified technicians, the project would finance professional premiums to bring civil service salaries close to levels competitive with those in private enterprises; these payments would be linked to staff performance and would be reduced as civil service rates increase. 3.28 School Construction Service Unit. The project would seek to develop in the SCS the institutional capacities to plan and manage the investment program for the construction of schools, as well as the provision of administrative facilities for the central and local education services (paras. 3.36, 3.37). In addition to its responsibilities in school construction (paras. 3.23 to 3.25), the SCS would prepare bidding documents for the procurement of all civil works, construction materials and furniture under the project, assure the management of construction contracts and general supervision of works, and determine the need to adjust the designs, manuals, implementation procedures or scope of construction under the project. 3.29 To enable the SCS to fulfill these responsibilities, the present staff of two would be expanded to twelve. At negotiations, the Government provided assurances that an additional architect or civil works technician, an engineer, a draftsman, a procurement manager, an accountant and a construction supervisor would be employed by September 30, 1993, and that four other construction supervisors would subsequently be hired, two by July 31, 1994 and two by October 31, 1995. Support staff would be engaged on a contractual basis in view of the need for bilingual (Lao-English or Lao-French) secretarial skills. The technical staff would be hired on regular civil service positions and would receive professional premiums similar to those proposed for the PUCAs. SCS staff would receive about 4 staff-months of overseas training, with further training and technical assistance from consultant architects who would provide about 26 staff-months of foreign specialist services. The project would also provide furniture and equipment for the SCS offices, and would support expenses related to SCS operations and supervision of works. - 20 - Sector Planning. Monitoring and Evaluation (Proposed outlay of US$1.6 million, including contingencies) 3.30 Information Systems. The project would develop systems of data collection and utilization to support sector planning and management, to monitor and analyze the extent to which objectives are being met, and to identify measures to improve the implementation and outcomes of sector activities. These systems would involve identifying the purposes for which data need to be collected, specifying the data elements which respond to these needs, designing appropriate instruments and methods of data-gathering, and developing procedures to ensure the feedback of information to and from the local and central levels. The strategy of the project would be to keep data requirements to a minimum in order to focus on improving the quality and timeliness of the data collected, and on analyzing and utilizing such information. Once established and effectively functioning, the basic systems could be gradually expanded in terms of scope and technical sophistication. 3.31 The project would develop basic information systems built on the following central databases: (a) school database, covering data on enrollments, student flow statistics and numbers of teachers, to be obtained through an annual census of schools and published in an annual statistical bulletin; (b) school maps, which would be published in an education atlas and regularly updated, to provide the locational and basic demographic information needed to monitor access to schools and improve efficiency in resource allocation; (c) instructional materials database, to maintain the information required for instructional materials to be packaged by school and by district, and to monitor actual distribution to schools based on delivery receipts signed by teachers to confirm quantities received; (d) school facilities and furniture inventory, to support the programming of investments in school facilities, furniture and equipment; and (e) personnel inventory, covering both teaching and administrative staff, to support the implementation of the new payroll system and other civil service reforms, measures to improve staff utilization, and planning of staff development programs. 3.32 The Statistics and Planning Units in the DPF would establish and maintain the above systems in coordination with user groups in the different departments of the MOES. To develop the required technical skills in educational planning, information systems design, data collection, database creation and management, and data analysis and reporting, the project would provide about 39 staff-months of overseas training, 18 staff-months of foreign specialist services and 40 staff-months of local programming services. In addition, local training would be organized for MOES, provincial and district staff on the use of information for planning and management. The project would also finance equipment and expenses related to management and operations. 3.33 Assessment of Educational Outcomes. Given the importance of analyzing educational quality issues in greater depth, the project would support sample- based studies to: (a) provide data on rates and patterns of student attendance and achievement; (b) examine school and non-school factors affecting educational outcomes, including gender-specific issues; and (c) evaluate the cost-effectiveness of specific educational policies and interventions. The studies would be managed by the DPF Planning Unit and would serve as a precursor to a system of periodic assessments that would allow monitoring of sector performance over time. To ensure compatibility with curricular content, - 21 - the tests to be utilized as measures of student achievement would be developed by a team of local specialists from RIES, the DGE, the Department of Teacher Training and the IUP, with the assistance of foreign consultants. The project would provide a total of about 6 staff-months of foreign specialist services and about 6 staff-months of overseas training for the development of the research design, survey and test instruments, data analysis, report-writing and dissemination. The project would also support the costs related to survey and test administration, and data processing. Educational Administration and Management (Proposed outlay of US$5.6 million, including contingencies) 3.34 Central Administration. The project would strengthen institutional capacities in educational administration and management while assisting the sector to respond to the overall administrative and fiscal reforms of the Government. In line with these reforms, and as conditions for more efficient and effective delivery of education services, priority would be given to improvements in financial and personnel management. This would require the reinforcement of the Finance Unit of the DPF and the Department of Organization and Personnel (DOP). The Finance Unit would assume primary responsibility for expenditure programming and budgeting for the sector as a whole, and for implementing centralized payroll and accounting systems that would help to ensure the regular payment of salaries to sector staff. These activities would be implemented in accordance with regulations to be developed by the Budget, Public Accounting and Treasury Departments of the MOF. In the DOP, capacities would be created to develop personnel policies and procedures for sector staff, while adhering to guidelines on compensation, career progression and other civil service regulations to be issued as part of the reform in public administration. The DOP would also prepare and implement plans to improve efficiency in the utilization of staff resources, especially teachers. 3.35 Because the provision of adequate financing for education and incentives to retain qualified sector staff are crucial for successful project implementation, the Government provided assurances at negotiations that, by April 15 of each year, beginning in 1994, IDA would be furnished for its review the proposed budgetary allocations to the education sector for the following Government fiscal year. The budget reviews would specifically assess: (a) allocations for salary and non-salary requirements relative to sector needs, and the share of education in the total budget; and (b) efficiency improvements within the educational system, particularly progress in reaching targeted student-teacher ratios in primary and secondary education. 3.36 The project would also provide for institutional analyses to assist the MOES in developing plans for revised administrative structures and procedures consistent with the functional requirements of the sector. Such analyses would address questions relating to the responsibilities and relationships of the different levels of educational administration, and the organizational and staffing patterns corresponding to these roles. To support both immediate efforts to improve financial and personnel management, and longer-term institutional development planning, the project would finance about 24 and 72 staff-months of foreign and local specialist services, respectively, about 18 staff-months of overseas training, local training courses, and management and operations expenses. The MOES buildings in Vientiane would also be rehabilitated, and office furniture and equipment would be provided. - 22 - 3.37 Local Administrations. The project would complement the overall administrative and financing reforms of the Government with a focussed effort to elicit the participation of local education services and schools in defining more efficient and effective structures and procedures for educational administration and management. Institutional assessments would be undertaken with the provincial education services of three provinces, and a sample of district education services and schools within these provinces. The results of these assessments would feed into the longer-term institutional development plans for the sector. In addition, as these assessments would be conducted in the early stages of project implementation, feedback would be obtained on problems encountered as the inputs and activities of the different project components reach the field. Basic management training would be designed and provided to staff in accordance with needs identified during the assessments, and within the context of developing an institutional framework to provide continuing support to administrators following their training. The project would finance about 12 and 72 staff-months of foreign and local specialist services, respectively, the institutional assessments and the local training programs. Administrative buildings of the local education services would also be rehabilitated, and office furniture and equipment provided. 3.38 SuRRort to Project Management and ImRlementation. A Project Support Unit (PSU) has been established to provide essential services in project management and administration while ensuring the effective implementation of the project within the regular MOES structure. The PSU is also responsible for managing the other major development project in the sector, the ADB-financed Education Quality Improvement Project (para. 2.10). The functions of the PSU would include the administration of technical assistance and overseas training programs, procurement of goods (other than furniture) and services required under the project, maintenance of project files, accounts and records, supervision of contract payments and expenditures, preparation of withdrawal applications, monitoring of project progress against agreed upon implementation schedules and action plans, progress reporting, arrangement for timely audits of project accounts, and liaison with IDA and SDC. 3.39 The PSU is headed by a full-time Project Director, assisted by two Project Coordinators responsible for the IDA- and ADB-financed projects, respectively. An office manager and assistant manager would be recruited and trained in IDA procedures, including procurement and disbursements. Bilingual secretaries and translators (French-Lao and English-Lao) would be engaged as needed. A total of about 90 and 72 staff-months of foreign and local specialist services, respectively, would be provided to advise and train PSU staff in the various aspects of project management and administration. The project would also finance about 12 staff-months of overseas training, equipment, contract staff salaries, and management and operations expenses. At negotiations, the Government provided assurances that, by September 30, 1993, the Project Director, two Project Coordinators, an office manager and an assistant office manager would be appointed, and that a Project Adviser would be employed and assigned to the PSU until the completion of the project. Understandings were reached that, although the position of Project Adviser would be established for the entire duration of the project, the initial consultant contract would be for two years, automatically renewable for equal periods of time, unless the Government and IDA, in coordination with SDC, would agree to terminate the services of such consultant. - 23 - C. Status of Project Preparation 3.40 Project preparation is at an advanced stage as a result of the support provided by the Japanese Grant for Project Preparation (para. 2.30). The Grant has financed a total of 53 staff-months of specialist services in areas related to all project components, and about 27 staff-months of overseas training in curriculum and instructional materials development, educational planning and information systems. Other activities accomplished under the Grant include: (a) completion of the primary education syllabus; (b) preparation and piloting of textbooks, teacher guides and support materials for Grades 1 and 2; (c) architectural studies for rehabilitation of the RIES buildings; (d) a study to assess the capacities of the local construction industry in relation to the requirements of the school construction program; (e) preparation of standard designs for primary and secondary schools; (f) collection of baseline data for the school facilities and furniture inventory; (g) local training for provincial and district planning officers on school data-gathering instruments and preparation of school maps; (h) collection and processing of basic school data for school years 1990/91 and 1991/92; (i) publication of the first school atlas; (j) local training for provincial finance officers on the new budget and accounting systems; (k) preparation of sector budgets for Government fiscal years 1992 and 1993; and (1) preparation of standard bidding documents for works, goods and services. In addition to the activities financed by the Japanese Grant, the Government of France has provided about 3 staff-months of specialist services towards the analysis of the financial management system, and 4 staff-months of overseas training for MOES finance officers. About 18 staff-months of specialist services in project management and 10 staff-months of overseas training for PSU and other MOES staff have also been provided under an ADB technical assistance grant for start-up operations for the Education Quality Improvement Project. IV. COSTS AND FINANCING A. Cost Estimates 4.1 Summary of Project Costs. The total project cost is estimated at Kip 26.8 billion or US$37.5 million equivalent, including contingencies and taxes. A summary of costs by project component is given in Table 4.1 and by category of expenditure in Table 4.2. Cost breakdowns by component, category of expenditure and project year are provided in Annex 8. 4.2 Basis of Cost Estimates. Base costs are expressed in March 1993 prices. Costs for civil works and construction materials are based on recent tender prices given by the Ministry of Communications, Transport, Post and Construction, and quotations from construction enterprises operating in the Lao PDR. Costs for furniture to be provided in association with project- supported construction are estimated at between 8% and 15% of the cost of the civil works. The costs of other furniture and equipment are based on recent MOES purchases financed by the NPI Project, the Education Quality Improvement Project, the Japanese Grant for Project Preparation, and other technical assistance grants from ADB, UNDP and UNICEF. Implementation of these activities has also provided cost estimates for instructional materials, local and overseas training, specialist services, and management and operations. A total of about 1100 staff-months of local and foreign specialist services would be required under the project. - 24 - Table 4.1: SUMMARY OF PROJECT COSTS BY COMPONENT S Total Local Foreign Total Local Foreign Total Foreign Base Project Component ---------Kip million--------- ------US$ million---- Exchange Cost Curriculum/Pedagogical Support Curriculum Development 260.3 587.5 847.8 0.4 0.8 1.2 69.3 3.7 Instructional Materials 590.9 3810.1 4401.0 0.8 5.4 6.2 86.6 19.5 Teacher Training/Support 1737.2 1616.8 3354.0 2.4 2.3 4.7 48.2 14.8 School Networks Pilot 47.2 70.8 118.0 0.1 0.1 0.2 60.0 0.5 Lao Language Study 11.6 17.4 29.0 0.0 0.0 0.0 60.0 0.1 Sub-total 2647.2 6102.6 8749.8 3.7 8.6 12.3 69.7 38.7 School Infrastructure School Reconstruction 3106.0 4805.0 7911.0 4.3 6.7 11.0 60.7 35.0 Provincial Units 400.0 792.1 1192.1 0.6 1.1 1.7 66.4 5.3 Construction Service 119.5 350.4 469.8 0.2 0.5 0.7 74.6 2.1 Sub-total 3625.4 5947.4 9572.9 5.1 8.3 13.4 62.1 42.3 Sector Planning Information Systems 300.2 532.4 832.6 0.4 0.7 1.1 63.9 3.7 Performance Assessment 37.5 56.2 93.7 0.1 0.1 0.2 60.0 0.4 Sub-total 337.7 588.6 926.3 0.5 0.8 1.3 63.5 4.1 Administration/Management Central Administration 196.1 465.1 661.2 0.3 0.6 0.9 70.3 2.9 Local Administrations 738.7 889.3 1628.0 1.0 1.3 2.3 54.6 7.2 Project Support Unit 189.8 887.1 1076.9 0.2 1.3 1.5 82.4 4.8 Sub-total 1124.6 2241.6 3366.2 1.5 3.2 4.7 66.6 14.9 Total Baseline Cost 7734.9 14880.2 22615.2 10.8 20.9 31.7 65.8 100.0 Contingencies Physical 340.8 744.0 1084.8 0.5 1.0 1.5 68.6 4.8 Price 1585.5 1507.4 3092.9 2.2 2.1 4.3 48.7 13.7 Total Project Cost a/ 9661.2 17131.6 26792.8 13.5 24.0 37.5 63.9 118.5 Includes US$1.0 million equivalent in identifiable duties and taxes. The totals in this and subsequent tables may not exactly add up due to rounding. 4.3 Taxes and Duties. Project costs include an estimated US$1.0 million equivalent in construction-related duties and taxes, calculated as follows: 10% on works undertaken by construction enterprises and locally-procured furniture, and 5% on locally-procured construction materials. All goods imported under the project would be exempt from duties and taxes. 4.4 Contingency Allowances. Project costs include a contingency allowance for unforeseen physical additions (US$1.5 million equivalent) and for inflation - 25 - Table 4.2: SUMMARY OF PROJECT COSTS BY CATEGORY OF EXPENDITURE 2 Total Local Foreign Total Local Foreign Total Base Expenditure Category ---------Rip million--------- -------US$ million ----- Cost Civil Works 1095.7 1643.6 2739.3 1.5 2.3 3.8 12.1 Construction Materials 2051.6 3087.7 5139.2 2.9 4.4 7.3 22.8 Furniture 113.2 1018.8 1132.0 0.2 1.4 1.6 5.0 Equipment/Vehicles 136.9 1232.2 1369.1 0.2 1.7 1.9 6.1 Instructional Materials 342.9 3086.0 3428.9 0.5 4.3 4.8 15.2 Local Training 1672.2 716.6 2388.8 2.3 1.0 3.3 10.6 Foreign Training 49.3 444.0 493.3 0.1 0.6 0.7 2.2 Local Specialists 278.4 119.3 397.7 0.4 0.2 0.6 1.8 Foreign Specialists 276.8 2491.0 2767.8 0.4 3.5 3.9 12.2 Studies 96.2 144.4 240.6 0.1 0.2 0.3 1.1 Management/Operations a/ 597.8 896.6 1494.4 0.8 1.3 2.1 6.6 Incremental Recurrent 1023.9 0.0 1023.9 1.4 0.0 1.4 4.5 Total Baseline Cost 7734.9 14880.2 22615.2 10.8 20.9 31.7 100.0 Contingencies Physical 340.8 744.0 1084.8 0.5 1.0 1.5 4.8 Price 1585.5 1507.4 3092.9 2.2 2.1 4.3 13.7 Total Prolect Cost 9661.2 17131.6 26792.8 13.5 24.0 37.5 118.5 !I Expenditures directly related to project management and operations such as office supplies, gasoline, contract staff salaries, etc. (US$4.3 million equivalent). Physical contingencies are estimated at 5% of base costs. Following IDA country guidelines, price contingencies are based on the following inflation factors: for foreign costs, 3.1% throughout the project period; and for local costs, 6.5% and 5.5% for the first and second project years, respectively, and 5.0% thereafter. Price contingencies are equivalent to 13% of base costs plus physical contingencies. 4.5 Foreign Exchange Costs. Direct and indirect foreign exchange costs are estimated at US$24.0 million equivalent, or about 64% of total project cost, including contingencies. The estimated foreign exchange component for the various expenditure categories are as follows: 90% for construction materials, furniture, equipment, vehicles, instructional materials, foreign specialists and overseas training; 60% for civil works, studies, and project management and operations; and 30% for local training and local specialists. 4.6 Incremental Recurrent Costs. Project cost estimates include the following incremental recurrent costs: (a) salaries of additional regular personnel to be appointed to the SCS and the PUCAs, based on current civil service rates; and (b) maintenance of buildings and equipment procured under the project, respectively estimated at 3% of construction cost and 10% of initial purchase prices. At negotiations, the Government provided assurances that the facilities constructed and equipment procured under the project would be adequately maintained. - 26 - B. Financing 4.7 The total project cost of US$37.5 million equivalent would be financed by: (a) an IDA Credit of SDR 13.7 million or US$19.0 million equivalent, representing 51% of total project cost (52% net of taxes and duties); (b) a grant of SwF 15.0 million or US$9.8 million equivalent from the Government of the Swiss Confederation through the SDC (the Swiss Contribution), representing 26% of total project cost (27% net of taxes and duties); (c) a grant of NOK 21.0 million or US$3.0 million equivalent from the Royal Ministry of Foreign Affairs of the Kingdom of Norway (the Norwegian Grant), representing 8% of total project cost; and (d) local financing of US$5.5 million equivalent, representing 15% of total project cost, and including US$1.0 equivalent of estimated taxes and duties, as well as community contributions of US$2.9 million equivalent towards the construction of primary schools. Project financing would be in accordance with Table 4.3 below. Table 4.3: FINANCING PLAN (Amounts in US$ million equivalent, including contingencies) Estimated -------------------- US$ million -------------------- Share of Expenditure Category Local a/ SDC Norway _/ IDA Total IDA Financing Civil Works 0.5 - - 4.1 4.6 90% Construction Materials 3.2 - - 5.4 8.6 63S Furniture 0.2 - - 1.7 1.9 90% Equipment/Vehicles - - - 2.1 2.1 100% Instructional Materials - - 2.4 3.2 5.6 57X Training/Specialists/Studies - 9.8 0.6 - 10.4 0% Management/Operations - - - 2.5 2.5 100% Incremental Recurrent 1.8 - - - 1.8 0% Total Project Cost 5.7 9.8 3.0 19.0 37.5 51% a/ Government financing and local community contributions. b/ Under Instructional Materials, the printing of new primary and lower secondary education textbooks. Under Training/Specialists/Studies, overseas training and technical assistance for instructional materials publishing and distribution, and the development of a system for the cost-effective provision of school supplies. 4.8 The Swiss Contribution would be provided in the context of the Procedural Arrangements between the Government of Switzerland and IDA for cooperation in the cofinancing of specific projects within the framework of the Ninth IDA Replenishment, dated May 9, 1990. IDA would administer the Swiss Contribution in accordance with the provisions of these Arrangements. The Governments of Switzerland and the Lao PDR would enter into an agreement (the Swiss Contribution Agreement), cross-referencing the Development Credit Agreement with respect to the allocation and withdrawal of funds, and conditions of execution of the project. The fulfillment of all conditions precedent to the effectiveness of the Swiss Contribution Agreement would be a condition of effectiveness of the IDA Credit. - 27 - 4.9 The Norwegian Grant would be provided in the context of the Agreement dated October 2, 1986, among Norway, IBRD and IDA, providing the framework for cooperation in the financing of development projects. IDA would administer the Norwegian Grant in accordance with the provisions of an agreement to be entered into between Norway and IDA (the Administration Agreement). IDA, as Administrator of the funds provided by the Royal Ministry of Foreign Affairs of the Kingdom of Norway, and the Government of the Lao PDR would enter into an agreement (the Norwegian Grant Agreement) setting forth the terms and conditions of the Grant, including the allocation and withdrawal of funds, and conditions of execution of the project. The fulfillment of all conditions precedent to the effectiveness of the Norwegian Grant Agreement would be a condition of effectiveness of the IDA Credit. V. MANAGEMENT AND IMPLEMENTATION A. Organization 5.1 The MOES would be the executing agency for the project, which would be implemented over a six-year period beginning July 1, 1993 and ending June 30, 1999. Project implementation would involve the whole administrative structure of the educational system, represented by the different MOES departments, provincial and district education services, and schools. Within the MOES, responsibility for operational management and day-to-day implementation would be attributed to the departments which are charged to carry out the different project activities within the regular line structure of the MOES. 5.2 Working groups have been formed of key staff from the departments involved in a particular project component. These working groups would ensure coordination of activities within each component. Overall project coordination and policy matters would be the responsibility of a Project Supervision and Coordination Committee, which comprises the MOES Vice-Ministers and the Department Directors, and is chaired by the First Vice-Minister. The PSU (para. 3.38) would report directly to the Committee and serve as its secretariat. The relationship between the PSU and the other MOES departments would be functional in nature, with the PSU providing essential support to facilitate project implementation. B. Procurement 5.3 Procurement of works, goods and services required by the project would be undertaken in accordance with IDA's Guidelines for Procurement Under IBRD Loans and IDA Credits (May 1992) and Guidelines for the Use of Consultants by World Bank Borrowers and by the World Bank as Executing Agency (August 1981). As provided by the Procedural Arrangements between the World Bank and the Government of Switzerland (para. 4.8), and as to be provided by the Norwegian Grant Agreement (para. 4.9), IDA guidelines and procedures would apply to procurement financed by the Swiss Contribution and the Norwegian Grant. 5.4 The preparation and issuance of invitations to bid and bidding documents would be the responsibility of: (a) the SCS, with respect to the procurement of civil works, construction materials and furniture; and (b) the PSU for the procurement of all other goods, including equipment and instructional materials. The PSU would also be responsible for preparing and - 28 - issuing terms of reference, short lists and letters of invitation for technical assistance and training contracts. The PSU and SCS would undertake their procurement responsibilities in consultation with concerned MOES departments. Bid openings, evaluations and recommendations to award contracts would be the responsibility of an MOES bid evaluation committee, in which both the SCS and PSU are represented. Approval by IDA of the contract award, if required, would be secured by the PSU. 5.5 Procurement arrangements under the project would be as follows: (a) Civil Works. Construction and rehabilitation of secondary schools, accounting for about 65% of the total value of works contracts under the project, would be procured on the basis of International Competitive Bidding (ICB) procedures. Although contract values would be small (about US$70,000 equivalent on average) and the works geographically dispersed, procurement through ICB would be attempted because foreign bidders from countries bordering the Lao PDR have bid for such contracts in the past and the capacities of local construction enterprises in a number of provinces are limited. To further increase interest on the part of foreign bidders, the initial ICB advertisement would indicate the total number and cost of schools to be constructed under the project so that prospective bidders are aware that similar works contracts would be open to bids over a four- to five-year period. Contracts of less than US$70,000 equivalent for the construction and rehabilitation of administrative facilities would be awarded on the basis of Local Competitive Bidding (LCB) procedures acceptable to IDA. The total value of works procured through LCB would not exceed US$1.6 million equivalent. The qualification of the lowest evaluated responsive bidder to perform a contract awarded through either ICB or LCB would be ascertained by postqualification. (b) Construction Materials. Materials for the construction of primary schools would be grouped into bid packages of at least US$100,000 equivalent for procurement under ICB procedures. Contracts estimated to cost less than US$100,000 equivalent, not to exceed an aggregate total of US$1.5 million equivalent, would be procured through shopping procedures based on written quotations from at least three local or foreign suppliers. (c) Furniture. In view of the quantities involved and limited local production capacities, contracts for school and office furniture costing at least US$80,000 equivalent would be procured through ICB procedures, and would account for about 75% of the total value of furniture contracts under the project. Contracts for school and office furniture costing less than US$80,000 equivalent would be awarded on the basis of LCB procedures acceptable to IDA, and would not exceed US$200,000 equivalent in the aggregate. Furniture packages of less than US$1500 equivalent each would be procured through shopping procedures based on written quotations from at least three local or foreign suppliers, and would not exceed an aggregate total of US$500,000 equivalent. (d) Eauipment/Vehicles. Equipment, including about 430 motorcycles, would be grouped into bid packages of at least US$100,000 equivalent for - 29 - procurement under ICB procedures. Contracts below this amount, not to exceed an aggregate total of US$400,000, would be procured through shopping procedures based on written quotations from at least three local or foreign suppliers. Since full factory guarantees, maintenance service and the availability of spare parts for four-wheel motor vehicles in the Lao PDR are limited to a few models only, four- wheel motor vehicles estimated at a total cost of US$450,000 would be procured through the Inter-Agency Procurement Services Office (IAPSO) of the UNDP. (e) Instructional Materials. Contracts for instructional materials would be grouped into bid packages of at least US$100,000 equivalent for procurement under ICB procedures. Contracts below this amount would be awarded after direct negotiations with suppliers and would not exceed US$3.2 million in the aggregate. The nature and scope of the instructional materials to be procured through negotiated contracts would include the following items which are unlikely to be of interest to foreign suppliers: (i) printing of trial editions for the new curriculum materials and about 60 titles of teacher guides, textbooks and reference books, for which the average print run would be less than 25,000 copies; (ii) production of charts, posters and learning kits, estimated at US$20 per primary school and grade, and US$70 per lower secondary school and grade; (iii) school supplies such as notebooks and pencils, for distribution to primary students on the basis of need, and estimated at US$25 per school and grade; (iv) local transport of instructional materials from MOES warehouses to 128 education districts; and (v) proprietary instructional materials estimated at a total cost of US$400,000 to be procured directly from publishers according to IDA guidelines. (f) Consultancies/Services/Miscellaneous. Specialist services would be procured in accordance with IDA policies and procedures on the selection and employment of consultants. To the extent possible, linkages would be established with institutions able to provide integrated technical assistance and training services. Local training and project management/operations would be undertaken by the implementing agencies according to local regulations. 5.6 Estimated project costs by expenditure category and procurement method are summarized in Table 5.1 below. In accordance with IDA guidelines: (a) eligible domestic contractors would be allowed a margin of preference of 7.5% for works contracts to be awarded through ICB; and (b) in the comparison of bids for goods to be procured through ICB, domestic manufacturers would be allowed a preferential margin of 15% or the existing customs duty, whichever is lower, over the c.i.f. prices of competing imports. 5.7 The following would be subject to prior review by IDA: (a) all contracts with an estimated value of at least US$100,000 equivalent, including consultant contracts; (b) the first five civil works contracts awarded on the basis of ICB procedures, regardless of value; and (c) terms of reference for all technical assistance and training, all single-source consultant contracts, consultant contracts for assignments of a critical nature as determined by IDA, and amendments to consultant contracts valued at more than US$100,000 equivalent or those that raise the total contract value above US$100,000. - 30 - Table 5.1: PROJECT COSTS BY PROCUREMENT ARRANGEMENTS (in US$ million equivalent) Procurement Method Total Cost Expenditure Category ----------------------------- (including ICB LCB Other N.I.F. contingencies) 1. Works 3.0 1.6 4.6 (2.7) (1.4) (4.1) 2. Goods 2.1 Construction materials 4.2 1.5 a/ 2.9 b/ 8.6 (4.1) (1.3) (-) (5.4) 2.2 Furniture 1.2 0.2 0.5 a/ 1.9 (1.1) (0.2) (0.4) (1.7) 2.3 Equipment/vehicles 1.1 1.0 c/ 2.1 (1.1) (1.0) (2.1) 2.4 Instructional materials 3.2 d/ 2.4 e/ 5.6 (3.2) (-) (3.2) 3. Consultancies/Services 3.1 Design/supervision 0.2 f/ 0.2 (-) (-) 3.2 Technical assistance 4.9 S/ 4.9 (-_) (-) 3.3 Training 4.9 h/ 4.9 (-) (-) 3.4 Studies - 0.4 f/ 0.4 (-) (-) 4. Miscellaneous 4.1 Management/operations 2.5 i/ - 2.5 (2.5) - (2.5) 4.2 Incremental recurrent 1.8 1.8 (-) (-) Total 9.5 1.8 8.7 17.5 37.5 (9.0) (1.6) (8.4) (-) (19.0) Note: N.I.F.: Not IDA-Financed. Figures in parentheses are the amounts to be financed by the IDA Credit. a/ Shopping based on written quotations from at least three local or foreign suppliers. b/ Materials to be provided by local coammunities for the construction of primary schools. c/ Shopping, except for four-wheel motor vehicles which vould be procured through the Inter-Agency Procurement Services Office (IAPSO) of the UNDP. d/ Negotiated contracts with local printers and transporters, and direct purchases from suppliers. e/ To be financed by the Norwegian Grant and procured under ICB procedures in accordance with IDA guidelines. f/ To be financed by the Swiss Contribution (US$4.4 million equivalent) and the Norwegian Grant (US$0.5 million equivalent) and procured in accordance with IDA guidelines. A/ To be financed by the Swiss Contribution (US$4.8 million) and the Norwegian Grant (US$0.1 million equivalent) and procured in accordance with IDA guidelines. h/ To be financed by the Swiss Development Cooperation in accordance with IDA procurement guidelines. i/ To be procured according to local regulations satisfactory to IDA. - 31 - All other contracts and expenditures not covered by contract would be subject to selective post-review. Prior review would cover about 80% of the total value of contracts to be awarded under the project. C. Disbursements 5.8 The proposed IDA Credit would be disbursed over seven years, with disbursements to be completed by the Closing Date of June 30, 2000. The disbursement forecast is one semester shorter than the disbursement profile for education projects in the East Asia and Pacific Region (Annex 9). Disbursement estimates for the first three years of the project are higher than would be predicted by the profile, but are considered feasible in view of the advanced state of project preparation (para. 3.40). 5.9 Disbursements would be made against: (a) 90% of total expenditures on civil works; (b) for furniture, construction materials, equipment, vehicles and instructional materials, 100% of foreign expenditures for directly imported goods, 100% of local expenditures (ex-factory cost) for locally-manufactured goods, and 85% of local expenditures for other goods procured locally; (c) 100% of total expenditures for consultancies and services, including design and supervision, technical assistance, training and studies; and (d) 100% of total expenditures for management and operations. Disbursements to be made against the IDA Credit, the Swiss Contribution and the Norwegian Grant are susmmarized in Table 5.2 below. Table 5.2: DISBURSEMENT CATEGORIES Amount in US$ million Financing Expenditure Category IDA SDC Norway Percentage (1) Works 3.9 - - 90S of total expenditures (2) Goods (a) Construction materials 5.1 - - 1002 of foreign expenditures; (b) Furniture 1.6 - - I 1002 of local expenditures (c) Equipment/vehicles 2.0 - - > (ex-factory cost); (d) Instructional materials 3.0 - 2.3 I 852 of local expenditures for | other locally-procured items (3) Consultancies/Services (a) Design/supervision - 0.2 - l (b) Technical assistance - 4.2 0.5 > 1002 of total expenditures (c) Training - 4.5 0.1 (d) Studies - 0.4 - 1 (4) Miscellaneous (a) Management/operations 2.4 - - 1002 of total expenditure. (5) Unallocated 1.0 0.5 0.1 Total 19.0 9.8 3.0 5.10 Disbursements for all contracts with a value of at least US$100,000 equivalent would be supported by full documentation. Disbursements against contracts of less than US$100,000 and for management/operations would be made - 32 - on the basis of Statements of Expenditures (SOEs). Disbursements for local training expenses would also be made against SOEs, subject to prior review by IDA of training agendas and budgets. Supporting documentation for all disbursements against SOEs would be held by the PSU and made available upon request for examination by IDA review missions. To the extent possible, withdrawal applications would be aggregated in amounts of at least US$100,000 prior to submission to IDA. 5.11 To facilitate timely project implementation and disbursements, the Government would establish and operate, under terms and conditions satisfactory to IDA, three Special Accounts in the Banque pour le Commerce Exteri6ur Lao. These Accounts would cover, respectively, IDA's, SDC's and Norway's shares of eligible project expenditures in all disbursement categories. The Account for IDA-financed expenditures would be denominated in US Dollars, with an authorized allocation of US$1.0 million. The Account for SDC-financed expenditures would be maintained in Swiss Francs, with an authorized allocation of SwF 1 million (US$650,000 equivalent). The Account for Norway-financed expenditures would also be maintained in US Dollars, with an authorized allocation of US$150,000. Applications for replenishment of these Accounts, supported by appropriate documentation, would be submitted regularly (preferably monthly) or when the amounts withdrawn equal 50% of the initial deposit. 5.12 The Government would also establish a project account denominated in Kip to cover the Government's share of project expenditures. To ensure the flow of funds for project activities at the provincial, district and school levels, working accounts would be established for the MOES in provincial banks. The Government would make an initial, one-time deposit of a minimum of US$10,000 equivalent for each province. District and school expenditures eligible for reimbursement under the project would be paid from these working accounts. As these expenses are incurred and after receipt of satisfactory documentation, replenishment would be made from the Special Accounts or the Government's project account, as appropriate. These working accounts would be of an interim nature, and would be phased out as the Government's overall financing structures are put in place. When the accounts are closed, the amounts remaining in the accounts would be reimbursed to the Government. At negotiations, understandings were reached with the Government on establishing by December 31, 1993 and operating provincial working accounts as described above, and on phasing out these accounts as soon as an effective Treasury system has been established at the provincial level, with the objective of eliminating these accounts by the end of Government fiscal year 1994/95. D. Accounts and Audits 5.13 The PSU would maintain separate accounts to reflect expenditures under the project in accordance with sound accounting practices. Project accounts, including the Special Accounts, would be audited by the Enterprises Accounting Department of the MOF in accordance with IDA's Guidelines for Financial Reporting and Auditing of Projects Financed by the World Bank (The World Bank, March 1982). At negotiations, the Government provided assurances that IDA would be provided within nine months of the end of each Government fiscal year with an audit report, including separate opinions by the auditor on the operation of the Special Accounts and on disbursements against certified SOEs. - 33 - E. Monitoring. Reporting and Supervision 5.14 All MOES units with project implementation responsibilities would prepare their respective work programs for each Government fiscal year. The individual units' work plans would be reviewed by the appropriate working group, consolidated into annual work programs for each project component, and submitted to the PSU. The plans for each component would be reviewed by the PSU, integrated into an annual work program for the project as a whole, and submitted to the Project Supervision and Coordination Committee for approval. The PSU would be responsible for monitoring and reporting project implementation progress in accordance with the approved annual work programs. 5.15 The PSU would prepare semi-annual reports on progress in project implementation, utilizing a simple, tabular format to compare actual accomplishments against agreed upon work programs, and including a concise, narrative section describing major project achievements and problems encountered. At negotiations, the Government provided assurances that progress reports would be furnished to IDA by April 15 and November 15 of each year, beginning in 1994. These reports would constitute the basis for semi-annual project performance reviews to be conducted jointly by the Government, IDA and SDC (para. 5.16). Assurances were also received that the Government's contribution to the Project Completion Report would be submitted to IDA within six months of the Closing Date. 5.16 Following an initial supervision mission to be held in August 1993, IDA and SDC would jointly conduct review missions every six months during project implementation (Annex 17). Each review mission would be prepared to identify emerging issues in project implementation, and to assist the MOES in responding promptly to these issues before they develop into major problems. During the first two years of project implementation, specific attention would be given to evaluating the effectiveness of: (a) the teacher orientation programs (para. 3.15); (b) the assistance provided to teachers by advisers (para. 3.16); (c) the instructional materials supplied to students who do not speak Lao as a first language (para. 3.19); and (d) the institutional arrangements for primary school construction (paras. 3.22 to 3.24). A comprehensive mid-term project review would also be held to determine the need for modifications to the design and implementation targets of these and all other project activities. At negotiations, assurances were provided that the Government would, in consultation with IDA, carry out a mid-term of project implementation by April 1996. VI. PROJECT BENEFITS. RISKS AND IMPACT 6.1 Benefits. The project would improve the quality of basic education, which leads to increased overall productivity and growth, and raises the welfare of the poor directly through the income gains and greater opportunities afforded by a better education. The project would help ensure that the sector is built on a solid foundation of quality basic education, and would develop the institutional capacities needed for greater self-reliance in the design and management of educational development. By the end of the project in 1999, an estimated 26,000 primary and lower secondary teachers remaining in the system would stand to benefit from higher salaries and improved working conditions. About 785,000 students projected to be enrolled at these levels would benefit - 34 - from the qualitative improvements resulting from better-trained and more motivated teachers, new instructional materials and teaching strategies, and upgraded school facilities. Expanded access is expected as the system is able to accommodate more students in places formerly occupied by repeaters, along with improved equity since problems of repetition and dropout generally affect poorer children. Equity would also be enhanced through a more balanced redistribution of resources among provinces and districts. 6.2 Risks. The project would represent the first Government effort to undertake a major national reform in the education sector, and would face important risks. Project implementation would involve a diverse set of activities in provinces and districts throughout the country, and would require extensive coordination by an executing agency that has limited management capacities and experience with IDA procedures. The project would also be implemented, at least initially, during a period of transition and uncertainty concerning Government efforts to recentralize revenue collection and expenditure control, redefine central-local authorities and relationships, and create a professional and more efficient civil service. Progress in these overall fiscal and administrative reforms would drive much of the project's own actions to improve educational administration and management. The risk also exists that insufficient budgetary resources would be allocated to education, despite the stated priority given to the sector in the country's development agenda, and that the MOES would not implement the efficiency measures required to assure the financial sustainability of its sector programs. 6.3 Actions to address the above risks have been taken on several fronts. Detailed preparation has been undertaken and a substantial number of start-up activities has been accomplished (para. 3.40). The MOES has involved provincial and district staff in project preparation to generate the local commitment and sense of ownership that are critical for implementation success. Extensive internal discussions were also held to develop project management arrangements that the MOES believes would most effectively facilitate implementation and coordination of project activities. Analysis of institutional development needs and training of MOES staff were initiated during project preparation, and would be continued under the project. The local staff required for project implementation would be assured by the Government, and the technical assistance to be provided by the project would focus on the training of these staff. The extended project preparation process has led to a more focussed project design, while recognizing the need for close monitoring of project activities and considerable flexibility during project implementation and supervision. IDA review missions would assist the MOES in identifying and resolving implementation problems as they arise, and semi- annual project performance reviews and a comprehensive mid-term review would be conducted to adjust or modify the project design as needed. To help assure the provision and sustainability of the public resources required by the sector, annual budget reviews would be required and linked to efficiency improvements within the educational system. Conditionalities under SAC2 would reduce the risk of delays in implementing the Government's overall financing and administrative reforms. 6.4 Environmental Impact. The project is not expected to have any negative environmental impact. In the new primary school curriculum to be developed, an integrated sciences subject called The World Around Us would encourage understanding of the environment and a commitment to its - 35 - preservation; environmental education would also be integrated into the lower secondary science curriculum. Standard school designs to be utilized under the project would minimize requirements for increasingly scarce timber and utilize appropriate technologies to provide durable facilities while protecting the environment. Technical specifications in civil works bidding documents would prohibit the use of building materials containing asbestos fibers in the construction of project schools and other facilities. 6.5 Impact on Women. Raising the overall quality of basic education would benefit all students in the system, including females who presently constitute over 40% of current enrollments. Since no reliable data exist on factors affecting the participation and performance of girls in schools, more detailed analysis of gender issues in education would be undertaken under the project in order to identify appropriate strategies for ensuring equal access to educational opportunities for women. With respect to staff development activities for educational administrators, efforts would be made to identify qualified women who could be trained to assume positions of responsibility. 6.6 Sustainability. The project has been designed with explicit attention to issues of institutional and financial sustainability. The project would support a wide range of activities aimed at building local technical and managerial skills at all levels of the educational administration. These activities, including organization and management analysis, extensive staff training, and systematic monitoring and evaluation, would help develop the institutional capacities required to sustain the expected improvements in the educational system. The project would generate estimated annual incremental recurrent costs of Kip 511 million (US$730,000 equivalent) in 1990 prices, representing 2.6% of the education recurrent budget in 1998/99, the last year of the project. The estimated education recurrent budget for that year of about Kip 19.4 billion (US$27.7 million equivalent) would represent 2.8% of GDP (compared to a 1980s average of 3.3% for low-income countries in Asia) and 21% of the total Government recurrent budget (for a sector that employs over 50% of civil servants). These estimates demonstrate that increasing the salaries of sector staff and providing adequate non-salary expenditu--es for the quality improvements proposed by the project could be sustained by the Government budget. Financial sustainability would be dependent, however, on the assumptions that projected growth rates in GDP are achieved, budget allocations required to implement sector programs are assured, and targeted increases in student-teacher ratios are realized. VII. AGREEMENTS AND RECOMMENDATION 7.1 The commitment of the Government to the objectives, strategy and activities of the project was confirmed in a Letter of Education Policy that was furnished to IDA and reviewed at negotiations (para. 3.4). 7.2 During negotiations, the Government provided assurances that it would: (a) carry out the project in accordance with work programs and timetables satisfactory to IDA and, for this purpose, furnish to IDA for its review by April 15 of each year, beginning in 1994, a proposed annual work program and timetable for the following Government fiscal year (para. 3.4); - 36 - (b) by April 15 of each year, beginning in 1994, furnish to IDA for its review the proposed budgetary allocations to the education sector for the following Government fiscal year (para. 3.35); (c) by September 30, 1993, employ and assign to the PSU a Project Director, two Project Coordinators, an office manager and an assistant office manager; and, in addition, employ and assign to the PSU a Project Adviser until the completion of the project (para. 3.39); (d) employ and assign to the SCS: by September 30, 1993, an architect or civil works technician, an engineer, a draftsman, a procurement manager, an accountant and a construction supervisor; by July 31, 1994, two additional construction supervisors; and by October 31, 1995, two additional construction supervisors (para. 3.29); (e) by September 30, 1993, assign to the IMU its responsibilities and authorities and appoint a Unit Chief (para. 3.11); (f) establish and staff PUCAs, pursuant to a timetable satisfactory to IDA, in the provinces of Savannakhet, Saravane, Vientiane, Xieng Khouang, Luang Prabang and Luang Namtha (para. 3.26); (g) by June 30, 1994, appoint at least three pedagogical advisers for each administrative district, and by June 30, 1996, appoint at least eight teacher advisers for each administrative province (para. 3.17); (h) on April 15 and November 15 of each year, beginning in 1994, furnish to IDA semi-annual reports on progress in project implementation; and, in consultation with IDA, carry out a mid-term of project implementation by April 1996 (para. 5.15, 5.16); and (i) furnish to IDA within nine months of the end of each Government fiscal year an audit report, including separate opinions by the auditor on the operation of the Special Accounts and on disbursements against certified SOEs (para. 5.13). 7.3 During negotiations, the following understandings were reached with the Government: (a) the annual work program and timetable for Government fiscal year 1993/94, and a work program and performance indicators for overall project implementation, would be reviewed and agreed upon during the initial IDA supervision mission scheduled for August 1993 (para. 3.4); (b) the position of Project Adviser would be established for the entire duration of the project, however, the initial consultant contract would be for two years, automatically renewable for equal periods of time, unless the Government and IDA, in coordination with SDC, would agree to terminate the services of such consultant (para. 3.39); (c) the PUCAs would be established and staffed in six provinces as follows: by November 1993 in Savannakhet, with four civil works technicians, a warehouse supervisor and a watchman; by November 1994 in Saravane and Vientiane Province, each with two civil works - 37 - technicians, a warehouse supervisor and a watchman; and by November 1994 in Xieng Khouang, Luang Prabang and Luang Namtha, each with two civil works technicians, a warehouse supervisor and a watchman (para. 3.26); and (d) by December 31, 1993, working accounts with initial deposits of at least US$10,000 would be established in provincial banks for each administrative province; however, these working accounts would be phased out as soon as an effective Treasury system has been established at the provincial level, with the objective of eliminating these accounts by the end of Government fiscal year 1994/95 (para. 5.12). 7.4 The following would be conditions of effectiveness: (a) the fulfillment of all conditions precedent to the effectiveness of the Swiss Contribution Agreement (para. 4.8); and (b) the fulfillment of all conditions precedent to the effectiveness of the Norwegian Grant Agreement (para. 4.9). 7.5 Subject to the provisions in paras. 7.2 to 7.4 above, the proposed project would constitute a suitable basis for an IDA Credit of SDR 13.7 million (US$19.0 million equivalent) to the Lao People's Democratic Republic, on standard IDA terms, with a maturity of 40 years and 10 years of grace. - 38 - ANNEXES - 39 - Annex 1 Page 1 of 6 LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT Text of the Government's Letter of Education Policy (Unofficial translation of the original French) [Addressed to the President of the International Development Association] 1. I have the honor to communicate to you the principal orientations of the education policy of the Government of the Lao PDR, which constitutes an important basis for the preparation and approval of the Education Development Project. 2. The Lao Government is firmly committed to strengthening the educational system as the cornerstone of a human resource development strategy focussed on poverty alleviation and increased labor productivity. In August 1990, a National Conference of educational administration officials endorsed the recommendations of the World Conference of Education for All held in Jomtien, and affirmed the right of all citizens to quality basic education. 3. The Constitution of the Lao PDR promulgated in August 1991 recognized the right of all citizens to education, and instituted the principle of compulsory primary education. It authorizes the operation of private schools within the context of national education programs and anticipates the development of education at all levels, with particular attention to ethnic minority areas. The Government has reaffirmed the general objectives of its "Education Sector Strategy to Year 2000," which also aims to stimulate the development of preschool education, to develop a technical and intellectual base, to reorganize upper secondary, vocational-technical and higher education as a function of available school places and the socio-economic needs of the country, and to reduce illiteracy. Emphasis is placed on the improvement of the quality of education with a view to progressively upgrading Lao education to international standards, on the complementarity of education within and outside the country, and the relevance of education to family, social and economic life. 4. To implement this policy, it will be necessary to increase the efficiency of educational management, improve the quality of education, and expand access to the improved system. Immediate priority is given to primary education. However, taking into account the needs for social and economic development, it is equally necessary to improve and develop secondary education, in a well-planned manner, especially the lower secondary cycle. 5. These objectives will be incorporated into a draft Education Act on the organization of education which will eventually be submitted by the Government for approval by the National Assembly. - 40 - Annex 1 Page 2 of 6 Increasing the Efficiency of Educational Management 6. The Government aims to restructure the administration and management of the system, with a view to reconcentrating the mobilization of public resources for education and redistributing these equitably among provinces and districts. To this effect, statutory measures will be taken to define the hierarchical and functional articulation of powers and functions, and to establish responsibilities in decision-making and management at the central, provincial, district and school levels. Administrators at all levels will be trained to perform their new functions according to precise ministerial instructions, with the long-term objective of building sufficient capacities in the analysis, planning and management of education policy. 7. An educational management information system will be built around an annual census of schools, supplemented by periodic inventories, surveys and research studies, each providing data to manage, monitor and evaluate educational inputs, processes and outcomes. School mapping and micro-planning will be undertaken on a continuing basis to provide the geographical, demographic and more detailed school data necessary to improve efficiency in the utilization of educational resources and to ensure equity in access to schools. School principals and staff of the Ministry of Education and Sports, its provincial and district services will be trained in procedures and techniques related to the use of information for planning, management, monitoring and evaluation. 8. With regard to internal efficiency, measures will be taken to reduce unit costs per student and per graduate, and thereby free resources which can be directed to raising quality and expanding access. To improve internal efficiency at the primary level, the Government aims to reduce dropout and thereby increase the proportion of first-grade entrants reaching the final grade of the cycle, and to reduce repetition rates. This will be achieved by implementing a policy on continuous progression, supported by student assessment and remedial instruction in the basic subjects, throughout the cycle to assist students diagnosed to be in need of such assistance. Complementary measures aimed at improving quality and, consequently, student achievement, will also contribute to reducing repetition and improving student progression. 9. The normalization of student-teach ratios in secondary education will result in expanded access to the lower secondary level, which would permit the absorption of an increased number of primary school graduates. In view of the anticipated increase in the demand for admission to each of the secondary cycles, a merit-based selection policy will be established in conjunction with a system of national public examinations. 10. Improved efficiency in the utilization of teachers will be reflected in higher student-teacher ratios. At the primary level, this objective will be achieved mainly by the systematic organization of multigrade classes, principally in small rural schools. Teachers will be suitably trained in this regard. At the secondary level, the student-teacher ratios will be raised by training teachers to teach in more than one curricular area and increasing - 41 - Annex 1 Page 3 of 6 effective teaching hours to statutory levels. The utilization of teachers in both primary and secondary education will also be improved by increasing the size of schools. 11. The outcomes of school mapping will help determine appropriate locations where schools of an optimal size can be established, and may also lead to the consolidation of small schools where this would not have detrimental effects on access. Standard school and classroom designs, of more durable structures, will be elaborated to assure greater efficiency in investment expenditures. They will favor to the extent possible local construction materials and techniques, so that communities can continue to actively participate in the construction of their schools. 12. Student scholarships at the secondary level will be allocated on a more selective basis to academically qualified students whose financial resources are insufficient to allow them to continue their studies and giving priority to study options which will be necessary for the socio-economic development of the country. 13. With regard to pre-service teacher education, this will be concentrated in 11 sites including five combined teacher training colleges for primary and lower secondary teachers, five colleges for lower secondary teaches and one Institute of Pedagogy for the training of upper secondary teachers. Within the framework of a national teacher training plan, policies on admissions to teacher training institutions and subsequent teacher assignments will be elaborated, with a view to ensuring that the number of teacher training graduates coincides with national needs. Improving the Quality of Education 14. New curricula, textbooks, teacher guides and other corresponding instructional materials will be centered around a limited number of integrated basic subjects, emphasizing problem-solving, learning-to-learn and creative skills, as well as the role of schools in society and the preservation of the environment. Towards the end of the upper secondary cycle, options for advanced studies in the basic disciplines will be created. The grade-to-grade promotion examinations will be replaced by school-based assessment aimed at continuously identifying the adjustments required to improve student mastery of knowledge and skills defined by the new curriculum. National examinations, while serving mainly as selection mechanisms between cycles, will also be designed to provide schools with systematic feedback on teaching effectiveness and student performance. 15. The policy of the Government will be to provide, as far as possible, each student with one copy of the required textbooks to be produced in conjunction with the development of the new curricula. In order to meet these targets, the Government will develop local publishing capabilities, and utilize the most cost-efficient means to print, distribute and utilize textbooks and other instructional materials. Provincial and district education services will have final responsibility for the distribution of books and other materials within their respective constituencies. - 42 - Annex 1 Page 4 of 6 16. The policy of the Government is that communities participate in the construction of primary schools, while the construction of secondary schools will become the main responsibility of the provinces. The Government plans to provide to local communities the advice and technical and material support needed to rehabilitate and construct school facilities of good quality. This support will be provided through decentralized construction support units, which will be established in provinces and staffed with civil works technicians who would guide and supervise the construction executed by the communities. The communities and the school administration will assure the maintenance of the school infrastructure. 17. The Government intends to improve the quality of teachers by standardizing and strengthening pre-service education in teacher training colleges, institutionalizing in-service training, and establishing a pedagogical support system. The Government will upgrade the facilities and quality of the teaching staff of the selected teacher training institutions which will offer pre-service teacher education programs certified by the Ministry of Education for primary and lower secondary teachers. Upper secondary teachers will continue to be trained at the Institute of Pedagogy which the Government will strengthen as a teacher training institution, and will convert into a national university after appropriate study. The teacher training programs will be revised in accordance with the new standards and with the new general education curricula. The objective will be to balance theory and practice, and to develop pedagogical skills, including multigrade teaching and student assessment, while strengthening the academic knowledge of future teachers. 18. A system of in-service upgrading is under the responsibility of the Department of Teacher Training, while the development of the programs under this system will be the responsibility of the Teacher Development Center to be established at the Institute of Pedagogy, in collaboration with the concerned departments of the Ministry of Education. The first in-service training priority will be given to the orientation of teachers to the new school curricula. This training will utilize for its basic training package the newly-developed textbooks and teacher guides. School principals will also be trained to better perform both their educational and administrative functions. A system of pedagogical assistance and control will be created to provide an institutional support system to teachers and principals in their place of work, as well as to evaluate the adequacy of school resources and outcomes. For the primary level, a certain number of teachers will be selected from among the most experienced and effective to be trained in the functions of Pedagogical Advisers. In-service training will be offered at the Teacher Development Center for upper secondary teachers, and in teacher training colleges for primary and lower secondary teachers. 19. To improve efficiency and the quality of education in schools in ethnic minority areas, functional networks of neighboring schools would be established around a central guide-school to coordinate the activities and promote continuous material and pedagogical support among the schools. - 43 - Annex l Page 5 of 6 20. Quality improvements in the training and supervision of teachers will be accompanied by measures to recruit qualified teachers and retain them in the system. The Government will continue to explore the possibility of establishing appropriate incentives through a more flexible salary structure. The Government also intends to reform the administrative and financial structures as required for the regular payment of teachers' salaries, and to further improve conditions for teachers by ensuring adequate salaries and career patterns that take into account their qualifications and increase the competitiveness of the teaching profession. With the agreement of the Ministry of Finance, the Ministry of Education will organize the payment of teacher salaries through its deconcentrated services. Improved teaching conditions are expected to attract more qualified applicants for admission to teacher training institutions. The system of provincial quotas, currently used for selection into teacher training programs, will be reconsidered as a consequence. Expanding Access to Improved Education 21. The objective of the Government is to universalize primary education and to revitalize secondary education. Every effort will be made to raise the share of female enrollments. At the primary level, particularly in rural areas, the systematic organization of multigrade classes will improve not only the efficiency of teacher utilization but will also help provide all students with the possibility of access to the full primary cycle. In the medium-term, boarding facilities will continue to be provided for rural and other disadvantaged students to promote educational opportunities. In urban areas, the double-shifting will continue to be practiced on the condition that this does not involve a reduction of the study program nor affect the quality of teaching. To meet the recurrent costs corresponding to the projected expansion and improvements, the annual budget allocated to education will be gradually increased as a function of sector needs and the priority given to the sector, and taking into account the economic growth of the country. 22. The Government will establish nonformal education programs directed towards seven main target groups: (i) children estimated to have never attended school; (ii) children who have prematurely dropped out of school; (iii) children who have completed primary school but do not have access to secondary schooling; (iv) the population between 15 and 40 years of age that are estimated to be illiterate; (v) civil servants and cadres who have less than a lower secondary school degree; (vi) ethnic minorities who remain out of the mainstream of education and training because of their geographic and cultural isolation; and (vii) women, particularly those in rural areas, who are insufficiently educated concerning family health and safe motherhood. To address the education and training needs of these groups, and to implement a coherent nonformal education policy and strategies, concerned institutions and staff will be strengthened, and collaboration with nongovernmental organizations will be sought. Literacy programs linked to skills training will be offered to illiterate adults and out-of-school youth; the academic level of all cadres and civil servants will be raised to completion of lower secondary education through equivalency programs; and literacy programs oriented specifically oriented towards income-generating activities will be - 44 - Annex 1 Page 6 of 6 offered to ethnic minorities after a self-assessment of needs. All these nonformal education programs will aim to improve living and working conditions of the participants in their natural and cultural environments, and to develop activities oriented towards self-sufficiency and employment, in order that they can contribute to, and benefit from, the social and economic development of the nation. 23. To improve the efficiency of post-secondary education, the Government also aims to reform vocational-technical and higher education. Conceptual and feasibility studies will be undertaken to serve as the basis for establishing plans, programs and development projects as a function of the labor market needs in the service of the socio-economic development of the country. Vientiane, 8 January 1993 (Signed by the Minister of Education and Sports] - 45 - Annex 2 LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT Basic Data Country Data (1991) Area 237,000 sq. km. Population 4.2 million Population density 17 per sq. km. Annual population growth 2.8% GNP per capita US$230 Adult literacy (1985) 44% Sector Data (1990) Percent Gross enrollment Education Level Age Group Enrollments female rate (%) Pre-school 3-5 35,000 n.a. 2 Primary 6-10 560,000 45 100 General secondary Lower 11-13 94,000 40 30 Upper 14-16 32,000 38 12 Vocational-technical 11-16 9,000 n.a. 2 Teacher training 11-16 10,000 38 2 Higher 17-22 4,000 37 1 Students/ Students/ Education Level Schools Enrollments Classes Teachers class teacher Primary 6,500 560,000 23,900 19,970 23 28 Lower secondary 680 94,000 2,800 7,400 34 13 Upper secondary 120 32,000 800 2,600 40 12 n.a. - not available LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT Structure of the Education System 12 13 14 15 16 17 Nedicine Higher 13 14 15 Pharmacy and Engineering L14 Upper Secondary Teacher Training Technical Training Post Secondary Lower Secondary Teacher Training Past Secondary Primary Teacher Training Vocational-Technical Training Ch Upper-Secondary Lower Secondary Teacher Training Upper-Secondary Primary Teacher Training General Upper Secondary Vocational Education Lower Secondary 6 7 8 Primary Teacher Training L General Lower Secondary Primary 1 5 Pre - school 1 1 2 3 4 5 6 7 8 9 t0 11 12 13 14 15 16 17 Years of Schooling 1 2 3 4 5 6 7 8 9 10 11 12 13 14 11 16 17 18 19 20 21 22 Aze LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT Primary and Secondary Education Pyramid (General Education Enrollments, 1990) Ate Grade Total 16 11 5,600 3,700 9,300 15 10 6,200 4,000 10,200 14 9 7,800 4,600 12,400 Upper Secondary (622) 19,600 12,300 (382) 31,900 13 8 15,700 10,300 26,000 . 12 7 17,300 11,900 29,200 11 6 23.000 15,600 38,600 Lower Secondary (602) 56,000 37,800 (402) 93,800 10 5 31,900 23,600 55,500 9 4 37,100 29,400 66,500 ................. 8 3 48,200 __ :r.r.r ..................... E - r :: r ~~~~~~~~~~~~ ~~ r:~~.38, ooo . ......... 86,200.. 8 3 ~~48,200 38,000 86,200 7 2 68,800 .......... 53,100 121,900 132,800 _ 100.900 233,700 Primary (552) 318,700 Male Female 245,000 (452) 563,700 - 48 - Annex 5 LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT Structure of the Ministry of Education and Sports Minister F~~~~~~~~~~~~~~~~~~~~~~~~~~~ First Vice-Minister Vice-Minister Vice-Minister Vice-Minister Cabinet and Preschool Sports and Higher, Research Education Physical Technical and Education Vocational Education Organization General and Personnel Education Literacy and Adult External Education Relations Planning and Teacher Finance Training Student Selection Information j Institute of Pedagogy National Research X Polytechnic Institute for j Institute Educational Sciences Warehouse Instructional Materials Factory I … Note: Chalk Factory -------------- Ministry Department I Educational I Printing I Attached Enterprise I Agency LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT PRIMARY EDUCATION ENROLLMERT PROJECTIONS, 1990-2000 ------------------------------------------------------__---------------------__-----------------------------------------------------__----- SCHOOL YEAR 1990/91 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98 1998/99 99/2000 TOTAL NEW ENTRANTS 143,400 144,300 146,100 148,800 152,500 157,200 162,100 167,100 172,300 177,700 Population age 6 118,800 122,500 126,300 130,200 134,200 138,400 142,700 147,100 151,700 156,400 Total intake rate 1.21 1.18 1.16 1.14 1.14 1.14 1.14 1.14 1.14 1.14 ENROLLMENT Grade 1 236,900 239,100 241,700 245,500 250,700 247,500 241,300 234,700 228,600 223,400 Repetition rate 0.40 0.40 0.40 0.40 0.36 0.32 0.28 0.24 0.20 0.16 Dropout rate 0.25 0.25 0.25 0.25 0.23 0.22 0.20 0.18 0.17 0.15 Promotion rate 0.35 0.35 0.35 0.35 0.41 0.46 0.52 0.58 0.63 0.69 ENROLLMENT Grade 2 118,400 118,400 119,200 120,400 122,000 134,900 147,000 156,400 163,500 169,300 Repetition rate 0.30 0.30 0.30 0.30 0.27 0.24 0.21 0.18 0.15 0.12 Dropout rate 0.20 0.20 0.20 0.20 0.18 0.17 0.15 0.13 0.12 0.10 Promotion rate 0.50 0.50 0.50 0.50 0.55 0.59 0.64 0.69 0.73 0.78 ENROLLMENT Grade 3 78,200 74,800 74,200 74,400 75,100 80,200 92,900 107,100 120,200 131,900 Repetition rate 0.20 0.20 0.20 0.20 0.18 0.16 0.14 0.12 0.10 0.08 Dropout rate 0.15 0.15 0.15 0.15 0.14 0.12 0.11 0.10 0.09 0.08 . Promotion rate 0.65 0.65 0.65 0.65 0.68 0.72 0.75 0.78 0.81 0.85 ' ENROLLMENT Grade 4 69,300 64,700 61,600 60,500 60,500 62,100 67,300 78,800 93,000 107,000 Repetition rate 0.20 0.20 0.20 0.20 0.18 0.16 0.14 0.12 0.10 0.08 Dropout rate 0.10 0.10 0.10 0.10 0.09 0.08 0.08 0.07 0.06 0.05 Promotion rate 0.70 0.70 0.70 0.70 0.73 0.76 0.79 0.81 0.84 0.87 ENROLLMENT Grade 5 54,900 56,700 53,800 51,200 50,000 50,800 53,100 58,400 69,400 83,500 Repetition rate 0.15 0.15 0.15 0.15 0.14 0.12 0.11 0.09 0.08 0.06 Dropout rate 0.10 0.10 0.10 0.10 0.09 0.08 0.08 0.07 0.06 0.05 Promotion rate 0.75 0.75 0.75 0.75 0.77 0.80 0.82 0.84 0.87 0.89 TOTAL 557,600 553,700 550,400 552,000 558,300 575,500 601,600 635,400 674,700 715,100 Repeaters as proportion of total enrollments 0.30 0.30 0.30 0.30 0.30 0.27 0.23 0.20 0.17 0.14 Population age 6-10 553,700 570,300 587,400 605,000 623,200 641,900 661,100 681,000 701,400 722,400 Gross enrollment rate 1.01 0.97 0.94 0.91 0.90 0.90 0.91 0.93 0.96 0.99 mb -~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~- 0 __4q LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT LOWER SECONDARY EDUCATION ENROLMUENT PROJECTIONS, 1990-2000 ------------------------------------------------------__---------------------__-----------------------------------------------------__----- SCHOOL YEAR 1990/91 1991/92 1992/93 1993/94 1994195 19959/6 1996/97 1997/98 1996/99 99/2000 TOTAL HE ENTRAJTS 34,900 35,500 36,200 36,100 36,100 36,400 37,600 39,800 42,600 46,000 Primry school graduates 41,600 41,100 42,600 40,300 36,400 36,700 40,500 43,500 49,300 60,100 Transition rate 0.84 0.66 0.65 0.90 0.94 0.94 0.93 0.92 0.87 0.77 ENROLLMENT Grade 6 39,100 39,800 40,600 40,600 40,500 40,500 41,400 43,300 45,600 46,900 Repetition rate 0.11 0.11 0.11 0.11 0.10 0.09 0.08 0.07 0.06 0.05 Dropout rate 0.19 0.19 0.19 0.19 0.18 0.16 0.15 0.14 0.13 0.11 Promotion rate 0.70 0.70 0.70 0.70 0.72 0.74 0.77 0.79 0.81 0.63 ENROLLMENT Grade 7 29,400 29,700 30,300 30,800 30,900 31,500 32,200 33,600 35,800 38,700 Repetition rate 0.08 0.06 0.06 0.08 0.07 0.07 0.06 0.05 0.05 0.04 Dropout rate 0.14 0.14 0.14 0.14 0.13 0.12 0.11 0.10 0.09 0.08 Promotion rate 0.78 0.78 0.78 0.78 0.80 0.81 0.83 0.84 0.86 0.88 ENROLLMENT Grade S 25,300 25,500 25,700 26,200 26,600 27,000 27,800 28,700 30,300 32,600 Repetition rate 0.10 0.10 0.10 0.10 0.09 0.08 0.08 0.07 0.06 0.05 Dropout rate 0.20 0.20 0.20 0.20 0.19 0.17 0.16 0.15 0.13 0.12 Promotion rate 0.70 0.70 0.70 0.70 0.72 0.74 0.77 0.79 0.81 0.83 TOTAL 93,900 95,000 96,600 97,600 98,100 99,000 101,400 105,600 111,900 120,200 Repeater. as proportion of total enrollments 0.10 0.10 0.10 0.10 0.10 0.09 0.08 0.07 0.06 0.05 Population age 11-13 294,700 303,300 312,100 321,100 330,400 340,000 349,900 360,000 370,500 381,200 Gross enrollment rate 0.32 0.31 0.31 0.30 0.30 0.29 0.29 0.29 0.30 0.32 -------------------------------------------------------------------__--------__------------------------------------------------------------ 0 U'Y LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMET PROJECT UPPER SECONDARY EDUCATION ENROLLMENT PROJECTIONS, 1990-2000 SCHOOL YEAR 1990|91 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98 1998/99 99/2000 TOTAL NEWI ENTRARTS 11,300 11,300 11,500 11,700 12,000 12,400 13,000 13,600 14,500 15,400 Lover secondary graduates 18,200 17,700 17,800 18,000 18,300 19,200 20,100 21,300 22,600 24,500 Transition rate 0.62 0.64 0.65 0.65 0.66 0.65 0.65 0.64 0.64 0.63 ENROLLMENT Grade 9 12,400 12,500 12,600 12,900 13,200 13,500 14,000 14,600 15,300 16,200 Repetition rate 0.09 0.09 0.09 0.09 0.08 0.08 0.07 0.06 0.05 0.05 Dropout rate 0.16 0.16 0.16 0.16 0.15 0.14 0.13 0.12 0.11 0.10 Promotion rate 0.75 0.75 0.75 0.75 0.77 0.79 0.80 0.82 0.84 0.86 ENROLLMENT Grade 10 9,900 9,900 9,900 10,100 10,200 10,700 11,100 11,700 12,500 13,300 Repetition rate 0.06 0.06 0.06 0.06 0.06 0.05 0.05 0.04 0.04 0.03 Dropout rate 0.07 0.07 0.07 0.07 0.07 0.06 0.06 0.05 0.05 0.04 Promotion rate 0.87 0.87 0.87 0.87 0.88 0.89 0.90 0.91 0.92 0.93 k.,, ENROLLMENT Grade 11 9,800 9,600 9,600 9,600 9,700 9,900 10,300 10,800 11,400 12,100 , Repetition rate 0.10 0.10 0.10 0.10 0.09 0.08 0.08 0.07 0.06 0.05 Dropout rate 0.10 0.10 0.10 0.10 0.09 0.09 0.08 0.07 0.07 0.06 Promotion rate 0.80 0.80 0.80 0.80 0.82 0.83 0.85 0.86 0.88 0.89 TOTAL 32,100 31,900 32,100 32,500 33,100 34,100 35,400 37,100 39,200 41,700 Repeaters as proportion of total enrollments 0.08 0.08 0.08 0.08 0.08 0.07 0.07 0.06 0.05 0.05 Population age 14-16 269,000 276,500 284,200 292,200 300,400 308,800 317,400 326,300 335,400 344,800 Gross enrollment rate 0.12 0.12 0.11 0.11 0.11 0.11 0.11 0.11 0.12 0.12 0q w 0 e.n - 52 - Annex 6 Page 4 of 5 LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION SECTOR DEVELOPMENT PROJECT Expected Students' Flow through the Education System (1990-2000) PRIMARY ~LOWER UPPER PRIMARY J SECONDARY SECONDARY 100 6 \ > 63% Survival 60 801 M Completion 48 i77 e Traniton 80% Survival 32 1 70% Completlon 63% Transiton 30 - : 30% Survival 26 1 26% Completion 22 z 85% Transition 17 86% Survival 16 81% Completion 67% Survival 12 52% Completion 7 65% Transit,on__ 6 76% Surval 5 1 t 68% Completion 19W90 , - - - - 199g000 LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT PRIMARY AND SECONDARY EDUCATION TEACHER PROJECTIONS, 1990-2000 ------------------------------------------------------__---------------------__--___-----------__________----------_---_------------__----- SCHOOL YEAR 1990/91 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98 1998/99 99/2000 -------------------------------------------------------------__--------------__------------------------------------------------------------ PRIMARY EDUCATION Total enrollments 557,600 553,700 550,400 552,000 558,300 575,500 601,600 635,400 674,700 715,100 Student-teacher ratio 28.0 28.0 28.0 28.0 28.8 29.7 30.5 31.3 32.2 33.0 Total teacher requirement. 19,900 19,800 19,700 19,700 19,400 19,400 19,700 20,300 21,000 21,700 Grade 1 8,500 8,500 8,600 8,800 8,700 8,300 7,900 7,500 7,100 6,800 Grade 2 4,200 4,200 4,300 4,300 4,200 4,500 4,800 5,000 5,100 5,100 Grade 3 2,800 2,700 2,600 2,700 2,600 2,700 3,000 3,400 3,700 4,000 Grade 4 2,500 2,300 2,200 2,200 2,100 2,100 2,200 2,500 2,900 3,200 Grade 5 2,000 2,000 1,900 1,800 1,700 1,700 1,700 1,900 2,200 2,500 LOWER SECONDARY EDUCATION Total enrollment 93,900 95,000 96,600 97,600 98,100 99,000 101,400 105,600 111,900 120,200 Student-teacher ratio 13.0 13.0 13.0 13.0 15.0 17.0 19.0 21.0 23.0 25.0 Total teacher requirements 7,200 7,300 7,400 7,500 6,500 5,800 5,300 5,000 4,900 4,800 Grade 6 3,000 3,100 3,100 3,100 2,700 2,400 2,200 2,100 2,000 2,000 Grade 7 2,300 2,300 2,300 2,400 2,100 1,900 1,700 1,600 1,600 1,500 - Grade 8 1,900 2,000 2,000 2,000 1,800 1,600 1,500 1,400 1,300 1,300 L. UPPER SECONDARY EDUCATION Total enrollment 32,100 31,900 32,100 32,500 33,100 34,100 35,400 37,100 39,200 41,700 Student-teacher ratio 12.0 12.0 12.0 12.0 14.2 16.3 18.5 20.7 22.8 25.0 Total teacher requirements 2,700 2,700 2,700 2,700 2,300 2,100 1,900 1,800 1,700 1,700 Grade 9 1,000 1,000 1,100 1,100 900 800 800 700 700 600 Grade 10 600 800 800 800 700 700 600 600 500 500 Grad 11 800 800 800 800 700 600 600 500 5oo 500 ---------------------------------------------------------------------__------__------------------------------------------------------------ 0 LR> - 54 - Annex 7 Page 1 of 4 LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT Public Recurrent Expenditures for Education: Past Trends and Proiections a/ Table 1: Estimated Public Recurrent Expenditures for Education, 1988-90 Expenditures in current Kip million Level of education 1988 1989 1990 General education Primary 1,020 1,694 4,596 Lower secondary 430 740 2,030 Upper secondary 276 442 1,370 Total, primary and secondary education 1,726 2,876 7,996 Total, preschool, teacher training, vocational-technical, higher education, and administration 545 1,544 4,389 Total, all levels 2,271 4,420 12,385 Total public recurrent expenditures 28,038 39,936 65,877 Gross Domestic Product 192,700 333,670 490,750 Share of primary and secondary expenditures in: Total public recurrent expenditures 6.2% 7.2% 12.3% Gross Domestic Product 0.9% 0.9% 1.6% Share of total education expenditures in: Total public recurrent expenditures 8.1% 11.0% 18.8% Gross Domestic Product 1.1% 1.3% 2.5% A/ Details are in the following documents available in the project file (see Annex 18 for full references): Mingat (September 1989, February 1990, April 1990, March 1991); Magnen (April 1991); and Botti (December 1991). - 55 - Page 2 of 4 Table 2: Estimated Public Recurrent Expenditures for Education by Level of Education, 1990 Share in Level of education/ Amount in current total Type of expenditure Kip million expenditures Primary education Salaries (95%) 4,377 Operating costs (5%) 219 Sub-total, primary 4,596 37% Lower secondary education Salaries (85%) 1,725 Operating costs (5%) 305 Sub-total, lower secondary 2,030 17% Upper secondary education Salaries (50%) 685 Operating Costs (50%) 685 Sub-total, upper secondary 1,370 11% Total, primary and secondary education 7,996 65% Preschool education 314 2% Teacher training 838 7% Vocational-technical education 965 8% Higher education 772 6% Administration 1,500 12% Total, all levels 12,385 100% - 56 - Annex 7 Page 3 of 4 Table 3: Estimated Public Recurrent Expenditures for Education, 1990-2000 Annual rate of 1990 1995 2000 increase Primary education Enrollments (in thousands) 558 576 715 2.8% Population age 6-10 (in thousands) 554 642 722 3.0% Gross enrollment ratio 100% 90% 99% Number of teachers 19,910 19,400 21,670 1.0% Student-teacher ratio 28 30 33 Average annual salary a/ (in 1990 Kip thousand) 217.2 344.4 384.8 5.9% Annual unit cost per student (in 1990 Kip thousand) 8.1 12.5 13.7 5.4% Total expenditures (in 1990 Kip billion) 4.6 7.8 10.3 8.4% Lower secondary education Enrollments (in thousands) 94 99 120 2.8% Population age 11-13 (in thousands) 295 340 381 2.9% Gross enrollment ratio 32% 29% 32% Number of teachers 7,220 5,820 4,810 -4.6% Student-teacher ratio 13 17 25 Average annual salary g/ (in 1990 Kip thousand) 238.6 387.2 434.5 6.2% Annual unit cost per student (in 1990 Kip thousand) 21.6 24.2 21.7 0% Total expenditures (in 1990 Kip billion) 2.0 2.6 2.8 3.4% - 57 - Annex 7 Page 4 of 4 Table 3 (continued) Annual rate of 1990 1995 2000 increase Upper secondary education Enrollments (in thousands) 32 34 42 3.1% Population age 14-16 (in thousands) 269 309 345 2.8% Gross enrollment ratio 12% 11% 12% Number of teachers 2,670 2,080 1,670 -5.4% Student-teacher ratio 12 16 25 Average annual salary -/ (in 1990 Kip thousand) 265.4 440.8 496.6 6.5% Annual unit cost per student (in 1990 Kip thousand) 41.5 44.1 39.7 -0.4% Total expenditures (in 1990 Kip billion) 1.4 1.7 1.9 3.1% Gross Domestic Product (GDP) 490.8 626.2 799.9 5.0% Total expenditures, primary and secondary education Amount (in 1990 Kip billion) 8.0 12.1 15.0 6.5% Share of GDP 1.6% 1.9% 1.9% Total education recurrent expenditures h/ Amount (in 1990 Kip billion) 12.3 18.6 23.1 6.5% Share of GDP 2.5% 3.0% 2.9% a/ Assumes 1990 salaries are doubled by 1995 and increased by 3% per year thereafter. k/ Including preschool, teacher training, vocational-technical, higher education and administration. LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT Surary Account by Project Component Kip CURRICUL INSTRUCT PERFORMA UN IONAL TEACHER SCHOOL LAO SCHOOL CONSTRUC INFORMAT NCE CENTRAL LOCAL PROJECT DEVELOPH MATERIAL TRAINING NETUORKS LANGUWAGE RECONSTR PROVINCI TION ION ASSESSME ADMINIST ADMINIST SUPPORT ENT S /SUPPORT PILOT STUDY UCTION AL UNITS SERVICE SYSTEMS NT RATION RATIONS UNIT 1. INVESTMENT COSTS A. Civit Works 131.9 0.0 0.0 0.0 0.0 1599.5 99.0 0.0 0.0 0.0 87.2 821.7 0.0 B. Construction Materials 0.0 0.0 0.0 0.0 0.0 3430.7 0.0 0.0 0.0 0.0 0.0 0.0 0.0 C. Community Labor/MateriaLs 0.0 0.0 0.0 0.0 0.0 1708.5 0.0 0.0 0.0 0.0 0.0 0.0 0.0 D. Furniture 16.3 250.2 0.0 0.0 0.0 807.9 10.9 2.9 0.0 0.0 7.5 36.2 0.0 E. Equipment/Vehicles 72.2 114.4 639.9 0.0 0.0 15.2 205.3 24.4 32.2 0.0 100.1 124.7 40.8 F. Instructional Materials 30.7 3398.2 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 G. Local Training 23.2 50.4 1793.2 0.0 0.0 0.0 0.0 0.0 160.9 0.0 21.4 339.6 0.0 H. Foreign Training 77.2 38.6 169.5 0.0 0.0 0.0 0.0 8.6 115.8 0.0 57.9 0.0 25.7 1. Local Speciatists 97.2 18.6 0.0 0.0 0.0 56.0 5.9 0.0 28.6 0.0 51.5 88.5 51.5 J. Foreign Specialists 293.1 280.3 282.4 0.0 0.0 0.0 300.3 247.4 180.2 0.0 240.2 120.1 823.7 K. Studies 0.0 0.0 0.0 118.0 29.0 0.0 0.0 0.0 0.0 93.7 0.0 0.0 0.0 L. Management/Operations 52.7 193.0 160.4 0.0 0.0 0.0 443.5 159.0 300.3 0.0 42.9 25.0 117.5 LI' Total INVESTMENT COSTS 794.7 4343.8 3045.4 118.0 29.0 7617.9 1064.9 442.3 818.0 93.7 608.8 1555.7 1059.2 co II. RECURRENT COSTS A. Incremental Recurrent 53.2 57.2 308.6 0.0 0.0 293.1 127.2 27.6 14.7 0.0 52.4 72.3 17.7 Total BASELINE COSTS 847.8 4401.0 3354.0 118.0 29.0 7911.0 1192.1 469.8 832.6 93.7 661.2 1628.0 1076.9 Physical Contingencies 39.7 217.5 153.4 5.9 1.4 380.9 55.1 22.9 40.9 4.7 30.4 79.0 53.0 Price Contingencies 72.3 450.0 463.9 11.5 4.3 1277.4 161.1 45.8 106.8 14.8 67.7 292.4 124.9 Total PROJECT COSTS 959.8 5068.5 3971.3 135.3 34.7 9569.3 1408.3 538.6 980.3 113.1 759.4 1999.3 1254.8 Taxes 15.9 28.4 0.0 0.0 0.0 557.7 18.1 0.3 0.0 0.0 10.2 104.8 0.0 Foreign Exchange 654.5 4351.6 1814.7 79.4 20.2 5645.0 910.2 392.9 607.3 65.6 524.2 1046.0 1020.0 Vatues Scaled by 1000000.0 3/19/1993 11:04 0 t-tX LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT Sumary Account by Project Component Kip Physical Price Contingencies Contingencies Total X Amount X Amount I. INVESTMENT COSTS A. Civil Works 2739.3 5.0 137.0 15.5 425.0 B. Construction Haterials 3430.7 5.0 171.5 12.3 422.4 C. Community Labor/Materials 1708.5 5.0 85.4 21.9 373.5 D. Furniture 1132.0 5.0 56.6 12.8 145.0 E. Equipment/VehicLes 1369.1 5.0 68.5 3.9 53.2 F. Instructional Materials 3428.9 5.0 171.4 10.5 359.0 6. Local Training 2388.8 5.0 119.4 18.1 431.8 H. Foreign Training 493.3 5.0 24.7 6.9 34.1 I. Local Specialists 397.7 5.0 19.9 15.7 62.6 J. Foreign Specialists 2767.8 5.0 138.4 10.5 292.0 K. Studies 240.6 5.0 12.0 12.7 30.6 L. Management/Operations 1494.4 5.0 74.7 14.6 218.5 Total INVESTMENT COSTS 21591.3 5.0 1079.6 13.2 2847.7 II. RECURRENT COSTS A. Incremental Recurrent 1023.9 0.5 5.2 23.9 245.2 Total BASELINE COSTS 22615.2 4.8 1084.8 13.7 3092.9 Physical Contingencies 1084.8 Price Contingencies 3092.9 4.4 136.8 Total PROJECT COSTS 26792.8 4.6 1221.6 11.5 3092.9 Taxes 735.4 4.8 35.0 Foreign Exchange 17131.6 4.8 815.8 Values Scaled by 1000000.0 3/19/1993 11:04 0 0 D LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT Kip Suary Accounts by Year Base Costs Foreign Exchange 93/94 94/95 95/96 96/97 97/98 98/99 Total X Anut *---=-=-===fl=s=.====s=====s======r=fl=s==s-=sss..=zc:===L======:===s===: ============u===S= 1. INVESTMENT COSTS A. Civit Vorks 219.1 244.5 475.8 604.8 677.5 517.5 2739.3 60.0 1643.6 B. Construction Materials 171.5 411.7 686.1 823.4 823.4 514.6 3430.7 90.0 3087.7 C. Coeu.nity Labor/Haterials 85.4 205.0 341.7 410.0 410.0 256.3 1708.5 0.0 0.0 0. Furniture 84.1 79.8 179.1 227.4 271.1 290.4 1132.0 90.0 1018.8 E. Equlpm_nt/Vehicles 900.5 286.4 120.9 19.1 22.0 20.3 1369.1 90.0 1232.2 F. Instructional Materials 528.1 614.6 719.1 642.2 602.5 322.5 3428.9 90.0 3086.0 G. Local Training 67.9 607.0 331.0 582.0 325.3 475.5 2388.8 30.0 716.6 H. Foreign Training 190.9 89.0 123.3 38.6 25.7 25.7 493.3 90.0 444.0 1. Local Specialists 67.9 66.1 74.1 74.6 68.4 46.6 397.7 30.0 119.3 J. Foreign Specialists 534.1 455.5 481.9 479.8 440.4 376.1 2767.8 90.0 2491.0 K. Studies 9.7 93.7 38.3 47.5 24.3 27.2 240.6 60.0 144.4 L. Nanageiment/Operations 186.4 233.3 259.0 273.6 271.1 270.9 1494.4 60.0 896.6 Totat INVESTMENT COSTS 3045.8 3386.6 3830.4 4223.1 3961.8 3143.5 21591.3 68.9 14880.2 11. RECLURRENT COSTS a- - M. Increeental Recurrent 4.0 107.7 158.6 205.6 250.3 297.5 1023.9 0.0 0.0 0 Total BASELINE COSTS 3049.9 3494.3 3989.0 4428.7 4212.1 3441.1 22615.2 65.8 14880.2 Physical Contingencies 152.5 169.8 192.5 212.4 199.3 158.4 1084.8 68.6 744.0 Price Contingencies 59.6 229.6 425.7 681.6 832.8 863.6 3092.9 48.7 1507.4 Total PROJECT COSTS 3262.0 3893.7 4607.2 5322.7 5244.2 4463.0 26792.8 63.9 17131.6 SXSSSSSWSSSSSSSSSSSSSSZCSS===SSSSZZS === =Z.-z= Taxes 44.4 68.2 130.1 163.2 183.5 146.0 735.4 0.0 0.0 Foreign Exchange 2621.2 2515.3 3020.4 3225.2 3214.9 2534.7 17131.6 100.0 17131.6 Values Scaled by 1000000.0 3/19/1993 11:04 oq 0 0% LAO PEOPLE'S DEMCXRATIC REPUBLIC EDUCATIOH DEVELOPMENT PROJECT Suomary Accounts by Year Totals IncLuding Contingencies Totals Including Contingencies Kip USS 93/94 94/95 95/96 96/97 97/98 98/99 Total 93/94 94/95 95/96 96/97 97/98 98/99 Total 1. INVESTMENT COSTS A. Civil Works 235.0 272.7 551.2 727.2 845.2 670.0 3301.3 0.3 0.4 0.8 1.0 1.2 0.9 4.6 B. Construction Materials 183.1 453.7 780.4 966.5 997.5 643.5 4024.7 0.3 0.6 1.1 1.4 1.4 0.9 5.6 C. Comumity Labor/Materials 92.6 235.6 413.2 520.6 546.7 358.8 2167.5 0.1 0.3 0.6 0.7 0.8 0.5 3.0 D. Furniture 89.7 87.7 203.0 265.8 326.6 360.7 1333.5 0.1 0.1 0.3 0.4 0.5 0.5 1.9 E. Equipment/VehicIes 961.8 316.3 137.9 22.5 26.7 25.5 1490.8 1.3 0.4 0.2 0.0 0.0 0.0 2.1 F. Instructional Materials 564.0 678.7 820.5 757.0 733.6 405.6 3959.4 0.8 0.9 1.1 1.1 1.0 0.6 5.5 G. LocaL Training 73.3 688.4 392.8 721.3 421.2 643.1 2940.1 0.1 1.0 0.5 1.0 0.6 0.9 4.1 H. Foreign Training 203.9 98.3 140.7 45.5 31.3 32.4 552.2 0.3 0.1 0.2 0.1 0.0 0.0 0.8 1. Local Specialists 73.3 75.0 87.9 92.4 88.6 63.1 480.2 0.1 0.1 0.1 0.1 0.1 0.1 0.7 J. Foreign SpeciaLists 570.5 503.0 549.9 565.5 536.3 473.1 3198.1 0.8 0.7 0.8 0.8 0.8 0.7 4.5 K. Studies 10.4 104.8 44.5 57.5 30.5 35.5 283.2 0.0 0.1 0.1 0.1 0.0 0.0 0.4 L. Management/Operations 200.1 261.1 301.5 330.8 340.5 353.6 1787.6 0.3 0.4 0.4 0.5 0.5 0.5 2.5 Total INVESTMENT COSTS 3257.6 3775.2 4423.5 5072.6 4924.8 4064.7 25518.5 4.6 5.3 6.2 7.1 6.9 5.7 35.7 II. RECURRENT COSTS A. Incremental Recurrent 4.4 118.5 183.7 250.1 319.4 398.3 1274.3 0.0 0.2 0.3 0.3 0.4 0.6 1.8 Zs2z 3S.==3 = =- nSSSSSl S=. 3S ====l .= ;===== 7=.=S ss.ss...s Total PROJECT COSTS 3262.0 3893.7 4607.2 5322.7 5244.2 4463.0 26792.8 4.6 5.4 6.4 7.4 7.3 6.2 37.5 Szss=-==t=mfl==zSS===..S==:==S.=s===t=sS.S=S=SSSSS===3.3zs===3S.S z== _===SS====S-=====3z======z=s=S==-=.,,,,=Sfl==,=S=,.S=S===S== Value Scaled by 1000000.0 3/19/1993 11:04 o o04 LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT Kip Project Cocponents by Year Base Costs Total 93/94 94/95 95/96 96/97 97/98 98/99 Kip USS ER =============S ========S=:==z=K===_=======.== A. CURRICULUM/PEDAGOGICAL 1. CURRICJLUM DEVELOPMENT 343.0 148.7 123.6 114.0 85.2 33.3 847.8 1.2 2. INSTRUCTIONAL MATERIALS 873.1 775.8 864.8 750.7 719.0 417.6 4401.0 6.2 3. TEACHER TRAINING/SUPPORT 720.0 683.0 544.2 539.6 450.2 417.1 3354.0 4.7 4. SCHOOL NETWORKS PILOT 9.7 61.1 22.2 17.9 3.6 3.6 118.0 0.2 5. LAO LANGUAGE STLDY 0.0 6.1 6.1 9.7 3.6 3.6 29.0 0.0 Sub-total 1945.8 1674.6 1560.8 1431.8 1261.6 875.2 8749.8 12.2 B. SCHOOL INFRASTRUCTURE 1. SCHOOL RECONSTRUCTION 262.8 7T7.7 1467.3 1887.7 2018.4 1497.0 7911.0 11.1 2. PROVINCIAL UNITS 81.4 243.8 294.1 222.4 205.2 145.2 1192.1 1.7 3. CONSTRUCTION SERVICE 168.0 77.8 70.9 51.0 51.0 51.0 469.8 0.7 Sub-total 512.2 1099.4 1832.3 2161.1 2274.7 1693.2 9572.9 13.4 C. SECTOR PLANNING, M&E 1. INFORMATION SYSTEMS 144.1 188.8 129.4 140.1 93.7 136.6 832.6 1.2 2. PERFORMANCE ASSESSMENT 0.0 26.5 10.0 20.0 17.2 20.0 93.7 0.1 Sub-totaL 144.1 215.2 139.4 160.2 110.8 156.6 926.3 1.3 cA D. ADMINISTRATION/MANAGEMENT 1. CENTRAL ADMINISTRATION 228.1 112.4 80.2 80.2 80.2 80.2 661.2 0.9 2. LOCAL ADMINISTRATIONS 35.7 195.1 202.5 421.6 311.0 462.0 1628.0 2.3 3. PROJECT SUPPORT UNIT 184.0 197.6 173.8 173.8 173.8 173.8 1076.9 1.5 Sub-totaL 447.9 505.1 456.5 675.6 565.1 716.1 3366.2 4.7 Total BASELINE COSTS 3049.9 3494.3 3989.0 4428.7 4212.1 3441.1 22615.2 31.6 Physical Contingencies 152.5 169.8 192.5 212.4 199.3 158.4 1084.8 1.5 Price Contingencies 59.6 229.6 425.7 681.6 832.8 863.6 3092.9 4.3 Total PROJECT COSTS 3262.0 3893.7 4607.2 5322.7 5244.2 4463.0 26792.8 37.5 Taxes 44.4 68.2 130.1 163.2 183.5 146.0 735.4 1.0 Foreign Exchange 2621.2 2515.3 3020.4 3225.2 3214.9 2534.7 17131.6 24.0 VaLues Scaled by 1000000.0 3/19/1993 11:04 P 3 a' LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT Projects Cowponents by Year Totals Including Contingencies Totals Including Contingencies Kip USS 93/94 94/95 95/96 96/97 97/98 98/99 Total 93/94 94/95 95/96 96/97 97/98 98/99 Total A. CURRICULUM/PEDAGOGICAL 1. CURRICULUM DEVELOPMENT 367.3 165.0 142.5 136.5 105.3 43.2 959.8 0.5 0.2 0.2 0.2 0.1 0.1 1.3 2. INSTRUCTIONAL MATERIALS 933.2 857.0 987.4 885.9 877.0 528.0 5068.5 1.3 1.2 1.4 1.2 1.2 0.7 7.1 3. TEACHER TRAINING/SUPPORT 769.1 769.8 636.2 661.8 577.3 557.1 3971.3 1.1 1.1 0.9 0.9 0.8 0.8 5.6 4. SCHOOL NETWORKS PILOT 10.4 68.4 25.8 21.6 4.5 4.7 135.3 0.0 0.1 0.0 0.0 0.0 0.0 0.2 5. LAO LANGUAGE STLDY 0.0 6.8 7.1 11.7 4.5 4.7 34.7 0.0 0.0 0.0 0.0 0.0 0.0 0.0 Sub-Total 2079.9 1867.1 1799.0 1717.5 1568.6 1137.6 10169.7 2.9 2.6 2.5 2.4 2.2 1.6 14.2 B. SCHOOL INFRASTRUCTURE 1. SCHOOL RECONSTRUCTION 281.9 868.5 1699.9 2268.9 2517.1 1933.0 9569.3 0.4 1.2 2.4 3.2 3.5 2.7 13.4 2. PROVINCIAL UNITS 87.1 270.9 339.2 266.2 255.4 189.6 1408.3 0.1 0.4 0.5 0.4 0.4 0.3 2.0 3. CONSTRUCTION SERVICE 179.6 86.3 81.7 61.3 63.6 66.0 538.6 0.3 0.1 0.1 0.1 0.1 0.1 0.8 Sub-Total 548.6 1225.7 2120.8 2596.3 2836.0 2188.6 11516.1 0.8 1.7 3.0 3.6 4.0 3.1 16.1 C. SECTOR PLANNING, M&E 1. INFORMATION SYSTEMS 154.3 210.9 149.3 170.0 116.7 179.1 980.3 0.2 0.3 0.2 0.2 0.2 0.3 1.4 2. PERFORKANCE ASSESSMENT 0.0 29.6 11.6 24.2 21.6 26.1 113.1 0.0 0.0 0.0 0.0 0.0 0.0 0.2 Sub-Total 154.3 240.5 161.0 194.3 138.2 205.3 1093.5 0.2 0.3 0.2 0.3 0.2 0.3 1.5 t D. ADMINISTRATION/MANAGEMENT 1. CENTRAL ADMINISTRATION 244.1 124.5 92.3 95.8 99.4 103.2 759.4 0.3 0.2 0.1 0.1 0.1 0.1 1.1 2. LOCAL ADMINISTRATIONS 38.3 217.2 234.8 512.7 388.7 607.7 1999.3 0.1 0.3 0.3 0.7 0.5 0.8 2.8 3. PROJECT SUPPORT UNIT 196.8 218.8 199.2 206.1 213.3 220.7 1254.8 0.3 0.3 0.3 0.3 0.3 0.3 1.8 Sub-Total 479.2 560.5 526.4 814.6 701.4 931.6 4013.5 0.7 0.8 0.7 1.1 1.0 1.3 5.6 Total PROJECTS COSTS 3262.0 3893.7 4607.2 5322.7 5244.2 4463.0 26792.8 4.6 5.4 6.4 7.4 7.3 6.2 37.5 2 …============ ============5==========: ========= ===========~=…=======S=Zz= Values Scaled by 1000000.0 3/19/1993 11:04 0 -64 - Annex 9 LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT IDA Disbursement Schedule and Profile Estimated IDA Disbursements Disbursement Profile a/ IDA Fiscal By Semester Cumulative Cumulative Cumulative Semesters from Year/Semester ---- in US$ million ---- as S of total as S of total Approval Date 1993 1st 2nd 0.0 0.0 0 0 0 1994 1st 1.0 1.0 5 0 1 2nd 1.0 2.0 11 3 2 1995 1st 1.0 3.0 16 6 3 2nd 1.0 4.0 21 10 4 1996 1st 1.1 5.1 27 18 5 2nd 1.3 6.4 34 30 6 1997 1st 1.5 7.9 42 38 7 2nd 1.6 9.5 50 54 8 1998 1st 1.6 11.1 58 66 9 2nd 1.6 12.7 67 74 10 1999 1st 1.7 14.4 76 82 11 2nd 1.7 16.1 85 86 12 2000 1st 1.5 17.6 93 94 13 2nd 1.4 19.0 100 98 14 2001 1st 100 15 a/ Education Sector, East Asia and Pacific (EAP) Region. Disbursement Graph 100 __90- c 80 D 70- b60- 0250- 40 20- 10 . 1993 1994 1995 1996 1997 1998 1999 2000 200 1 IDA Fiscal Year - Appraisal EstinkLate EAP Educ. Profile LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT Curriculum Implementation Schedule CAIENDAR YEAR J 1991 T 1992 1993 1994 1995 | 1996 1997 1998 1999 LEVEL | GRADE |J H S HI m S J M S J M S Ji M S M S J M S J M S Ji M S Gradel ~~~~~E~~2L.. ~ .......----- ------.'-*J K | Grade 3I l:::i ::: 1 I 1 t H Grade 3 ------- :.-.'-...-:,,,-'. .- R Grade42 L S | Grade 65' --. ~ ' ... ".'~'~'~'~'--~'~'~'~-'-~*"|_ ...................... | I~~~~~~~~~~~~~~~~ L D Grade 3m.inl. R Y Grade 84l l ll ........ i ...........-......................... , 1.---------.- ,,---,-.---*_#_ ~ .. W N Grade 7 - - . ~R Y Grade 8 ......... _ _ _ _ _..._ __..._ _ .__. LEGEND: J=January, M=May, S=September Syllabus preparation and modification Instructional materials development, testing and revision; * - submission of camera-ready manuscripts to printers Printing and distribution of textbooks and teacher guides; I = distribution completed Teacher orientation program Implementation - 66 - Annex 11 Page 1 of 5 LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT Instructional Materials Printing and Distribution A. New Curriculum Materials Grade Textbooks Teacher Guides Print Year Grade 1 Lao Language Lao Language 1993/94 Mathematics Mathematics Other Subjects Grade 2 Lao Language Lao Language 1994/95 Mathematics Mathematics Other Subjects Grade 3 Lao Language Lao Language 1995/96 Mathematics Mathematics Other Subjects Grade 4 Lao Language Lao/Mathematics 1996/97 Mathematics Other Subjects The World Around Us Grade 5 Lao Language Lao/Mathematics 1997/98 Mathematics Other Subjects The World Around Us Number of Primary Titles 12 13 Grade 6 Lao Language Lao Language 1995/96 Mathematics Mathematics Natural Science Natural Science Social Science Social Science Technology Technology Grade 7 Lao Language Lao Language 1996/97 Mathematics Mathematics Natural Science Natural Science Social Science Social Science Technology Technology Grade 8 Lao Language Lao Language 1997/98 Mathematics Mathematics Natural Science Natural Science Social Science Social Science Technology Technology Number of Lower Secondary Titles 15 15 - 67 - Annex 11 Page 2 of 5 B. Reprinting Program Grade Textbooks Teacher Guides Print Year Grade 3 Lao Language 1993/94 Mathematics Science Grade 4 Lao Language 1993/94 Mathematics Science Grade 5 Lao Language 1993/94 Mathematics Science Number of Primary Titles 9 Grade 6 Lao Literature Lao Composition 1994/95 Algebra Arithmetic Hygiene Biology Grade 7 Lao Literature Lao Composition 1994/95 Algebra Geometry Biology Grade 8 Lao Literature Lao Composition 1994/95 Algebra Geometry Biology Number of Lower Secondary Titles 13 3 - 68 - Annex 1 1 Page 3 of 5 C. Revised Materials (Selected URper Secondary Textbooks) Gradei8 Textbooks Print Yeal Grade 9 Lao Language 1995/96 History Geography Population Education Grade 10 Lao Language 1995/96 History Geography Population Education Grade 11 Lao Language 1995/96 History Geography Population Education Number of Upper Secondary Titles 1Z D. Supplementary Readers and Reference Books Number of CoRies Print Year 50,000 1995/96 (Titles to be 50,000 1996/97 determined) 50,000 1997/98 50,000 1998/99 Total 200.000 - 69 - Annex 11 Page 4 of 5 LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION SECTOR DEVELOPMENT PROJECT INSTRUCTIONAL MATERIALS PRINTING AND DISTRIBUTION Number of TitLes and Copies Number of ---------Number of Copies for-------- Print Run Total Titles Students a/ Teachers b/ Trainees c/ Per Title d/ Print A. New Curriculum Materials Grade 1 Textbooks 2 250,700 8,700 770 312,000 624,000 Teacher Guides 3 8,700 770 11,000 33,000 Grade 2 Textbooks 2 134,900 4,500 770 168,000 336,000 Teacher Guides 3 4,500 770 6,000 186000 Grade 3 Textbooks 2 92,900 3,000 770 116,000 232,000 Teacher Guides 3 3,000 770 5,000 15,000 Grade 4 Textbooks 3 78,800 2,500 770 986000 294,000 Teacher Guides 2 2,500 770 4,000 8,000 Grade 5 Textbooks 3 69,400 2,200 770 87,000 261,000 Teacher Guides 2 2,200 770 4,000 8,000 Sub-totat, Primary 1,829,000 Grade 6 Textbooks 5 41,400 2,200 310 53,000 265,000 Teacher Guides 5 2,200 310 3,000 15,000 Grade 7 Textbooks 5 33,600 1,600 310 43.000 215,000 Teacher Guides 5 1,600 310 2,000 10,000 Grade 8 Textbooks 5 30,300 1,300 310 38,000 190,000 Teacher Guides 5 1,300 310 2,000 10,000 Sub-total, Lower Secondary 705,000 B. Reprinting Program Grade 3 Textbooks 3 37,200 2,700 770 49,000 147,000 Grade 4 Textbooks 3 30,250 2,200 770 40,000 120,000 Grade 5 Textbooks 3 25,600 1,800 770 34,000 102,000 Sub-total, Primary 369,000 Grade 6 Textbooks 5 40,500 2.700 310 52,000 260,000 Teacher Guides 1 2,700 310 4,000 4,000 Grade 7 Textbooks 4 30,900 2,100 310 40,000 160,000 Teacher Guides 1 2,100 310 3,000 3,000 Grade 8 Textbooks 4 26,600 1,800 310 34,000 136,000 Teacher Guides 1 1,800 310 3,000 3,000 Sub-total, Lower Secondary 566,000 C. Revised Upper Secondary Grade 7 Textbooks 4 13,500 800 100 17,000 68,000 Grade 8 Textbooks 4 10,700 700 100 14,000 56,000 Grade 9 Textbooks 4 9.900 600 100 13,000 52,000 Sub-total, Upper Secondary 176,000 D. SuppLementary Readers/ Reference Books 20 10,000 200,000 Grand Total 3,845,000 .... ... ... ... ... ................ ... ... .... ... ............ ... ............................... a/ Based on enrollments projected for year of distribution. Ratio of one textbook per student, except for primary reprints which are estimated at 1 textbook for every two students. b/ Based on teacher requirements projected for year of distribution. Ratio of one textbook/ teacher guide per teacher. c/ Based on average total enrollments in teacher training colleges projected for 1996-2000 by the Asian Development Bank. Ratio of one textbook/teacher guide for every four teacher trainee. d/ Includes an allowance of 20X for textbooks and teacher guides; rounded to the ne rast thousand. - 70 - Annex 11 Page 5 of 5 LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION SECTOR DEVELOPMENT PROJECT INSTRUCTIONAL MATERIALS PRINTING AND DISTRIBUTION Number of Copies by Project Year 1993/94 1994/95 1995/96 1996/97 1997/98 1998/99 Total A. New Curricutum HateriaLs Grade 1 Textbooks 624,000 Teacher Guides 33,000 Grade 2 Textbooks 336,000 Teacher Guides 18,000 Grade 3 Textbooks 232,000 Teacher Guides 15,000 Grade 4 Textbooks 294,000 Teacher Guides 8,000 Grade 5 Textbooks 261,000 Teacher Guides 8,000 Sub-total, Primary 1,829,000 Grade 6 Textbooks 265,000 Teacher Guides 15,000 Grade 7 Textbooks 215,000 Teacher Guides 10,000 Grade 8 Textbooks 190,000 Teacher Guides 10,000 Sub-total, Lower Secondary 705,000 B. Reprinting Program Grade 3 Textbooks 147,000 Grade 4 Textbooks 120,000 Grade 5 Textbooks 102,000 Sub-total, Prifmry 369,000 Grade 6 Textbooks 260,000 Teacher Guides 4,000 Grade 7 Textbooks 160,000 Teacher Guides 3,000 Grade 8 Textbooks 136,000 Teacher Guides 3,000 Sub-total, Lower Secondary 566,000 C. Revised Upper Secondary Grade 7 Textbooks 68,000 Grade 8 Textbooks 56,000 Grade 9 Textbooks 52,000 Sub-total, Upper Secondary 176,000 0. Supptementary Readers/ Reference Books 50,000 50,000 50,000 50,000 200,000 Total 1,026,000 920,000 753,000 577,000 519,000 50,000 3,845,000 LAD PEGPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJIECT CIVIL WORKS IMPLEMENfTATION SCMEDULE S-it. i.tifcetio.. Eu.1s11----* EUE--I :idd=~itq ocoen Z,.Iu.ti / ..td~EumE IEEEEE .uuu* Bidi,vtr.tioae*h**b **lit** *tion** Delivery to ..er.bo.wea~~~~~~~~~~~~~~~~~~~~~FT II III I II PDeloieyto .. oo. st. .iddi.9 d. . se. n* u Eu ... ai it-tioAreie :iddi.9 d-u-.t.~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~t. LAO PEOPLE'S DEhOCRATIC REPUBLIC EDUCATION DEVELOPHENT PROJECT CIVIL WORKS INPLtEERTATION SChEDULe IMlnin..d) IDA l- car Year* rY93 _F r9 Y94 FY95 cFYsi-6 FY97 CY7FY98 CY9 I99 s HotT; R - -Dr -.I - r D I"X D.:lq-/.ps.ifi--tio.. ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~~t -LL1t_ D.Ii,ery~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~ toshol LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT Technical Assistance Plan A. Curriculum Development and Pedagogical Support --------------------- Staff-Months ------------------------ Area/Specialization Type Unit 93/94 94/95 95/96 96/97 97/98 98/99 Total Curriculum and instructional materials R RIES 2 2 2 2 2 - 10.0 development and evaluation Subject specialists R RIES - Languages, primary 1 1 1 1 1 - 5.0 - Mathematics, primary 1 1 1 1 1 - 5.0 - Languages, lower secondary 1 1 1 1 1 - 5.0 - Mathematics, lower secondary 1 1 1 1 1 - 5.0 - Natural sciences, lower secondary 2 2 2 2 2 - 10.0 - Social sciences, lower secondary 2 2 2 2 2 - 10.0 Text writers and external readers - Primary and lower secondary L RIES 50 50 50 50 25 - 225.0 - Upper secondary L RIES 12 6 - - - - 18.0 - Supplementary materials L RIES - 1 1 1 1 1 5.0 Content analysis/quality of texts I RIES - - 1 1 1 1 4.0 Textbook publishing R RIES-PU 3 3 3 - - - 9.0 Pedagogical supervision R DGE 3 3 2 3 2 2 15.0 I DGE 2 3 2 3 1 2 13.0 Examinations I DGE 2 2 2 2 2 2 12.0 School networks I DGE - 1 1 1 - - 3.0 R DGE - 1 1 1 - - 3.0 Lao language teaching R RIES - 1 1 1 - - 3.0 L RIES - 5 5 5 - - 15.0 Instructional materials printing and I IMU 6 3 3 2 2 2 18.0 > D distribution L IMU 4 2 2 2 2 2 14.0 m X System for provision of school supplies I IMU/DGE 2 2 1 - - 2 7.0 F R IMU/DGE 2 2 1 - - 2 7.0 e w L IMU/DGE 2 2 2 2 2 2 12.0 Technical Assistance Plan (cont.) B. School Infrastructure --------------------- Staff-Months ------------------------ Area/Specialization Type Unit 93/94 94/95 95/96 96/97 97/98 98/99 Total School construction/procurement of civil I SCS 12 4 4 2 2 2 26.0 works and furniture Civil works technicians V PUCAs 6 12 42 72 60 18 210.0 C. Sector Planning, Monitoring and Evaluation Educational planning and information systems I DPF-SPUs 3 3 3 3 3 3 18.0 Computer program development and maintenance L DPF-SPUs 10 10 10 5 5 - 40.0 Sector performance assessment I DPF-SPUs - 2 1 1 1 1 6.0 - D. Educational Administration and Management Financial management/accounting I DPF-FU 2 2 2 2 2 2 12.0 L DPF-FU 6 6 6 6 6 6 36.0 Personnel management I DOP 2 2 2 2 2 2 12.0 L DOP 6 6 6 6 6 6 36.0 Staff development/training I DOP 2 2 2 2 2 2 12.0 L DOP 12 12 12 12 12 12 72.0 Project management I PSU 12 12 12 12 12 12 72.0 Procurement of goods and I PSU 3 3 3 3 3 3 18.0 technical assistance/project accounts L PSU 12 12 12 12 12 12 72.0 It > Legend a Type: R - Regional; I - International; L - Local; V - Volunteer (foreign or local) Unit: RIES - Research Institute for Educational Sciences; RIES-PU - RIES Publishing Unit; IMU - Instructional Materials Unit; 0 w DGE - Department of General Education; SCS - School Construction Service; PUCAs - Provincial Units for Construction * Assistance; DPF-SPUs - Department of Planning and Finance, Statistics and Planning Units; DPF-FU - Department of Planning and Finance, Finance Unit; DOP - Department of Organization and Personnel; PSU - Project Support Unit LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT Overseas Training Plan A. Curriculum Development and PedagoAical Support -S_-__--------------- Staff-Months ------------------------ Area/Specialization Type Unit 93/94 94/95 95/96 96/97 97/98 98/99 Total Curriculum and instructional materials R RIES 8 3.5 2 3.5 2 2 21.0 development I RIES 6 - - - - - 6.0 Textbook publishing R RIES-PU 3 3 - - - - 6.0 Textbook printing and distribution R IMU/Warehouses 6 6 6 - - - 18.0 Pedagogical supervision R DGE/PES/DES 40 2 22 2 2 2 70.0 Testing and examinations I DGE - - 3 3 - - 6.0 School networks I DGE/PES/DES 3 - - - _ _ 3.0 R DGE/PES/DES/PS - 20 2 - - - 22.0 B. School Infrastructure 9 Lu School construction R SCS - 4 - - - - 4.0 C. Sector Planning. Monitoring and Evaluation Educational planning and information systems I DPF-SPUs 9 9 9 1 1 1 30.0 Computer program development and maintenance R DPF-SPUs 3 3 3 - - - 9.0 Sector performance assessment I DPF-SPUs - 2 - 2 - 2 6.0 D. Educational Administration and Management Financial and personnel management I DOP, DPF-FU 3 3 3 3 3 3 18.0 Project management R PSU 2 2 2 2 2 2 12.0 Le,eend Type: R - Regional; I - International Unit: RIES - Research Institute for Educational Sciences; RIES-PU - RIES Publishing Unit; IMU - Instructional Materials Unit; DGE - Department of General Education; PES - Provincial Education Service; DES - District Education Service; PS - Pilot School; SCS - School Construction Service; DPF-SPUs - Department of Planning and Finance, Statistics and Planning Units; DPF-FU - Department of Planning and Finance, Finance Unit; DOP - Department of Organization and Personnel; PSU = Project Support Unit LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT Local Training Plan Estimated Number ------------------------- Staff-Weeks --------------------------- Subject of Training/Staff Units of Participants 93/94 94/95 95/96 96/97 97/98 98/99 Total Textbook publishing RIES Publishing Unit 5 30 - - - - - 30 Instructional materials printing/distribution/management IMU 4 80 - - - - - 80 Warehouses 6 30 - - - - - 30 Provincial education services 36 100 - - - - - 100 District education services 128 320 - - - - - 320 Curriculum trials Primary pilot teachers/principals 40 80 80 80 80 - - 320 Lower secondary pilot teachers/principals 54 - 110 110 110 - - 330 Teacher orientation program Primary trainers/pedagogical advisers 384 - 770 770 770 770 770 3850 Primary teachers 20700 - 17400 9000 6000 5000 4000 41400 Lower secondary trainers/teacher advisers 144 - - - 290 290 290 870 Lower secondary teachers 5100 - - - 4400 3200 2600 10200 Pedagogical support Primary core team 38 190 - - - - - 190 Lower secondary core team 20 - - 100 - - - 100 School network pilot teachers/principals 20 - 60 - - - - 60 Sector planning/information systems/ data collection, analysis and utilization MOES 10 100 100 100 100 100 100 600 Provincial education services 36 - 100 - 100 - 100 300 District education services 128 - 320 - 320 - 320 960 Educational administration and management HOES 10 100 100 100 100 100 100 600 Provincial education services 90 - - 90 - 90 - 180 District education services 384 - - - 390 - 390 780 School administrators 2000 - - - 2000 - 2000 4000 M LeRend Unit: RIES - Research Institute for Educational Sciences; L IMU - Instructional Materials Unit HOES - Hinistry of Education and Sports LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT Project Management and Implementation Chart Project Supervision and Coordination Committee Project Support Unit [ I - 1 F ! 1-- Working Group Working Group Working Group Working Group Working Group Teacher Curriculum School Sector | Educational Training Development Infrastructure Planning, | | Administration (for ADB- and Monitoring and supported Pedagogical and Management project) J Support j Evaluation Implementing Implementing Implementing [ Implementing Implementing Units Units Units Units Units (DTT, IP, TDC) (RIES, IMU, (SCS, DGE, (PU, SU, DGE) (FU, DOP, PSU) DGE, DTT) DTT) Note: DTT - Department of Teacher Training; IP - Institute of Pedagogy; TDC - Teacher Development Center; T RIES - Research Institute for Educational Sciences; IMU - Instructional Materials Unit, Department of Planning and Finance (DPF); DGE - Department of General Education; SCS - School Construction Service, DPY; PU - Planning Unit, DPF; SU - Statistics Unit, DPF; DU - Finance Unit, DPF; DOP - Department of Organization and Personnel; PSU - Project Support Unit; ADB - Asian Development Bank - 78 - Annex 17 Page 1 of 2 LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT IDA Supervision Plan 1. IDA Supervision Input. The staff input indicated in the table below is in addition to regular supervision needs for the review of progress reports, procurement actions, supervision report preparation and correspondence (estimated for this project to require six staff-weeks per year throughout project implementation). 2. Borrower's Contribution to Supervision. (a) Annual work programs and timetables for each Government fiscal year, to be prepared by each implementing unit, would be reviewed by the appropriate working groups, consolidated into work programs for each project component, and submitted to the Project Support Unit (PSU). On this basis, the PSU would prepare an integrated annual work program for the project for approval by the Project Supervision and Coordination Committee (PSCC). (b) The PSU would be responsible for ensuring that the following would be submitted to IDA for its review by April 15 of each year, beginning in 1994: (i) proposed annual work programs and timetables; and (ii) proposed budgetary allocations to the education sector for the following Government fiscal year. (c) Semi-annual reports on progress in project implementation, to be prepared by the PSU, would utilize a simple, tabular format to compare actual accomplishments against agreed upon work programs, and include a concise, narrative section describing major project achievements and problems encountered. Semi-annual reports would be furnished to IDA by April 15 and November 15 of each year, beginning in 1994. These reports would constitute the basis for semi-annual project performance reviews to be conducted jointly by the Government, IDA and the Swiss Development Cooperation (SDC). (d) Project monitoring and reporting of implementation progress in accordance with the approved annual work programs would be the responsibility of the PSU, with inputs from the implementing units. (e) The PSU would be responsible for coordinating arrangements for Bank and other donor supervision missions, and for providing information required by missions. Mission briefings upon arrival and wrap-up meetings would be presided by the PSCC Chair or a designated representative. (f) The Government's contribution to a Project Completion Report would be prepared by the PSU and submitted to IDA within six months of the Closing Date. - 79 - Annex 17 Page 1 of 2 3. Field Supervision Plan Approximate Staff Input Dates Activity (staff-weeks) 08/93 Initial supervision mission 6 11/93 Semi-annual review mission 4 04/94 Semi-annual review mission 6 11/94 Semi-annual review mission 4 04/94 Semi-annual review mission 6 11/95 Semi-annual review mission 4 04/96 Mid-term review 8 11/96 Semi-annual review mission 4 04/97 Semi-annual review mission 6 11/97 Semi-annual review mission 4 04/98 Semi-annual review mission 6 11/98 Semi-annual review mission 4 04/99 Semi-annual review mission 6 11/99 Final supervision/PCR mission 8 (a) Semi-annual reviews of project performance would be held in April and November of each year, starting in 1994, to assess progress in project implementation. The supervision missions scheduled for April each year would also specifically review: (i) the proposed annual work programs and timetables; and (ii) the proposed budgetary allocations to the education sector for the following Government fiscal year. (b) A comprehensive mid-term review would be held in April 1996 to determine the need for modifications to the design and implementation targets of all project components. (c) Each IDA supervision mission would: (i) require at least two weeks in the field; (ii) require the services of a General Educator and an Architect/Implementation Specialist; and (iii) review progress of procurement and civil works, financial statements and disbursements, credit covenants, and the implementation of technical assistance and training programs components. Specialized skill requirements would be added to the missions according to needs identified by previous supervision missions and would include among others, the following areas: instructional materials production and distribution, teacher training, pedagogical supervision, second-language teaching, educational planning, educational information systems, sector performance assessments, financial and personnel management, and educational administration and management. (d) All supervision missions would be conducted jointly with the SDC, which would provide both general supervision and, in coordination with IDA resources, additional specialized skills. - 80 - Annex 18 Page 1 of 3 LAO PEOPLE'S DEMOCRATIC REPUBLIC EDUCATION DEVELOPMENT PROJECT Selected Documents in the Prolect File 1. Lao People's Democratic Republic, Ministry of Education and Sports. Projet de d6veloRpement du secteur de l'6ducation: Politigue de l'6ducation (signed Letter of Education Policy in the original French). January 8, 1993. 2. Lao People's Democratic Republic. Political ReRort of the Executive Committee of the Central Committee of the Lao People's Revolutionary Party Presented at the Vth Party Congress. 1991. 3. Lao People's Democratic Republic. Strategy of Education to Year 2000. June 10, 1987. 4. Botti, M. RaRport d'4valuation [Aspects financiers et 6conomiques]. Mission d'6valuation, d6cembre 1991. 5. Mingat, A. Aspects financiers associ6s & la r6forme de l'6ducation en RDP Lao. ler mars 1991. 6. Mingat, A. Analyse financi6re de l'6ducation en R.D.P. Lao: Exercice de Rlanification A 1'horizon de lann6e 2000. Avril 1990. 7. Mingat, A. Cadre de politique sectorielle. 9 f6vrier 1990. 8. Mingat, A. Aspects financiers de l'education en R.D.P. Lao. Septembre 1989. 9. Baumgart, N. Consultant's Report: Curriculum Development. Appraisal mission, November-December 1991. 10. Baumgart, N. Consultant's ReRort: Curriculum Development. Pre-appraisal mission, February-March 1991. 11. Baumgart, N. Consultant's Report: Curriculum Development. Preparation mission, August 1990. 12. Moll-Druecker, B. Documents de travail [Aspects p6dagogiques]. Rapport de mission de preparation, 30 aoQt 1990. 13. Chewprecha, T. and A. Meesing. Consultants' Report on Lao PDR Curriculum Materials Development and Evaluation Consultancy. 4-24 November 1991. - 81 - Annex 18 Page 2 of 3 14. Chewprecha, T. and A. Meesing. Consultants' Report on Lao PDR Curriculum Development and Evaluation Consultancy. 19 April - 4 May 1992. 15. Chewprecha, T. and A. Meesing. Consultants' Report on Curriculum Materials Development and Evaluation. 4 August - 9 September 1992. 16. Chewprecha, T. Consultant Report on Curriculum Materials Development and Evaluation. 4 August - 21 November 1992. 17. Denning, C. Textbook Printing and Distribution Component: Appraisal Report. 14 September - 2 October 1992. 18. Kingham, D. Instructional Materials Production and Distribution. Report submitted to the Asian Development Bank, March 1991. 19. Waechter, J.A. Projet de d6veloppement du secteur de l'education [Genie civil]. Rapport de mission d'6valuation, novembre/d6cembre 1991. 20. De Spiegeleer, J. Document de projet: GCnie civil. May 1992 (costs updated December 1992). 21. De Spiegeleer, J. Esquisses pour les 6coles primaires en R.D.P. Lao. Juillet 1992. 22. Botti, M. R6flexions sur le systAme d'information et l'Unite de Planification de l'Education. Septembre 1992. 23. Coussement, S. Rapport final [Systgme d'information et carte scolaire]. 26 juillet 1991-25 juillet 1992. 24. Coussement, S. Rapport d'activit6 [Systdme d'information et carte scolaire]. 26 juillet 1991-25 janvier 1992. 25. Botti, M. Renforcement institutionnel du svst6me d'6ducation. Septembre 1992. 26. Botti, M. Examen des aspects budgetaires et financiers du systame d'6ducation (2). Juillet 1992. 27. Botti, M Examen des aspects budgetaires et financiers du svst6me d'6ducation. Avril 1992. 28. Cottereau, Y. et J.L. P6rillier. Composante restructuration administrative et Loi cadre de l'Education. Rapport de mission d'6valuation, 4 d6cembre 1991. 29. Carol, J. Audit organisationnel du Ministere de l'Education et des Sports: Analyse et r6commandations. D6cembre 1991. - 82 - Annex 18 Page 3 of 3 30. Claisse, A. Mission d'6tude sur la restructuration de l'administration et de la gestion de l'6ducation: RaRRort sur la formation et le perfectionnement administratif des cadres de l'6ducation. 23 novembre-14 d6cembre 1991. 31. Martel, G. Analyse des oroblAmes budg6taires et financi6rs du Minist6re de l'Education et des SRorts du Laos: Elaboration d'une r6organisation des services et d6finition d'un syst6me de gestion informatis6e des salaires. Octobre 1991. 32. Spratt, J.E. Needs Assessment Report: Program Planning and Coordination in the Education Sector. Report submitted to the United Nations Development Programme, 26 December 1991. 33. Magnen, A. Projet de Plan d'Action du Secteur de l'Education 1991-1995. Pr6par& pour le Gouvernment et le Programmes des Nations Unies pour le d6veloppement (PNUD). R6vis6 avril 1991. 34. George, R. Framework for Development of Education in Lao People's Democratic Republic. Submitted to the Ministry of Education and Sports and the United Nations Development Programme, July 1990. 35. Asian Development Bank. Appraisal of the Education Quality Improvement Project in Lao People's Democratic Republic. September 1991. 36. Asian Development Bank. Proiect Preparation Study for an Education Sector Project in the Lao People's Democratic Republic. Report submitted by the Queensland Education Consortium, January 1991. 37. Asian Development Bank. Lao People's Democratic Republic: Education Sector Study (in 8 volumes). Advisory Technical Assistance Project, September 1989. 38. United Nation's Children's Fund (UNICEF) and the Government of the Lao People's Democratic Republic (Lao PDR). Draft Country Programme Recommendation for Cooperation during 1992-96: Extract of Information Related to the Education Sector. 25 November 1991. 39. United Nation's Children's Fund (UNICEF) and the Government of the Lao People's Democratic Republic (Lao PDR). Draft Plan of Operations for Basic Education. August 1991. 40. United Nation's Children's Fund (UNICEF) and the Government of the Lao People's Democratic Republic (Lao PDR). Draft Project Plan of Action for Basic Education for Rural Ethnic Minority Children. August 1991. IBRD 24632 CH V C H N A ˘ - ^ 1 | MSM CHINA The. -np hos bse ppn e CHINA ~~~~~~~~~~~~~by Th. 1WoId, B-oo' sff MYANMA of =,.r nd s for the VIET NAMA intenal svof Th.WofddBonok 5 A A Porf 0, r°h°.°^°OOOB * oh r > A~~~~~~~~~~~~~~~~M EEP Thfno , t~~~~~~~~~~. y. bwnd-e s lNfr o this 'r do nt - the onSEr Wot of . Word B.. 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