Document of 1 CIW The World Bank FOR OFFICIAL USE ONLY Report No. 3366a-CHA CHINA STAFF APPRAISAL REPORT UNIVERSITY DEVELOPMENT PROJECT June 1, 1981 Projects Department 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. I CURRENCY EQUIVALENTS US$1.00 = Yuan (Y) 1.53 Y 1.00 = US$0.65 ACADEMIC YEAR September 1 - August 31 FISCAL YEAR January 1 - December 31 I I FOR OFFICIAL USE ONLY CHINA UNIVERSITY DEVELOPMENT PROJECT Table of Contents Page No. BASIC DATA 1. SCIENCE AND TECHNOLOGY FOR DEVELOPMENT . . . . . . . . . . . . 1 Overview .1... . . . . . . . . . . . . . . . . . . . . . . . I Development Plans .1.. . . . . . . . . . . . . . . . . . . . I Need for Science and Engineering Manpower . . . . . . . . . . 2 Need for Science and Engineering Research . . . . . . . . . . 6 2. SCIENCE AND ENGINEERING EDUCATION AND RESEARCH . . . . . . . . . 7 Overview .... . . . . . . . . . . . . . . . . . . . . . . . 7 Background . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Basic Features of Higher Education and Research . . . . . . . 9 Issues in Higher Education and Research . . . . . . . . . . . 16 Government Plans and Strategy for Higher Education . . . . . . 21 3. THE PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Objective and Scope . . . . . . . . . . . . . . . . . . . . . 23 Expansion of Output .... . . . . . . . . . . . . . . . . . 23 Improvement of Quality .... . . . . . . . . . . . . . . . . 25 Strengthening of Management .... . . . . . . . . . . . . . 30 4. MANAGEMENT AND IMPLEMENTATION . . . . . . . . . . . . . . . . . 32 Overview .32 Administrative Responsibilities, Organization and Staffing . . 33 This report is based on the findings of: a preparation/preappraisal mission that visited China in September/October 1980 comprising A.H. ter Weele (mission leader), M. Hultin (advisor in education), S.M. Asher (economist), P. Hsueh (computer specialist), J. Devlin (consultant in computing), and C. Phelps (consultant in science); an appraisal mission in November/December 1980 composed of F. Farner (mission leader and educator), S.M. Asher, P. Hsueh, S. Sigurdsson (architect), S.Z. Sung (technical educator and procurement specialist), K. Haedecke (consultant in engineering), and C. Phelps; and a postappraisal mission in April 1981 comprising ter Weele, Asher, and Sung. 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. - ii - Page No. Selection Procedures and Criteria for Technical Assistance . . . . . . . . . . . . . . . . . . . . . . . . . 35 Procurement Procedures . . * . . . . . . . . . . . . . . 36 Implementation Schedule . . . . . . . . . . . . . . . . . . 38 5. COST AND FINANCING . . . . . . . . . . . . . . . . . . . . . . 40 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Project Cost. . . . . . . . . . . . . . . . 40 Project Financing.. . . . . . . . . . . . . . . . . . 44 6. BENEFITS AND RISKS . . . . . . . . . . . . . . . . . . . . . . . 47 Benefits . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Risks . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 7. AGREEMENTS REACHED AND RECOMMENDATIONS . . . . . . . . . . 48 TABLES IN TEXT 1.1 Labor Force by Broad Sector, 1952 and 1979 . . 3 1.2 Estimated Trained Labor Force, 1979 . . . . . . . . . . . . . . 4 1.3 Scientists and Engineers as Percentage of Workers in Selected Industrial Sectors in Brazil, Mexico, Singapore, Japan and USA, 1970 .. 5 1.4 Projected Needs for Scientists and Engineers, 1979-90 . . . . . 6 2.1 Growth of the Sector, 1949, 1958 and 1979 . . . . . . . . . . . 9 2.2 Higher Education Institutions by Administrative Responsibility, 1979 . . . . . . . . . . . . . . . . . . . . 10 2.3 Higher Education Institutions by Type, 1979 . . . . . . . . . . 11 2.4 Enrollment and Graduates by Field, 1979 . . . . . . . . . . . . 11 2.5 Teaching Staff and Enrollment Ratio, 1979 . . . . . . . . . . . 12 2.6 Education Expenditure Indicators, 1979 ..13 2.7 Increase in Recurrent Expenditure on Education of the Central Government, 1977-79 . . . . . . . . . . . . . . . . . . . . 14 2.8 Percentage Distribution of University Staff by Professional Experience and Educational Background . . . . . . . . . . . . 25 3.1 Expected Increase in Science and Engineering Enrollment at Project Universities . . . . . . . . . . . . . . . . . . . 24 3.2 Allocation by Discipline of the Specialist Services for Science and Engineering Development . . . . . . . . . . . . . 26 3.3 Fellowships for Staff Development by Duration and Phasing . . . 27 3.4 Laboratory Centers to be Strengthened at Project Universities 29 3.5 Technical iAssistance for University Management . .31 3.6 Technical Aissistance for Ministry of Education Management . . . 32 4.1 Project Implementation Staff . . . . . . . . . . . . . . . . . 35 5.1 Cost by Project Item . . . . . . . . . . . . . . . . . . . . 41 5.2 Cost by Category of Expenditure . . . . . . . . . . . . . . . . 42 5.3 Range of Unit Prices for Construction . . . . . . . . . . . . . 43 - iii - TABLES IN TEXT (CONTINUED) Page No. 5.4 Annual Cost Escalation . . . . . . . . . . . . . . . . . . . . 44 5.5 Allocation of Government Fund and Loan/Credit Proceeds by Category of Expenditure . . . . . . . . . . . . . . . . . . . 45 5.6 Schedule of Expenditure and Disbursement . . . . . . . . . . . 47 GRAPH IN TEXT 1 Enrollment Ratios in China's Formal Education and in 92 other Developing Countries, 1950-1979 . . . . . . . . . . . . . 8 ANNEXES 1. Comparative Education Indicators 2. Current Status of Computing 3. Technical Assistance Program 4. Summary of Development Programs and Studies 5. Implementation Schedule 6. Estimated Project Costs 7. Selected Documents and Data in the Project File CHARTS 1. Administration of Education in China 2. Structure of Education System 3. Education Pyramid 4. Organizational Structure of Project Implementation MAP Location of Project Institutions (IBRD 15662R) CHINA UNIVERSITY DEVELOPMENT PROJECT Basic Data (1979) General Total Population: 970.9 million Adult Literacy Rate: 66% Primary Secondary Higher Enrollment (grades 1-5) (grades 6-10/11) (grades 12-15) Total Formal Education (mln) 146.6 66.5 1.0 214.1 - as % of age group 93% 47% 1.2% Nonformal Education (mln) 21.2 4.7 0.9 26.8 Undergraduates Post- Teaching Staff No. of (000) graduates excluding Higher Education Insts. Eng. Sci. All (000) assistants (000) Key institutions 97 156.2 46.6 267.8 10.9 53.3 Other 536 189.2 23.5 752.1 4.6 104.5 Total 633 345.4 70.1 1,019.9 15.5 157.8 Research in Science No. of Researchers: 420,000 Researchers per 1,000 people: 0.4 Research Expenditure: US$3.8 billion Annual Exp. per Researcher: US$9,000 Expenditure on Education Total expenditure on education as % of total national income 3.1% Government expenditure on education as % of government expenditures 6.6% Government capital expenditure on education as % of government capital expenditures 1.5% Government recurrent expenditure on education as % of government recurrent expenditures 9.3% Percentage allocation of public recurrent expenditure on education Primary - 32% Secondary - 38% Higher - 30% 1 . SCII 'NCE AND IN f& RJ F. DENTELOPMEhT Overview 1.01 Underdevelopment of science e-nd cechnology in China has impeded the country's ability to exoloiL i'ts 'mraan and natural resources. Advaaces in these fields have been l.mited and sporadic due to periodic reversals in government developmenrt policy. Tee-_ololgical progress made during 1949-1957 was slowed with tb!e L-aIrt of t.e Great Leap Forward in 1958, which emphasized indigenous developmoent of techrnology initiated at the worker and peasant levels. During t1hese years, arphasis was on intermediate technology such as backyard steel furnacec, whil e high-level scientific technology was promoted in limited areas such as space and defense. 1.02 Poor results ended the Great Leap Forward in the early l960s, bringing scientific researchners temporarily back into active participation in development efforts. Progress was again disrupted with the onset of the Cultural Revolution (1966-1969), the effects of which were felt through 1976. The Cultural Revolution. with its overemphasis on self-reliance and discri- mination against intellectuials, isolated China from the outside world. By the late 1970s, science and technology were 15 to 20 years behind advanced countries. China now faces an important challenge to reduce this gap by developing scientific and technological manpower and research capacity. Development Plans 1.03 The goal of China's long-term development is to make a substantial progress towards the standards of the advanced world by the year 2000 in the areas of agriculture, industry, defease, and science and technology - called the "four modernizations.' At the National Science Conference held in March 1978, modernization of science and technology was declared the key to success of tLhis goal. The underdevelopment of science and technology was recognized as an important cause of siow growth in other sectors. For example, increases in agricultural productivity have been impaired by the high cost of industrial inputs such as fertilizers /1 and by the scarcity of modern agricultural machinery. Obsolete management of energy resources and the resultant high cost of energy has contributed to inefficiencies in industrial production. About half of China's coal is still extracted, loaded and conveyed by manual labor. The use of outdated technology in t'he nonferrous metals industry has /1 Retail prices per ton or fertilizer for rice in 1977, for example, were $952 in China, $313 in Tlhailand, and $378 in Japan. Source: S. Ishikawa, Chinese Economy ir. the 1980s (Tokyo, March 1980), p. 54. - 2 - resulted in loss of potential yield and quality. Furthermore, the status of computer technology in China is about 20 years behind the advanced countries, in terms of bot:h hardware and software (Annex 2), greatly reducing the benefits that could be derived by computer support in various sectors. 1.04 The tNational Science and Technology Development Plan (1978-1985) emerged as the outcome of the National Science Conference, setting out eight priority areas in China-s science and technology development: agriculture, energy, materials, electronics/computers, lasers, space, high energy physics, and genetic engineering. 1.05 Among these selected areas, special emphasis is placed on the development of the electronics industry and computer technology. The industry, which designs and produces telecommunications and various control equipment for industry, is an essential prerequisite in establishing modern industry, characterized by specialized, automated, and high capacity plants. The quality of engineering work, for example, is circumscribed by the capability of the machine operator and the equipment. Unless production is automated, the limit imposed by the expertise of machine operators is unavoidable. Electronic testing and measuring instruments are also important tools in research and development of resources and products, in chemical analysis of product composition, in mechanical testing for quality control, and in maintenance and operation of systems and plants. The adoption or development of advanced technology in turn requires a pool of well-trained manpower and active research work in science and engineering. Need for Science and Engineering Manpower 1.06 China suffers from a significant imbalance between the need for highly trained scientists and engineers and the supply of this manpower. The magnitude of the quantitative imbalance may be assessed by first examining the labor force, particularly in terms of its educational profile, and then estimating the coefficients of scientists and engineers for projected growth in major sectors. 1.07 The Labor Force and Its Educational Structure. By 1979, the total population of China had reached 970.9 million, having grown at an average annual rate of about 2% between 1952 and 1978./1 Over the same period, the labor force grew at an average annual rate of 2.5%, with a 36% labor force participation rate in 1952 and 42% in 1979. The breakdown of the labor force by broad sector is shown in Table 1.1. /1 The average growth rate, however, declined to 1.3% p.a. in the 1970s. - 3 - Table 1.1: LABOR FORCE BY BROAD SECTOR, 1952 and 1979 Average increase 1952 1979 p.a., 1952-79 mln % mln % % Agriculture 173 84 299 74 2.0 Industry 13 6 53 13 5.5 Services 13 6 33 8 3.5 Other 9 4 20 5 3.0 Total 208 100 405 100 2.5 Source: State Statistics Bureau 1.08 In the absence of census or survey, the educational profile of the Chinese labor force may be estimated on the basis of government assumption that the output of the educational system between 1949 and 1979 accounted for about 90% of the trained labor force in 1979. Based on this assumption, Table 1.2 indicates that about two-thirds of the 1979 labor force had a minimum of primary education. - 4 - Table 1.2: ESTIMATED TRAINED LABOR FORCE, 1979 Estimated trained labor Educational Labor force, 1979 output, force par- % of 1949-79 ticipation total Level of education Mln. % % Mln. Mln./a L.F. Higher education :3.0 0.6 100 3.0 2.1 0.5 Technical sec. education 5.4 1.1 95 5.1 3.6 0.9 Sr. sec. education 46.0 9.1 85 39.1 27.0 6.7 Jr. sec. education 147.0 29.0 80 117.6 83.3 20.6 Primary education 305.0 60.2 70 213.5 153.3 37.9 Total 506.4 100.0 - 378.3 269.3 66.5 (Total labor force 405.0 100.0) /a Including a 10% adjustment factor net of a 3% annual average attrition rate assumed over the period 1949-79. Sources: Ministry of Education, and mission estimates. 1.09 Shortage of Science and Engineering Manpower. Of China's total labor force, 0.5% have had higher education. This is low in comparison with other developing Asian countries./l Of this highly-educated manpower, about 40% are in scientific and engineering fields. Over the past 30 years, science and engineering graduates have averaged about 6% and 35% of total graduates, respect:ively, resulting in a manpower pool in 1979 of 126,000 scientists and 735,000 engineers. These numbers are significantly lower than those required in these fields in each subsector. For example, only about 0.5% of China's industrial labor force are highly trained scientists and engineers. Thiis is low in comparison with other developing countries and significantly below the level of advanced countries (Table 1.3), and does not meet the need of China's industrial sector. To illustrate, the Municipal Planning Commission of Shanghai, China's main commercial and industrial city, estimates that, on the average, only about one-fifth of its present need for high-level scientists and engineers has been met. /1 The fraction of the labor force with higher education was 0.7% in Indonesia in 1976; 1.8% in Malaysia in 1974; 2.2% in Thailand in 1976; and 10.4% in Korea in 1975. - 5 - Table 1.3: SCIENTISTS AND ENGINEERS AS PERCENTAGE OF WORKERS IN SELECTED INDUSTRIAL SECTORS IN BRAZIL, MEXICO, SINGAPORE, JAPAN, AND USA, 1970 Manufacturing Construction Transportation Communications Brazil 0.4 0.9 0.2 0.6 Mexico 0.9 2.0 0.3 1.6 Singapore 1.0 1.1 0.5 1.5 Japan 2.0 3.5 0.9 1.0 USA 3.7 2.2 0.7 4.1 Source: M. Zymelman, Occupational Structure of Industries (IBRD, 1980). 1.10 The severe shortage of scientists and engineers with higher education is also illustrated by looking at research personnel. Only about 3,000 with high-level qualifications are involved in research on a full-time basis, resulting in an acute shortage in this area. For example, at the Chinese Academy of Sciences, it is reported that there is only one high-level researcher to every one hundred technical staff, while advanced countries generally have one qualified researcher to three to five technical staff. 1.11 The problem of shortages of science and engineering manpower is compounded by the inadequate quality of that manpower. Due to an upheaval during the Cultural Revolution and limited and out-dated training, the skill and 'Knowledge of scientists and engineers are not on par with the standards in advanced countries. To illustrate, even new graduates are often unable to operate at new, computer-controlled plants, or to conduct physics-chemical experiments for quality control. Further, in 1979 a survey was conducted by the Shanghai Commission of Science and Technology on the quality of scientific and technical manpower graduated between 1972 and 1976. At the higher-level, it was found that only 20% were qualified according to the standards set in university syllabi before the Cultural Revolution, prior to 1966. 1.12 Projected Need for Science and Engineering Manpower. Achievement of the Government's long-term development goal (para. 1.03) will greatly depend on the ability of the education system to produce a sufficient number of well-trained scientists and engineers over the next decade. Assuming industrial and agricultural output to grow at an annual rate of 6.5% and 3.0%, respectively, for the next ten years and applying the labor force elasticities to industrial and agricultural output observed in the past (1952-1979), the industrial and agricultural labor forces may be estimated to rise at the average annual rates of about 3.5% and 2.0%, respectively. Accordingly, the industrial labor force will grow by about 30 million by 1990 to reach a total of 80 million, and the agricultural labor force will grow by 70 million by 1990 to reach 370 million. Further, assuming that the labor force in services will grow at 3.0% p.a., its labor force will rise by 10 million by 1990 to a total of 45 million. 1.13 In order to determine the future requirements for scientists and engineers, a desired level of manpower in these professions as a percentage of the agricultural, industrial and services labor forces was estimated, based on a cross-country comparison. The broad magnitude of future needs in these areas may be proje!cted as follows: Table 1.4: P'ROJECTED NEEDS FOR SCIENTISTS AND ENGINEERS, 1979-90 Annual Additional Need Stock (1980-90) due to Growth rate University Existing Required p.a. Economic Attrition output (1979) (1990) (1979-90) growth (2.5% p.a.) Total (1979) Scientists 126,000 386,000 10% 24,000 3,000 27,000 6,000 Engineers 735,000 1,245,000 5% 46,000 15,000 61,000 21,000 As shown in Table 1.4, the stock of scientists and engineers needs to increase at an average annual rate of 10% and 5% respectively between 1979 and 1990. To reach this goal, the annual average output of higher education needs to be increased from 6,000 to 27,000 scientists and from 21,000 to 61,000 engineers per year during the next decade. Need for Science and Engineering Research 1.14 An increase in science and engineering manpower must be matched by increased scientific and technological research, if China is to attain its development goal. Transfer of technology from the industrially advanced world can expedite development, but it must be accompanied by research designed to adapt technology to China's particular conditions. Further, if China is to take a place among the technologically leading nations of the world, it cannot be content to follow progress in science made by others. This points to the need to expand China-s indigenous research and development capaciLty. Accordingly, universities as well as the Chinese Academy of Sciences and industry should increase their research and development capac:ity. 2. SCIENCE AND ENGINEERING EDUCATION AND RESEARCH Overview 2.01 Since 1949, higher education enrollment has expanded at an average rate of about 4% p.a. from 0.1 million to 1.0 million now. Science and engineering students have accounted for relatively large shares of about 6% and 35%, respectively, in the total enrollment. The number of the institu- tions has tripled from 200 to over 600. However, the size of the higher education subsector is still too small to meet China's development needs (para. 1.09): the higher education enrollment ratio actually declined from 1.6% in 1958 to 1.2% in 1979. The subsector suffers from problems of both insufficient output and inadequate quality. With these problems, the existing subsector can meet merely 20% to 35% of the high-level science and engineering manpower needed for national development in the 1980s, and make only limited contribution to the progress of scientific technology. Background 2.02 Since 1949, primary and secondary education in China has grown dramatically, with enrollment ratios surpassing corresponding average ratios in 92 other developing countries. In contrast, higher education has grown sporadically and at a much slower rate. China today has an enrollment ratio that is significantly lower than the ratio of other developing countries (Graph 1). This growth pattern of education is closely related to China's political events over the years. Between 1949 and 1957, all levels of education expanded rapidly: primary education at 15% p.a., secondary education at 27% p.a., and higher education at 21% p.a. (Table 2.1). The Great Leap Forward (1958-60) then deemphasized the urban-oriented Soviet education system in favor of education combined with production labor. It was during this period that schools and universities set up factories, and factories and communes established secondary and postsecondary schools. By the early 1960s, the quality of education was seen to be declining and a "two-track system" was introduced to meet the needs of academic excellence as well as of the masses. To achieve better standards in higher education, some institutions were designated as key institutions and received priority in resource allocation. These measures did not, however, halt a steady decline in enrollment in higher education. With the beginning of the Cultural Revolution in 1966, emphasis was put on education to serve the masses; intellectuals were criticized as being elitist and advanced education and research were discouraged. The duration of higher education was shortened from five/four years to three years and the intake to universities was stopped altogether from 1966 to 1971. When universities reopened in 1972, applicants were selected on the basis of their political and social background and all course examinations were abolished. Not until 1977/78 were examinations reinstated and applicants again chosen on the - 8 - ENROLLMENT RATIOS IN FORMAL EDUCATION IN CHINA ENROLLMENT AND IN 92 OTHER DEVELOPING COUNTRIES RATIO 1950-1979 100.0 90.0 -l -- _ --PRiMARY 80.0 o _______ EDUCATION 80.0 - CHINA 70.0 .0 I ,_ __ l _ _ \ \ _-~ _ _ _ PRIMARY EDUCA TION 60.0 O_T THER LDC's 50.0 /e 500- - - ----SECONDARY / 40.0 _ EDUCATION 300/ __ J_ .l SECONDARY EDUCATION / ~~~~OTHER LDC's 20.0 . _ _ _ \_ __-__ /to 10.0 / - __ 9.0 8.0 _ 7.0 / HIGHER EDUCATION 4.0 _ OTHER LDC's 4.0 4 _ / , 3.0 7/ ____ / _ __ 2.0 / /~~~~~~~~~~ - -___HIGHER EDUCATION 1.0 _- = = ___ CHINA 0.8 -/ - \ __ 0.7 _ 0.5 _ 0.4 7 0.2 0.1 1950 1955 1960 1965 1970 1975 1980 1985 Y EA R World Bank-22467 basis of academic achievement. There is a priority need for adjusting imbalanced development of the education sector by increasing the size and quality of higher education in support of China's development needs. Table 2.1: GROWTH OF THE SECTOR, 1949, 1958 and 1979 Growth rate p.a. 1949-58 1958-79 1949 1958 1979 % ------- Primary Schools ('000) 346.8 776.8 923.5 9.3 0.9 Enrollment (million) 24.4 86.4 146.6 15.0 2.5 Enrollment ratio (%) 23 70 93 - - Secondary Schools ('000) 5.2 28.9 144.2 21.0 8.0 Enrollment (million) 1.0 8.5 66.5 27.0 10.3 Enrollment ration (%) 2 12 47 - - Higher Universities/colleges 205 791 633 15.3 -1.1 Enrollment (million) 0.12 0.66 1.02 21.0 2.0 Enrollment ratio (%) 0.3 1.6 1.2 - - Source: Ministry of Education. Basic Features of Higher Education and Research Higher Education 2.03 Structure. Higher education in China is given by comprehensive universities and by colleges and institutes which specialize in certain fields (e.g., agriculture, medicine, engineering). Before 1980 students received a certificate of completion after four years of study. A small number of students received some form of graduate education but no degrees or certificates were awarded. In February 1980, new regulations for the award of academic degrees were adopted by a standing committee of the Fifth National People's Congress. Bachelor, masters and doctoral degrees will be awarded beginning in 1981. 2.04 Management and Administration. Education policy is formulated by the Central Committee of the Party in cooperation with the State Council. The Ministry of Education is responsible for overall administration of the education system in the country including higher education. The Ministry prepares long-term and annual plans, and coordinates higher education through control of curricula, textbooks, and recurrent budgets. Day-to-day - 10 - management of higher education institutions is the responsibility of a variety of ministries of the central government and provincial/municipal governments (Table 2.2). TaLble 2.2: HIGHER EDUCATION INSTITUTIONS BY ADMINISTRATIVE RESPONSIBILITY, 1979 Institutions Ministry Total Central Provincial Education 427 35 392 Machine Building 29 29 - Agriculture 29 29 - Railways 22 22 - Metallurgical Industry 21 21 - Electric Power 18 18 - Public Hea:Lth 16 16 - Other 71 71 - Total 633 241 392 Source: Ministry of Education. 2.05 Dimensions. In 1979, there were a total of 633 institutions of higher education in China (Table 2.3), of which 97 were designated as key institutions./l In 1979, a total of 1,020,000 students were enrolled in undergraduate programs. In the same year, 86,000 students graduated /2 from these programs (Table 2.4). /1 China designated some primary, middle and higher education institutions as key ones based on the concept that an efficient way to improve the quality of education in a short-term is to allocate relatively more resources to selective institutions. This concept started in early 1960-s (para. 2.02). /2 In 1981, there will be no graduates because higher education, which had comprised three years of study for 1976 matriculants, was lengthened to four years for students matriculating in 1977. - 11 - Table 2.3: INSTITUTIONS OF HIGHER EDUCATION BY TYPE, 1979 Type No. of Of which key Institutions institutions Engineering 191 54 Normal (teacher training) 161 2 Medical 107 6 Agriculture 52 9 Comprehensive 33 17 Finance 22 1 Fine Arts 22 1 Physical Education 11 1 Language 10 2 Forestry 9 1 (For) Minority nationalities 9 1 Law 6 2 Total 633 97 Table 2.4: ENROLLMENT AND GRADUATES BY FIELD, 1979 ( 000) Enrollment Graduates '000 % 1000 % Engineering /a 345 34 21 25 Teacher training 311 31 24 28 Medicine 127 12 14 16 Science /a 70 7 6 7 Agriculture 69 7 11 13 Liberal arts 63 6 6 7 Finance & economics 22 2 2 2 Physical culture 9 1 2 2 Politics & law 3 - /b - /c - Total 1,019 100 86 100 /a There were 6,800 in computing classes offered within science and engineering courses at 47 institutions of higher education in the country. /b Fraction less than 0.5. tc In 1978 there were 990 graduates. - 12 - 2.06 Although the 97 key institutions account for only 15% of the total number of higher education institutions, they play an important role, enrolling 26% of total students and producing 29% of total graduates. Key institutions are particularly important in the fields of science and engi- neering, enrolling 45% of total science students and 66% of engineering students. In 1979, key institutions were responsible for 56% of total science graduates and 70% of total engineering graduates. 2.07 Competition for student places in higher education is keen. In 1979, 4.7 million students applied for 272,000 places. Students are chosen for admission on the basis of their scores on a uniform national entrance examination offered at testing centers spread throughout the country. The scores, and also student's preference for where he/she would like to study and which subject, are submitted to the Ministry of Education. From this pool of scores and preferences, the institutions select entrants, with the key institutions getting first choice. 2.08 Before 1976, graduate education in China received little attention. No formal structured programs were offered nor were any advanced degrees awarded (para. 2.03). Graduate training usually took the form of a one or two year apprenticeship to a professor. Between 1949 and 1966 there were only a total of 16,000 students who completed some form of graduate study; an annual average of 1,500. By 1979, there were 15,500 students receiving graduate training, about 70% of which were at the key institutions. 2.09 In 1979, there were 236,640 teaching staff in higher education (Table 2.5). Of these staff, 5% were professors and associate professors, 62% were lecturers and instructors, and 33% were assistants. The total average ratio of students to staff was 4 to 1. The 97 key institutions had 52% of this total staff, resulting in a lower student to staff ratio of 3 to 1. Table 2.5 TEACHING STAFF AND ENROLLMENT RATIO, 1979 Teaching Staff Type of Professors Lecturers Student/ institu- Enrollment and Assoc. and teacher tions (000) Professors Instructors Assistants Total ratio Key 268 6,030 47,250 32,070 85,350 3:1 Other 752 5,590 98,860 46,840 151,290 5:1 Total 1,020 11,620 146,110 78,910 236,640 4:1 - 13 - 2.10 Financing. In 1979, China spent 3.3% of its GNP on education. This is lower than the average of 3.9% of GNP allocated to education by 92 other developing countries and is about half that spent by most advanced countries. Of China-s total expenditure on education, 92% is financed publicly./l Among public sources (e.g., central and local governments, communes and brigades) the central government contributed 69% of the total public education expenditure, equivalent to 6.6% of the total central government expenditure (Table 2.6). Table 2.6: EDUCATION EXPENDITURE INDICATORS, 1979 As percent of Central Central Total Public Central Govt. Govt. Education National Educ. Educ. Govt. capital recurrent expenditure income Exp. Exp. Exp. Exp. Exp. Total 3.3 - Of which Public 3.1 92.0 - - Central Government Total 2.1 - 69.0 6.6 - Capital - - - 1.5 - Recurrent - 9.3 2.11 China's expenditures on education have increased rapidly in recent years. For instance, the average annual increase in the central government's recurrent expenditure on education was 13.2% between 1977-1979 (Table 2.7). The recent high priority placed by the Government on higher education is illustrated by the relatively faster growth in recurrent expenditures for that subsector. /1 The remaining 8% of education expenditure comes from sources such as nominal student registration fees paid at all levels of education. - 14 - Table 2.7: INCREASE IN RECURRENT EXPENDITURE ON EDUCATION OF THE CENTRAL GOVERNMENT, 1977-79 Growth rate Cost per student 1979 unit cost as per annum p.a. (US$) percent of per 1977-79 (%) 1977 1979 capita income (%) Primary education 7.5 10 12 5 Secondary education 11.8 23 36 14 Higher education 27.0 805 1,026 401 Total 13.2 - - 2.12 Higher education receives an almost equal share (30%) of the public recurrent expenditures on education as do secondary (38%) and primary education (32%). The annual recurrent costs per primary and secondary students in China (Table 2.7) are low as percentages of per capita income /1 in comparison to other developing and developed countries./2 In contrast, the higher education unit cost of 401% of GNP per capita is considerably higher than that of other developing and developed countries of 362% and 52%, respectively. Research 2.13 Management and Administration. Similar to education, policy related to scientific and technological research is formulated by the Central Committee of the Chinese Communist Party in cooperation with the State Council. Within this broad policy framework, the State Commission of Science and Technology is responsible for overall planning and coordination of research in these field[s in the country. 2.14 Administration of scientific and technological research is carried out by various levels of government: central government, province/ municipality, district/region, county and commune. Above the county level, /1 Per capita income in China is estimated at Y 393 ($256). /2 Average primary and secondary recurrent unit costs as percents of per capita income are about 10% and 50% in other developing countries, and 15% and 20% in developed countries. - 15 - there are 310,000 researchers at 2,400 research institutions./l In addition, 110,000 researchers at 3,600 institutions are involved in research at the county and commune level. Of the total 6,000 research institutions, there are 1,000 that are considered to be key centers of research. Of their activities, 43% is devoted to life science, 34% to engineering and technological science, and 22% to physical sciences. 2.15 University Laboratory Centers. The scientific and technological research activities at universities and university-affiliated institutes are conducted at various laboratories, including centers specialized in subfields of science and engineering, testing and analysis, and computer science. The centers serve the needs of the university faculties for teaching and experimentation. On a limited basis, the testing and analytical centers and computer centers are also available to serve the needs of other educational institutions, government agencies and industry. Electronics/physics laboratory centers provide laboratory facilities for such subjects as radio engineering, automation, electronics, semiconductors, solid state physics and acoustics. Engineering laboratory centers provide laboratories for disciplines including mechanical engineering, precision instruments, metals, oceanic engineering, chemical engineering, and electric power engineering. Testing and analytical centers are to meet the laboratory needs for research and advanced training of departments such as physics, chemistry, and biology. University computer centers support graduate student and faculty research; training in programming practice, computer aided-design, software development, and scientific and engineering calculations; and university management and administration. 2.16 Financing. In 1979, China allocated Y 5.87 billion for the national budget for research and development, including investment in research projects in medical and social sciences. Basic research received 10% of the budget, applied research 20%, and development 70%. Basic research accounted for 1.8% of the national income, an amount which is lower than allocations for basic research in advanced countries./2 Some 50% of the basic research budget is channelled through the State Science and Technology Commission (18% to the Chinese Academy of Sciences and 32% to major national projects), 35% through government ministries including the Ministry of Defense, and 15% to provincial commissions of science and technology. University based research (including research conducted at institutions affiliated with /1 Refers to research activities affiliated with institutions of higher education as well as institutes involved in research alone. /2 Of GNP, Japan and France spent 2.0% (1976), UK 2.3% (1972), USA 2.5% (1976), West Germany 2.6% (1976), and USSR 4.8% (1975). - 16 - universities) is financed through the regular budget of the Ministry of Education, by special appropriations from the central and local governments, and by support from industry. The support from the last two sources accounts for almost 90% of research funds. Issues in Higher Education and Research 2.17 There are three major issues in higher education and research in the fields of science and engineering that inhibit China's ability to accomplish its development goal (para. 1.03): (a) the low output of the universities in terms of numbers of graduates and volume of research; (b) the poor quality of these graduates and this research output; and (c) the inefficient management of higher education and its associated research activities. Low Level of Output 2.18 The present level of output of science and engineering graduates is insufficient to meet China's manpower needs for development (para. 1.13). An important factor contributing to this low output is poor utilization of existing staff and space. The current volume of research produced by the universities is far below the potential contribution these institutions could make, primarily due to the neglect of graduate programs (para. 2.08). 2.19 Utilization of Staff and Space. An improved utilization of existing teaching staff would enable universities to increase enrollment and output significantly without additional staff. The present student to staff ratio of 3 to 1 at key universities (4 to 1 at all universities) (Table 2.5) is about three times lower than the ratios in other countries. This unnecessarily low ratio of staff contributes to the high recurrent cost per student (para. 2.12). The main cause of this low student and staff ratio is that during the Cultural Revolution, the universities employed hundreds of workers and peasants, some with little or no postsecondary education, to replace the many academicians who were dismissed. The majority of these new staff were retained after the reinstatement of former faculty staff in the late 1970s. As a result, the workload of Chinese teachers is about 6-7 hours per week, which is about half the full-time equivalent workload (student contact hours) of 12-15 hours per week in countries with advanced education systems. As is thre case with staff utilization, the output of science and engineering graduates could be significantly increased by more efficient use of existing space. In general, lectures are held in the mornings and laboratory exercises in the afternoons, with the result that each type of facility stands idle half the day. University libraries are generally open about 7 hours a day; in other countries it is common for libraries to be open 14 hours per day. As with libraries, most university facilities are open from 8:30 a.m. to 9:30 p.m., but close for three hours for lunch and three hours for dinner. Utilization rates for facilities in these institutions, therefore, vary from 30% to 40% in comparison to desired rates of 60% to 80%, depending on the type of facilities. This low - 17 - utilization also contributes to high cost per student (para. 2.12). The universities should improve the use of their staff and physical facilities to allow for the needed increase in enrollment, and to improve internal efficiency. 2.20 Graduate Programs. While the institutions of higher education could play an important role in the advances in scientific and engineering research needed to achieve China's goal of modernization, research activities within the universities have been limited. This is due, in a large part, to the neglect of graduate programs (para. 2.08). Students in masters and doctoral courses can make important contributions to a country's research efforts. The graduate program in science and engineering at China's universities should be expanded, therefore, in order to increase research output and, at the same time, to add valuable masters and doctoral level manpower to the labor force. Poor Quality of Output 2.21 The quality of university graduates and research work fail to meet the standards required by the country (para. 1.11). This failure can be attributed to the poor quality or absence of university inputs, important among which are teaching and research programs, staff qualifications and laboratory equipment. 2.22 Teaching and Research Programs. The existing teaching programs for undergraduate science and engineering are both inflexible and imbalanced. The inflexibility arises from the fact that all students within a major follow the same courses. Few electives are allowed. The standardization of course content as prescribed by the Ministry of Education aggravates the problem. As a result, graduating students tend to leave the university with essentially the same background as their fellow students and the group as a whole cannot meet the demand for a wide variety of specializations needed in modernizing industry. At the same time, curricula in some disciplines place emphasis on lecture courses with little time devoted to practical content. The prime example of this is in the computer science area where students are only given a few hours of actual computer time during their four years of study. As a result, graduating students are unable to solve problems within an experimental framework. The current undergraduate science and engineering curricula should, therefore, be revised to provide greater flexibility of courses and give a better balance between theoretical and practical content of training. At the graduate level, entire teaching programs need to be developed as there have been no formal programs in the past (para. 2.08). 2.23 In research, universities have not had integrated, coordinated research programs in science and engineering. Most university research topics are determined in response to the requirements of a donor of funds. The State Commission of Science and Technology and the Ministry of Education, as well as industries, are the major sources of funds (para. 2.16), and, - 18 - therefore, they determine the areas of most university research efforts. As a result, there is a concentration of efforts on applied research in response to technological specialization and little work on desirable basic research. For examlple, in the life sciences, limited basic research is being done in the areas of immunology and genetics, without which important progress in such areas as tissue typing for organ transplantation or genetic counselling cannot be done. Another problem with this means of selecting research topics is that funding for certain topics is duplicated. This has been the case in laser research, for example. A coordinated research program should be developed for China's universities in order to make research more responsive to the needs of the development process. 2.24 Staff Qualifications. Although leadership in the academic and university research community has returned to the experienced professors who were expelled to rural areas during the Cultural Revolution, many problems exist: (a) these professors, as a group, are few in number and aged; (b) staff recruited in the interval are poorly trained; (c) the isolation of China during the decade of the Revolution has deprived its scientists of exposure to developments in education and research in the outside world; and (d) teaching staff have had little opportunity to learn from advances within other Chinese universities due to lack of mobility for secondment to other institutions. 2.25 Of total teaching staff of 237,000 in 1979, only 5% were professors and associate professors (para. 2.09). Most of these have been teaching more than 30 years (Table 2.8), and professors had an average age of 70. These experienced staff will therefore need to be replaced in the near future. The staff who have had six years or more of higher education accounted for merely 7% of the faculty. To be comparable to advanced universities in other Asian countries, at least 50% of the teaching staff should have six years or more of higher education. The problem of general lack of necessary training of the staff has been compounded by the limited exchange of teachers and students among universities. Most undergraduates continue at the same institution from which they graduated. This inhibits intellectual cross fertilization and hampers the exchange of ideas. This is particularly harmful to progress in teaching and research at less developed universities. The effect of isolation from the outside world has also affected the qualil:y of teaching and research in all fields, but it is most evident in those fields in which technological development has been rapid during the 1960s and 1970s (e.g., the computer sciences). Although some staff are well-read in such subjects, they lack needed practical experience to enhance their work. - 19 - Table 2.8: PERCENTAGE DISTRIBUTION OF UNIVERSITY STAFF /a BY PROFESSIONAL EXPERIENCE AND HIGHER EDUCATION Years of professional experience >30 16-30 6-15 1-5 Distribution of staff (%): 5 61 20 14 Years of higher education 6 or more 4-5 1-3 (1_ Distribution of staff (%): 7 68 15 5 /a Based on 21,600 staff in science and engineering at 18 key universities. 2.26 To solve these staff related problems, there is a need for a vigorous staff training program, particularly for junior staff, in universities outside of China. In addition, greater interuniversity mobility among students and staff should be encouraged. 2.27 Laboratory Equipment. There are two basic problems related to laboratory equipment: the amount of equipment is insufficient, and much of available equipment is obsolete. This adversely affects the quality of instruction, research and services. For undergraduate teaching there is a shortage of multiple sets of basic equipment necessary for conducting science and engineering courses. At the advanced level of teaching, research and services, there is an absence of specialized equipment of high sophistication. 2.28 During 1980 the Government surveyed 165 laboratories of 13 leading universities in four provinces and municipalities. The results showed that there were no universities which could offer all experiments required by the syllabi; 32% of the universities had adequate equipment for about 90% of the experiments, 49% had adequate equipment for 70-90% of the experiments, 14% had equipment for 50-70% of experiments, 4% had equipment for less than 50% and 2% of the universities had no equipment. No chemistry department of any university could offer all the physicochemical experiments required by the syllabus due to the lack of such equipment as ultraviolet and infrared spectrometers, nuclear magnetic resonance spectrometers, mass spectrometers and x-ray diffractometers. The shortage of computers is also a serious problem and most graduates are computer-illiterate. Even a computer science student can have only a few hours of practice on computers before graduation (para. 2.22). This shortage of equipment for practical training at the undergraduate level needs to be rectified. 2.29 At the graduate and research level not only is there a shortage of equipment, but what exists is obsolete. Equipment existing at Chinese universities was manufactured in the 1940s and 1950s (or are copies of items - 20 - first manufactured in those years). There is a great need for sophisticated and up-to-date equipment with a high level of precision, speed and dependability. Weak Management 2.30 University Management. The problems of low output and poor quality are intensified by weaknesses in university management. This weakness is most evident in the areas of: (a) staff and space utilization (para. 2.19); (b) record keeping; and (c) accounting. 2.31 Efficient management of human and physical resources of universi- ties through improved scheduling would permit increased enrollments without adding to the existing staff or physical resources (para. 2.19). Further, poor record keeping and accounting practices inhibit efficient management at the university levels. The lack of a system of student credit hours and transcripts make it difficult to keep accurate and accessible student records. In accounting, the present system is based on a control budget which identifies line items for which expenditures are made (e.g., salary, utilities, equipment), but does not identify the purposes of the expenditures (e.g., physics, chemistry, computing, student housing). To develop a better management information system, the universities need to establish better systems for record keeping and to introduce program budgeting to their present accounting practices. 2.32 Ministry of Education Management. Weaknesses in management at the Ministry of Education level prevent it from effectively managing the resources available to higher education and research. This shortcoming is primarily caused by the weaknesses in the areas of: (a) analyses and compilation of education statistics; (b) accounting practices; and (c) monitoring and evaluation. 2.33 Under the guidanze of the State Statistical Bureau, the Ministry of Education is responsible for the annual collection, analysis and compilation of data on all levels and types of education. Problems arise in all three areas of responsibility of collection, compilation and analysis. Education statistics were not gathered between 1966 and 1972. The data gathering forms in current usage have not changed significantly since 1972 and are limited in coverage. They contain information relating to students and teaching staff but not on physical and financial university resources, nor on external and :internal efficiency. The compilation and analysis of the sketchy data that are collected is made difficult by the understaffing of the Division of Statistics within the Ministry of Education. There are only eight professional personnel responsible for compiling and evaluating more than 1,000 reports received each year from provincial governments containing information on the educational institutions within their jurisdictions. - 21 - There is a need for improving the data forms and processing of information so that the country will have the data base needed for effective management of the educational system. 2.34 The weaknesses observed in accounting practices at the university level (para. 2.31) also exist at the Ministry of Education level. A detailed accounting system, including program bulgeting should be introduced to provide management with more comprehensive information on levels and uses of expenditures. 2.35 In some repects, China's higher education system is well monitored and evaluated. The intake of students to the universities which is based on a quota system and entrance examinations (para. 2.07) is carefully controlled and assessed by authorities. This is also true of the final examinations and the placement of graduates in the labor market. While dropouts and repeaters are few in China and there is little need to establish a monitoring system to follow them, little attention has been paid to education content, teaching methods and the cost effectiveness of higher education. There is, therefore, a need to monitor and evaluate curricula, student achievement and the rele- vance of the knowledge and skills achieved at the universities to eventual employment. It is furthermore necessary to monitor the costs since higher education is comparatively expensive in China (para. 2.12). Government Plans and Strategy for Higher Education Development 2.36 In support of its four modernizations programs (para. 1.03), the Government plans to improve the quality, expand the enrollment, and increase the research capabilities of the higher education system. It intends to bring the quality of higher education institutions to a level comparable to that of institutions in developed countries. At the same time, the Government aims to increase the enrollment in full-time higher education by 7% p.a. reaching 2.2 million in 1990 with some 4 million graduates during the 1980s. It is expected that enrollment in graduate training would rise to 0.2 million with 0.1 million output by 1990. The Government also plans to expand adult higher education from current 900,000 participants to 4 million in 1990. 2.37 Strategy. To achieve the goal of quality improvement, the Government plans to increase staff capabilities, improve teaching programs (with a special emphasis on graduate courses), and increase the availability of laboratory equipment for teaching and research. As a first phase of this strategy, the Government has selected the disciplines of science and engineering for strengthening at 26 key universities. To develop science and engineering education, the strategy calls for investment in two areas: (a) improvement of general science and engineering education at the under- graduate level; and (b) strengthening of training in selected specializations - 22 - at the graduate level: physics, chemistry, engineering /1 and computer science and its applications. These specializations have been chosen according to the c ountry's priority fields (paras. 1.04-1.05). 2.38 To strengthen training in these specialized fields and, at the same time, allocate resources in a rational manner, the Government plans to either create or :improve existing laboratory centers for these fields at the universities. There will be three types of such centers (para. 2.15); analytical and testing centers, key laboratory centers (basically engineering and eLectronics/physics), and computer centers. To avoid duplication of resources, these centers will serve for advanced training of students from many departments as well as for research. The Government intends to develop a total of 46 centers (13 analytical and testing centers, 13 computer centers, and 20 specialized laboratory centers) at the 26 universities selected for strengthening of their science and engineering training and research. 2.39 These 26 key universities /2 have been selected on the basis of the size of their science and engineering enrollment, their faculty strength and their location. Their enrollment in science and engineering disciplines accounts for aboul: 75% of their total enrollment, as compared to the national average of 40%. Their enrollment in graduate programs represents 30% of the total graduate earollment in the country. The academic qualification of t heir teaching staff is relatively high, with 7% of them having six years or more of higher education, compared to the 5% of the higher education staff as a whole who have attained that level of education. All 26 institutions are located in major cities and in areas where industry and commerce are active. 2.40 Enrollment increases at these 26 key universities will be accomplished through improv(ements in internal efficiency to raise the utilization rate of staff and facilities. To reach its long-term goal of higher education expansion (para. 2.36), the Government plans to: (a) increase internal efficiency at all higher level institutions, (b) assist regional universit:ies in a program similar to that for 26 universities, (c) establish a system of polytechnics and colleges, (d) increase access by adults to higher education through greater use of educational television and correspondence courses, and (e) strengthen social sciences and business administration. /1 Included under these fields are: electronics, solid state physics, and cryogenics (physics); high polymer, biochemistry, physical chemistry, and organic and inorganic chemistry (chemistry); and marine/oceanography, mechanical engineering, material testing, precision measurement, and electrical engineering (engineering). /2 Of the 26 institutions, 11 are comprehensive, 11 engineering, 2 normal, 1 agricultural., and 1 medical. All are administered by the Ministry of Education except four, which are administered by the ministries of Industry, Health, and Agriculture, and the Chinese Academy of Science. - 23 - 2.41 External Assistance. The Government expects to finance its higher education expansion and improvement with its own resources and major assistance from IBRD/IDA. Some multilateral aid is being provided from UNDP while bilateral cooperation will primarily take the form of fellowship programs and exchanges of scholars. The major assistance to universities since 1976 has been from West Germany to Tongji University in Shanghai in the amount of DM 1.0 million for laboratory equipment. 3. THE PROJECT Objective and Scope 3.01 The objective of the proposed project is to support the first phase of the Government's program to strengthen higher education (para. 2.37) by helping to increase the output and quality of education and research in the disciplines of science and engineering. 3.02 To achieve this objective, the project is designed to help over- come existing problems in higher-level science and engineering education and research and, also, to help rectify weaknesses in university and Ministry of Education management which compound the educational problems. Specifically, the project would include technical assistance (Annex 3), equipment and civil works to: (a) increase the number of graduates and the volume of research work at 26 universities selected by the Government by improving utilization of staff and space, and developing graduate programs; (b) raise the quality of graduates and research work at the 26 universities by strengthening teaching and research programs, improving staff quality, and modernizing laboratory equipment and facilities; and (c) strengthen management at university level through improved record keeping and more comprehensive accounting practices; and at the Ministry of Education level through improved education statistics, more comprehensive accounting practices, improved monitoring and evaluation capacity, and better preparation for future investments in the education sector. Expansion of Output (Proposed investment of US$1.0 million excluding contingencies) 3.03 Staff and Space Utilization. As a means to increase science and engineering enrollment and output, the project would help improve utiliza- tion of staff and space. Teaching loads and space utilization are at about 50% of desirable levels (para. 2.19). Planned science and engineering - 24 - enrollment expansion at the 26 project universities (Table 3.1) could therefore be made without an increase in staff and space. Techniques and procedures to increase teacher workloads and improve scheduling of teaching accommodations would be developed and experimented with at five project universities selected by the Government (i.e., Beijing, Qinghua, Fudan, Nanjing, and Huazhong Institute of Technology). Registrar's offices and science and engineering departments of the five universities would be responsible for developing the techniques and procedures with support of specialist services (3 man-years) and fellowships (15 man-years) provided under the project. 3.04 As a result of improved scheduling techniques, it is expected that average teacher workloads for teaching would increase to 8-12 hours per week, and utilization of classrooms to 60-80% and that of lecture halls and laboratories to 50-70%. Understandings were reached with the Government on the above efficiency targets and implementation schedules to be achieved by the five universities. Understandings were also reached that once the experiments proved feasible, improved techniques and procedures would be introduced to remaining project universities to reach the planned enrollment expansion (Table 3.1). 3.05 Graduate Program. To assist in increasing the number of students studying at advanced levels and to promote increased research output, the project would assist in deveLoping formalized graduate programs. Following the 1980 decision t:o award bachelor as well as masters and doctoral degrees beginning in 1981 (para. 2.03), several universities have prepared masters degree courses of study for Ministry of Education review and approval. But most programs of this kind have yet to be developed (para. 2.20). These programs wouLd be developed at departmental levels in the universities and students could take specialization in fields offered by the department and the related university center. The proposed project would provide specialist services related to chemistry, physics, computer science and application, and engineering by creating an advisory panel and a review commission to assist in developing graduate programs (para. 3.07). Table 3.1: EXPECTED INCREASE IN SCIENCE AND ENGINEERING ENROLLMENT AT PROJECT UNIVERSITIES Increase between 1979/80 1985/86 1979-85 (%) Science 39,000 51,000 30 Engineering 53,000 74,000 40 Tot:al 92,000 125,000 36 - 25 - It is expected that by 1985/86 (a) a minimum of one masters degree program per center (i.e., a total of about 50) would be established at the 26 project universities; and (b) the number of graduate students in science and engineering would be increased from the existing 6,000 to about 10,000. Understandings on these targets were reached with the Government. Improvement of Quality (Proposed investment of US$233.0 million excluding contingencies) 3.06 Teaching and Research Programs. The project would help improve undergraduate science and engineering teaching programs, establish curricula for graduate programs, and develop more coordinated research programs (paras. 2.22-2.23). Undergraduate curricula would be updated in line with development needs to provide a more flexible and better balanced program. Graduate courses leading to the award of a masters degree would be prepared to comprise both a lecture and a research component at the ratio of about 3 to 1. Such courses would reflect specialities and strengths of individual project universities. A pamphlet describing existing and planned courses would be prepared by the Government. A coordinated research program would focus on a few long-term projects in fields supported under the project. 3.07 To assist in qualitative improvement and quantitative expansion (para. 3.05), two academic advisory bodies would be created (Chart 4): (a) a review commission comprised of Chinese experts; and (b) an advisory panel to the review commission. The review commission members would consist of 20-25 faculty members, largely those who have helped finalize laboratory equipment lists for the 26 project universities. The commission would be headed by a chairman and be organized in four groups - chemistry, physics, computer science and engineering. To assist the commission in its work, the project would provide 25 man-years of specialist services. The provision of specia- list services would be coordinated by an advisory panel consisting of five foreign panelists - a chairman and one cochairman in each field of chemistry, physics, computer science and engineering (Table 3.2). Each of these panelists would visit China for an average of two months each year during project implementation. They would spend an average of one additional month per year coordinating the program of specialist services. In conjunction with the Ministry of Education and the universities, the panel would help identify and coordinate the work of subject specialists who would visit project universities and help develop curricula (especially the structure of graduate degree programs), provide research direction, and establish contacts in other universities in China and abroad from which collaboration could be sought. The work of the commission and panel would be articulated by the leaders of the two bodies. Both the commission and the panel would report to the Vice Minister of Planning and Development in the Ministry of Education. Annual reports of progress in each of the four disciplines would be rendered to the Ministry of Education by the commission/panel with more comprehensive reports due at project mid-point (June 1983) and completion (June 1985). - 26 - Table 3.2: ALLOCATION BY DISCIPLINE OF THE SPECIALIST SERVICES FOR SCIENCE AND ENGINEERING DEVELOPMENT Subpanel specialists by Advisory panel main discipline Man-months /a Chairman 24 Cochairman/Chemistry 12 Organic, Inorganic, High polymer, Biochemistry, Physical chemistry 54 Cochairman/Physics 12 Electronics, Solid state, Cryogenics 54 Cochairman/Compul:er Science 12 Hardware, Software, Operation 54 Cochairman/Engineering 12 Marine/oceanography, Mechanical, Material testing, Precision measurement, Electrical 66 Total 300 (25 man-years) /a Calculated on the basis of six man-months per year for four years for the chairman, and three man-months per year for four years for each cochairman. 3.08 Before appointin.g services for this component, the Government would draft terms of reference for the specialists (para. 4.07). The Government - 27 - and the Bank agreed that the members of the review commission, and a chair- man and four cochairmen for the advisory panel, would be appointed by November 30, 1981. Further, understandings were reached that by December 31, 1982 project universities would publish a booklet on existing graduate programs and a plan for future programs in science and engineering, including research areas to be provided as part of graduate work. 3.09 Staff Development. The project would help strengthen academic and professional qualifications of science and engineering staff at the 26 uni- versities. At present only 7% of the staff have six years or more of higher education; their training is outdated; and interuniversity exchange is limited (para. 2.25). The project would enlarge the number of staff with advanced degrees in science and engineering at project universities through the provision of longer term (two to three years) overseas fellowships for 400 staff. Also, through the provision of shorter-term (about one year) fellowships abroad, the project would help acquaint about 400 staff with research and teaching programs, teaching methods, and operation and maintenance of equipment at universities and research institutes outside the country. 3.10 A total of 800 overseas fellowships for staff development would be financed by the project, totaling an estimated 1,250 man-years. The fellowships would be distributed and phased as follows: Table 3.3: FELLOWSHIPS FOR STAFF DEVELOPMENT BY DURATION AND PHASING Fellowships Total Duration 1981 1982 1983 1984 Fellowships Man-years/a Short-term 60 150 150 40 400 400 Medium-term 20 150 150 30 350 700 Long-term - 20 30 - 50 150 Total 80 320 330 70 800 1,250 /a Calculated based on one man-year for a short-term, two man-years for a medium-term, and three man-years for a long-term fellowship. The medium-term fellowships should enable fellows to complete masters programs and long-term fellowships to finish doctoral programs. The proposed fellow- ship program would increase the proportion of science and engineering staff with higher academic and professional capability at the project universities from 7% to 10%. Fellowships would be awarded according to procedures and - 28 - criteria agreed between the Government and the Bank (para. 4.06). Before departure, fellows would be trained in appropriate foreign languages. The fellowship program would be managed by the Ministry of Education with the assistance of university departments and the advisory panel. Understandings were reached on the programs and schedule to implement the fellowship program and to conduct foreign language training courses for selected fellows, and assurances were obtained that the language training programs would be implemented on schedule. 3.11 In-country fellowships would also be included in the proposed project in support of interuniversity exchange of staff and students to promote exchange of teachi'ng programs and research (para. 2 25). As a result of the project, it is expected by 1984/85 (a) that 5% to 10% of science and engineering professors and associate professors at project universities would be exchanged for a semester or longer among project and nonproject universities to help promote balanced development of teaching and research; and (b) that about one-fourth of admissions for graduate programs in science and engineering at a project university would be selected from among the candidates outside the university. Understandings were reached with the GovernmLent on targets of interuniversity exchange of students and staff. 3.12 Laboratory Equipment and Centers. The project would improve the quality of training and research by addressing the main issues of insufficiency and obsolescence of laboratory equipment (para. 2.27). The project would provide equipment for laboratories at the 26 project universities: (a) those for practical training in undergraduate courses; and (b) 46 laboratory centers for graduate training, research and services consisting of 20 laboratory centers, 13 testing and analytical centers, and 13 computer centers. Distribution of these general laboratories and centers among the project universities is illustrated in Table 3.4. Equipment for undergraduate laboratories would be for general strengthening of science and engineering courses, particularly for the third and fourth year students. Equipment would be installed in relevant departmental laboratories. Equipment for centers would be for specialized training, research and services, and serve the needs of various university departments as well as other educational institutions, government agencies and industry (para. 2.15). The centers would be managed and staffed by members of academic departments. At present, the Government is renovating existing facilities or constructing new buildings to house the centers. 3.13 Master equipment lists for both types of laboratories have been finalized. The new equipment provided for the 20 laboratory centers would create fully equipped facilities in the specialized subject areas within which research and advanced training could be conducted. Individual testing and analytical centers would have a core of needed equipment to perform - 29 - Table 3.4: LABORATORY CFNTERS TO BE STRENGTHENED AT PROJECT UNIVERSITIES General Analytical laboratory Computer testing Specialized laboratory center strength- center center Number Fields University City ening Sichuan Univ. Chengdu 1 0 1 0 Chongqing Univ. Chongqing 1 0 0 1 Optical electronics & testing Xian Jiaotong Univ. Xian 1 1 0 2 Strengch of materials mechanical engineering Lanzhou Univ. Lanzhou 1 0 1 0 Zhongshan Univ. Guangzhou 1 0 1 1 Entomology S. China Inst. of Tech. Guangzhou 1 1 0 1 Radio engineering and automation Wuhan Univ. Wuhan 1 0 1 0 Huazhong Inst. of Tech. Wuhan 1 1 0 1 Mechanical engineering Fudan Univ. Shanghai 1 1 1 1 Semiconductors Shanghai Jiaotong Univ. Shanghai 1 1 0 1 Marine technology E. China Normal Univ. Shanghai I 0 0 0 Nanjing Univ. Nanjing 1 1 1 1 Acoustics Nanjing Inst. of Tech. Nanjing 1 1 0 1 Radio electronics Zhejiang Univ. Hangzhou I 1 1 0 Univ. of Science & Technology of China Hefei 1 1 1 0 Xiamen Univ. Xiamen 1 0 1 0 Shandong Univ. Jinan 1 0 1 0 Beijing Univ. Beijing 1 1 1 2 Life science, solid state physics Qinghua Univ. Beijing 1 1 0 4 Electronics, chemical engineering & applied chemistry, engineering mechanics, electrical and thermal power Beijing Med. College Beijing 1 0 0 0 Beijing Normal Univ. Beijing 1 0 0 1 Environmental simulation Beijing Agric. Univ. Beijing 1 0 0 0 Nankai Univ. Tianjin 1 0 1 0 Tianjin Univ. Tianjin 1 0 0 1 Precision instruments Dalian Inst. of Tech. Dalian 1 1 0 2 Engineering mechanics, oceanographic engineering Jilin Univ. Changchun 1 1 1 0 Total 26 13 13 20 - 30 - their role as service centers in addition to training and research centers. These centers would have such core equipment as an electron microscope, x-ray diffraction machinery or multipurpose tensile testing equipment. The 13 computer centers would be equipped with a mix of micro and medium-sized computers. This mix is designed to cost effectively meet the need for training and services for the university community. The project would also finance the development of computer software. Strengthening of Management (Proposed investment of US$5.0 million equivalent excluding contingencies) 3.14 University Management. The project would seek to rectify weaknesses of management at the university level by introducing techniques and procedures in scheduling staff and facilities, operating libraries, record keeping, and accounting (para. 2.30). These procedures would be introduced on an experimental basis at five project universities (i.e., Beijing, Qinghua, Fudan, Nanjing, and Huazhong Institute of Technology). Programs judged successful by the Government would be extended to remaining project universities. 3.15 Improvement in the capacity of the university management to schedule human and physical resources more efficiently would help meet the targeted increases in enrollment in science and engineering under the project (paras. 3.03-3.04). Improved record keeping would help introduce a system of student credit hours and transcripts to make student records more accurate and accessible and to facilitate needed interuniversity exchange of students (para. 2.25). Accounting methods would be improved to include program budgeting to raise cost consciousness by emphasizing cost by unit and program. 3.16 At the five pilot universities, the management improvement program would be administered by the vice-president for administration assisted by the registrar and the senior financial affairs officer and their staff. The universities would be assisted in introducing the new management procedures by foreign specialist services and fellowships for study abroad (Table 3.5). The specialists would visit the universities during the early part of project implementation to help establish the experimental programs and identify particular needs for study abroad. 3.17 Library and computer center administration would be strengthened. Management of these programs would also be coordinated by the vice-president for administration working with the librarian and senior computing staff. Technical assistance for library administration would be given at the five universities selected for mianagement assistance while for computer center administration it would be provided to all 13 project universities at which computer centers would be established under the project. - 31 - Table 3.5 TECHNICAL ASSISTANCE FOR UNIVERSITY MANAGEMENT Specialist Fellowships services No. of Man- (man-years) fellows Duration years Student records 2 15 1 15 Financial management 2 15 1 15 Library administration 2 10 2 20 Computer center management 3 13 1 13 Total 9 53 - 63 3.18 Ministry of Education Management The project would help improve the capacity of the Ministry of Education in education statistics, accounting, monitoring and evaluation, and preparation for future sectoral investments (para. 2.32) through provision of technical assistance and introduction of computer technology. Improvements would be made in procedures for collection of statistics, as well as in methods of compilation and analysis of data. These benefits would extend beyond higher education to secondary and primary education as well. The Ministry of Education-s accounting system would be expanded to include program budgeting techniques similar to those at the five selected universities (para. 3.15). The monitoring and evaluation capabilities of the Ministry of Education would also be improved through technical assistance. 3.19 Administration of the Ministerial management improvement program would be under the general guidance of the Vice Minister for Planning and Development (para. 4.02). Working groups would be formed for the three areas to receive attention - educational statistics, financial management, and evaluation. To assist these groups the project would provide 10 man-years of specialist services and 16 man-years of overseas fellowships (Table 3.6). - 32 - Table 3.6: TECHNICAL ASSISTANCE FOR MINISTRY OF EDUCATION MANAGEMENT Specialist Fellowships services No. of Man- (man-years) fellows Duration years Education Statistics 4 5 1 5 Accounting 3 4 1 4 Evaluation 3 10 <1 7 Total 10 19 - 16 3.20 The Government-s ten-year education plan and the economic study recently conducted by the Bank show that China has important needs for further development in the! education sector. High priority areas for future investments would be related to (a) the second phase of higher education development, particularly for students in minority regions and in social sciences, (b) the establishment of a polytechnic system, (c) teacher training, curricula and instructional naaterials development, (d) university training by means of television, and (e) agricultural education and research (Annex 4). To prepare for future investments, the project would finance technical assistance comprising 2 man-years of specialist services and 50 man-years of fellowships, and a limited amount of instructional equipment for studies and developmental programs. Understandings were reached on schedules and the scope of the developmental programs and studies. 4. MANAGEMENT AND IMPLEMENTATION Overview 4.01 Management arrangements for project implementation would rely on existing organizations and include: (a) comprehensive plans for administrative responsibilities, organ- ization and staffing; (b) relevant procedures and criteria for selection of fellowship recipients and specialists; - 33 - (c) well-defined procurement procedures for civil works and equipment; and (d) a realistic implementation schedule. These arrangements are discussed in the following sections of the chapter. Administrative Responsibilities, Organization and Staffing 4.02 Responsibility for implementing the project would rest with the Ministry of Education. The Vice Minister for Planning and Develop- ment of Education would carry the overall responsibility for directing the project. He would be aided in this task by two recently appointed project coordinators. These coordinators would, through staff function, coordinate project implementation work. One coordinator would be responsible for coordination of relevant sections of the seven Bureaus (Planning, Science and Technology, Production and Supply, Capital Construction, Foreign Affairs and Higher Education Number One and Two) in the Ministry of Education. The other coordinator would draw on expertise outside the Ministry of Education, particularly inputs from the recently established review commission and the foreign specialist panel (para. 3.07), the China National Technical Import Corporation of the Ministry of Foreign Trade, the State Planning Commission, the State Capital Construction Commission, and the Foreign Investment Bureau in the Foreign Investment Control Commission. The Ministry of Education would therefore: (a) coordinate activities of all project implementing agencies and ensure compliance with Government plans and project objectives; (b) monitor the preparation of architects briefs, civil works designs, appointments of civil works and furniture contractors and supervision of the capital works program; (c) review equipment lists and specifications to ensure that project equipment is of high priority and has appropriate specifications; (d) prepare equipment tender documents for international competitive bidding and conduct bidding, evaluation and equipment contract awards in accordance with Bank Group Guidelines; (e) monitor procurement of local equipment and give assistance to universities in this respect; (f) recruit specialist services and place fellows on overseas training and exchange programs; (g) develop university budget procedures, statistics and manage- ment information systems as well as procedures to analyze and improve staff and space utilization; - 34 - (h) prepare project budgets and monitor and control project costs in accordance with approved budgets and agreed budgetary procedures; (i) maintain records and accounts, prepare and submit disbursement applications to the Bank and maintain a general liaison with the Bank; (j) conduct project studies and experiments, including preparation of terms of reference, appointments of study teams, review and evaluation of study proposals; and (k) monitor and evaluaLte progress and submit periodical (quarterly, annual, mid-project and completion) reports to the Bank (para. 3.07). 4.03 University Level Administration. Existing development offices in each project university have helped prepare architect's briefs for all project facilities and have hired design consultants to prepare designs to accommodate laboratory equipment. The development offices would appoint all civil works and furniture contractors, supervise their work and be responsible for arranging for installation of imported equipment and procurement of local equipment. The development offices would be assisted in these tasks as necessary by the Ministry of Education. 4.04 University development plans and budget and management procedures for project universities would be prepared under the auspices of senior management committ:ees of each university. Details of such plans and procedures would be prepared by the development offices, assisted by the various university departments and foreign specialists supplied by the proposed project. 4.05 Project Implementation Staff. An overall project implementation organogram identif-ying lines of responsibility is shown in Chart 4. Table 4.1 shows current staffing situation of the Bureaus and Sections within the Ministry of Educalion which would implement the project. There is no need to immediately hire additional staff but periodic, internal reviews would be conducted by the Ministry to determine future need. New staff would be appointed accordingly. - 35 - Table 4.1: PROJECT IMPLEMENTATION STAFF OF THE MINISTRY OF EDUCATION Number Total Implementation of project staff in Bureau Sections /a related staff Bureau Planning Planning 7 ) Statistics 8 ) 36 Finance 7 ) Science and Technology Equipment and expenditure 4 17 planning Production and Supply Import and Export 14 76 Capital Construction Planning 9 21 Foreign Affairs /b Selection & training of ) ) overseas candidates ) ) Affairs of overseas trainees ) 6 ) 84 Affairs of foreign experts ) ) Science and tech. cooperation ) ) Higher Education I Basic sciences ) ) Normal education ) 3 ) 30 Higher Education II Industrial education ) ) Agricultural education ) 4 ) 35 Medical education ) ) Postgraduate training ) ) /a The Bureaus listed in this table contain several sections which would not be involved with project implementation and are therefore not shown. /b Twenty Chinese Embassies manage subsidies of this Bureau. These handle currently about 1,800 Chinese students residing abroad. Selection Procedures and Criteria for Technical Assistance 4.06 Fellowship candidates would be nominated by each university department, and by the Ministry of Education in the case of management training of its staff. Selection at the university level would be done by a a selection committee, staffed by senior university management. Adminis- tration of contracts of fellows at overseas universities would be the responsibility of the Ministry of Education. Candidates would be selected from among (a) disciplines of science and engineering (para. 3.09); (b) existing and prospective staff of project universities; (c) staff designated - 36 - for management positions in the Ministry of Education; (d) staff not older than 45 years except for short-term fellowships; and (e) staff whose foreign language proficiency (after language training) is adequate for study abroad. Understandings on the criteria and procedures for fellowship selection were reached between the Government and the Bank. 4.07 The chairman of the advisory panel is being selected by the Ministry of Education in consultation with the Bank. Specialist services would be hired by the Ministry of Education following appropriate consultations with project universities and panel chairman. The Government agreed that it would submit for Bank review draft: terms of reference for specialist services before signing technical assistance contracts. Procurement Procedures 4.08 Building Designs. Architectural designs for the project are being prepared by four different groups: (a) six permanent design centers located at project universities;/1 (b) provincially administered design bureaus; (c) a Central Design Office in the First Ministry of Machinery with branch offices at the local level; and (d) ad hoc design groups formed at some universities to prepare their own designs. Fees of about 1 - 1.5% of estimated construction costs are charged for the designs. Supervision of contract work is the joint responsibility of each university development office assisted by the appointed design centers. Design and supervision procedures, from the preparation of briefs to supervision of construction, are acceptable, but old fashioned. The project would include short term study tours abroad for project designers (24 man-months) to study development in modern university design. 4.09 Civil Works. Construction of project buildings is in an advanced state of preparation and construction at several sites is in progress. Under this project, it woulcl not be in the interest of economy and efficiency to introduce changes in contractual procedures for civil works. /1 These are at Qinghua, Tianjin, Huazhong, South China Institute of Technology, Zhongshan and Nanjin Universities. - 37 - Traditional contractual procedures would, therefore, be used and the Government would finance all civil works construction under the proposed project from its own resources. Under these procedures, the Government selects civil works contractors on the basis of availability and capability rather than price considerations./l Payments to the contractors are made periodically against their bills for material, labor and overheads. Such bills are reviewed and certified for appropriateness by site supervisors representing the Capital Construction Bank. This Bank makes payments to the contractors and is responsible for maintaining economy and efficiency in construction. 4.10 Equipment. Under the proposed project, equipment worth about US$135 million equivalent in foreign exchange before contingencies, or over 80% of the proposed credit/loan would be procured and distributed to the 26 project universities. Equipment would be procured in accordance with acceptable lists which have been prepared by project universities, reviewed by the review commission (para. 3.07) and approved by the Ministry of Education. Equipment would be procured in three phases spread over about two years, starting in the fall of 1981. Bidding documents and specifications for international competitive bidding were prepared with Bank/UNDP assistance in March/April 1981. Preparation for procurement has reached an advanced stage and bid invitation is expected to be announced soon after loan/credit signing. The Ministry of Education would carry the overall responsibility for procurement and administration. It has the implementation capability of handling shipside acceptance, clearing of customs, storage, repackaging and redistribution, domestic insurance, final acceptance, installation, initial testing and initial operation. The China National Technical Import Corporation of the Ministry of Foreign Trade, which has experience in equipment procurement under international competitive bidding procedures, would assist the Ministry of Education in procurement by handling bid invitation, bid evaluation and contract awards. The Ministry of Education has three major procurement supply stations: Tianjin (North China), Shanghai (Central China) and Guangzhou (South China) and an adequate number of warehouses. Advice on installation, operation and maintenance of the laboratory equipment, as well as in management of the centers, would be provided under the project by the review commission and the advisory panel (para. 3.07). Assurances were obtained from the Government that buildings suitable to accommodate equipment to be installed would be available before the equipment was delivered to project universities. /1 As an exception, bidding procedures are being introduced on an experimental basis in Tianjin. If results are positive, the aim is to gradually introduce country-wide bidding procedures for civil works. - 38 - 4.11 The equipment lists have been divided into two categories by the Ministry of Education in accordance with estimated sources of supply. One list contains equipment which is readily available within China. This equipment would be financed by the Government and procured within China in accordance with local procedures. There is no local competitive bidding system in China for equipment, since (a) heavy general equipment items are produced and distributed through central planning; (b) specific instruments and machinery are purchased by schools from state or local mechanical/ electrical supply companies; and (c) miscellaneous items are obtained through direct purchase. The other equipment list contains sophisticated equipment, which the Ministry of Education estimates to be beyond the manufacturing capability of local industries. The bulk of this equipment would be procured through international competitive bidding and financed by the Bank. Equipment items in this group would be grouped into packages to the extent possible for bulk procurement. Each invitation to bid exceeding an estimated cost of US$100,000 would be subject to international competitive bidding. Local manufacturers would be permitted to participate although the amount of equipment contracts to be awarded to local suppliers through international competitive bidding is expected to be marginal. Standard Bank Group preferences in bid evaluation would be accorded to locally manufactured goods procured under international competitive bidding. Items and groups of items estimated to cost less than US$100,000 in each contract and not exceeding an aggregate anount of US$20 million could be obtained through procedures satisfactory to the Bank. It was understood between the Government and the Bank that: (a) direct purchase would be used for proprietary items under contracts directly negotiated with the supplier of such items. Direct purchase would also be used when justified by the need for standardization, or where the early delivery of the items is critical to the timely execution of the project; and (b) for items other than those referred to in (a) above, contracts would be awarded after obtaining quotations from at least three suppliers and on the basis of comparison and evaluation of the quotations so obtained. 4.12 During the initial procurement phase, the Bank would assist in reviewing all award decisions to prevent misprocurement. From the Second procurement phase, prior Bank review of contract awards would exclude small size contracts (US$100,000 and less). Prior Bank review of equipment awards is estimated to cover about 75% of the total value of all contracts. Implementation Schedule 4.13 The proposed project would be implemented over a four-year period (Annex 5). This is considered feasible because the project is in an advanced stage of preparation as follows: - 39 - (a) Civil Works. Remodelling works for 73,600 m2 at 62 construction sites is in progress. About 50% of working drawings for altera- ations have been completed, 45% of the remodelling is expected to be completed in 1981 and the balance (55%) in 1982. New construction of over 190,000 m2 is expected to be required at 47 construction sites. About two-thirds of working drawings for these works have been completed, 25% of the construction work has started and is expected to be completed in 1981, 40% is expected to be completed in 1982 and the balance in 1983. (b) Equipment. All equipment lists have been prepared and modifica- tions are nearly completed. Draft tender and contract documents have been completed and tender documents, specifications and invitations to bid for first phase procurement (estimated at 50% of total equipment procurement) have been completed. Delivery of first phase equipment is expected to be completed by the end of 1982; delivery of the fourth and last phase is expected to be completed by early 1985. (c) Technical Assistance. By mid-1981, the Government is expected to: (i) make arrangements to set up foreign language training courses for fellows and prepare a detailed schedule for conducting the courses; (ii) select the first group of fellows according to criteria and procedures agreed between the Government and the Bank Group, and proceed with their placement in foreign universities; and (iii) prepare draft terms of reference for specialists who would assist in teaching and research programs, management improvements and studies. The technical assistance program is expected to be completed in mid-1985. The closing date would be June 30, 1986. - 40 - 5. COST AND FINANCING Overview 5.01 Project costs would be incurred in respect of (a) science and engineering education and research at 26 universities and (b) education management including future investments. The following items are included in project costs: (a) ongoing and planned construction and renovations to house project equipment; (b) locally procured and imported equipment and furniture; and (c) technical assistance. Bank Group financing would generally be limited to imported equipment and technical assistance. Project Cost 5.02 Summary Costs. The total cost of the proposed project is estimated at Y 452 million or US$295 million equivalent, including contingencies. The estimated costs by project item and by category of expenditure (Annex 6) are summarized below in Tables 5.1 and 5.2. - 41 - Table 5.1: COST BY PROJECT ITEM Local Foreign Total Local Foreign Total Project item -- (Yuan million) --- --- (US$ million) --- I. Science and Engineering Education and Research (a) Enrollment expansion - 1 1 - 1 1 (b) Teaching/research - 3 3 - 2 2 program development (c) Staff development - 29 29 - 19 19 (d) Physical facility provision 125 201 326 82 131 213 Subtotal 125 234 359 82 153 235 II. Education Management (a) Universities - 3 3 - 2 2 (b) Ministry of Educa- tion - 2 2 - 1 1 (c) Future investments - 3 3 - 2 2 Subtotal - 8 8 - 5 5 Baseline costs: 126 241 367 82 158 240 Contingencies: Unforeseen 6 12 18 4 8 12 Price escalation 13 53 66 9 34 43 Total project cost 145 306 452 95 200 295 - 42 - Table 5.2: COST BY CATEGORY OF EXPENDITURE Local Foreign Total Local Foreign Total % of Category of expendil:ure -- (Yuan million) --- --- (US$ million) --- total Buildings /a Building design - 1 1 - 1 0.4 Building construction 73 - 73 48 - 48 20.0 Furniture 2 - 2 2 - 2 0.7 Subtotal 77 - 77 50 - 50 21.1 Equipment General labs /b 67 67 - 44 44 18.3 Specialized lab centers 40 40 - 26 26 10.8 Computer centers 59 59 - 38 38 16.0 Testing centers - 38 38 - 25 25 10.4 Local equipment & installation 45 2 47 29 2 31 12.9 Subtotal 45 206 251 29 135 164 68.4 Technical Assistance Specialist Services 1 6 7 - 4 4 1.8 Fellowships 3 29 32 2 19 21 8.7 Subtotal 4 35 39 2 23 25 10.5 Baseline costs 126 241 367 82 158 240 100.0 Contingencies Unforeseen 6 12 18 4 8 12 5 Price escalation 13 53 66 9 34 43 18.2 Total Project Cost 145 306 452 95 200 295 /a Indirect foreign exchange content has not been shown under this heading because the Banlc Group does not propose to finance any buildings under this project. /b Laboratories for undergraduate science and engineering courses. - 43 - 5.03 Bases of Cost Estimates. Base costs refer to December 1980 prices. Construction costs have been estimated on the basis of existing sketch plans, recently started construction and analysis of unit prices of recently completed comparable buildings. Comparable facilities at the various project universities cost about the same,/1 but unit costs for facilities with different functions have a wide price range, depending on purpose as follows: Table 5.3: RANGE OF UNIT PRICES FOR CONSTRUCTION Facility Price/sq m in US$ Classrooms, libraries 100-110 Chemistry labs, library stacks 160-170 Computer centers 270-300 Sterile, vibration free laboratories 400-500 These unit costs are low by international comparisons. Equipment costs have been based on master equipment lists. Technical assistance costs, including salaries, housing costs, allowances and international airfares have been estimated at US$7,500/man-month. Fellowships training is estimated at US$1,250/man-month. 5.04 Estimated project costs include the following contingency allow- ances: (a) physical contingencies (US$12 million) estimated at 5% of the base cost of all project items; and (b) price contingencies (US$43 million) calculated on the December 1980 base cost plus contingencies in accordance with the following estimates of price escalation (Table 5.4). /1 Hostel facilities in North China cost significantly more than those in South China because of climatic differences. No such facilities are included in the proposed project. - 44 - Table 5.4: ANNUAL COST ESCALATION ,Civil works, furniture, equip- ment and technical assistance Computers Local Foreign Foreign 1981 4.0 9.0 4.0 1982 4.0 8.5 4.0 1983-85 4.0 7.5 4.0 The estimated low increases for local costs and computers are based on review of historic data of costs of these items. 5.05 The foreign exchange component is estimated at US$200 million or about 68% of total project costs. This foreign exchange component was derived from analyses of the amounts and composition of imported equipment and technical assistance under the proposed project. The resulting foreign exchange contents amount to 82% for equipment and 92% for technical assistance. 5.06 Duties and Taxes. The Government would bear any charges for customs duties levied on goods imported for the project. Cost estimates for the project exclude any such costs. Project Financing 5.07 The total project cost of US$295 million would be financed as follows: - 45 Table 5 5: ALLOCATION OF GOVERNMENT FUND AND LOAN/CREDIT PROCEEDS BY CATEGORY OF EXPENDITURE Estimated average Bank Bank group Category of expenditure Government group Total financing … - US$ million ------- % 1. (a) Civil works, furniture and associated profess- ional services 55 - 55 - 2. (a) Imported equipment - 155 155 100 (b) Locally-produced equipment 30 - 30 - 3. (a) Specialist services - 5 5 100 (b) Fellowships 2 25 27 92 4. Unallocated 8 15 23 65 Total 95 200 295 68 Expenditures incurred between Board approval and signing of the Loan and Development Credit Agreements are recommended for retroactive financing up to a total of US$5,000,000 equivalent. 5.08 Recurrent Cost. Recurrent annual cost generated by the proposed project is estimated at about US$95 million equivalent (in 1981 prices) and would account for about 1% of the Ministry of Education budget in 1985/86, or about 6% of its higher education budget in 1985/86. This estimate is based on the assumptions that the recurrent expenditure of the Ministry of Education will grow at 10% p.a. in real terms, as will that of higher education. Considering the priority given to higher education development and, in particular, to the proposed project which addresses the urgent need for scientific and engineering manpower and research development, the share of 1% in the Ministry's projected recurrent expenditure in 1985/86 would not constitute an unreasonable budgetary constraint to the implementation of the proposed project. 5.09 Disbursements. The proposed loan/credit of US$200 million equiva- lent would be disbursed over a period of five years. Disbursements would be made on the basis of: - 46 - (a) 100% of the c.i.f. cost of imported equipment or ex-factory cost of locally-manufactured equipment procured in competition with foreign goods; and 75% of invoiced cost of imported equipment procured locally; and (b) 100% of the cost of specialists and overseas fellowships. 5.10 To the extent practicable, withdrawal applications would be aggre- gated in amounts of US$100,000 or more prior to submission to the Bank Group for disbursements. The Ministry of Education would submit all applications for withdrawals. Apart from direct payment to suppliers or payments by the use of letters of credits and qualified agreements to reimburse, the Bank of China would be the recipient institution for reimbursements from the Bank Group. Estimated expenditures and disbursements under the proposed project are shown in Table 5.6. Table 5.6: SCHEDULE OF EXPENDITURE AND DISBURSEMENT IBRD fiscal Expenditures Disbursements year and semester Semester Cumulative Semester Cumulative ----------------- (US$ Million) ----------------- 1982 1st 10 10 - - 2nd 25 35 5 5 1983 1st 30 65 10 15 2nd 35 100 20 35 1984 1st 50 150 20 55 2nd 60 210 20 75 1985 1st 35 245 30 105 2nd 30 275 30 135 1986 1st 20 295 40 175 2nd - 295 25 200 - 47 - 6. BENEFITS AND RISKS Benefits 6.01 There are three principal benefits of the proposed project: (a) increased output of graduates and research work in science and engineering from the higher education system, through enhanced use of space and expanded graduate programs; (b) improved quality of science and engineer- ing graduates and research work, through strengthened teaching and research programs, staff qualifications and physical facilities, and (c) increased capacity for management of higher education at the university and Ministry of Education levels, through improved administration techniques and procedures. In addition, the project would lay the groundwork for further development of the education sector through the support of studies and developmental projects. 6.02 The increased output of high-level science and engineering graduates generated by the project should meet about one-third of China's average annual incremental needs. Measures taken to improve the quality of this output should increase the productivity of the science and engineering graduates in their chosen fields. The creation of at least 50 graduate programs and the establishment of 46 well-equipped laboratory centers under the project would lead to increased volume and quality of research activities. The combined increases in quantity and quality of output of science and engineering graduates and research should have the long-term effect of enhancing China's capacity to operate and generate technology needed for development. In addition the project should help improve the overall planning and operation procedures for future development of education. Risks 6.03 Because of China's inexperience in implementing a World Bank Group project, difficulties in implementation might pose a risk, especially in procurement of goods and services. To help reduce this risk, the Bank and UNDP have assisted in preparing specifications and tender documents. 6.04 More specific risks associated with the project would be related to the implementation of staff development and laboratory equipment instal- lation. The proposed large number of fellowships might not be effectively utilized because foreign language ability of most Chinese faculty is poor. To reduce this risk, the Bank would ask the Government for assurance of the implementation of foreign language training according to an agreed schedule. Another risk would be that laboratory equipment might be procured before appropriate buildings were completed and therefore be installed at temporary locations. To reduce the risk, the Bank would seek agreement with the Government that the necessary buildings be completed before the equipment to be installed was due to arrive. - 48 - 7 AGREEMENTS REACHED AND RECOMMENDATIONS 7.01 Understandings iwere reached between the Government and the Bank on: (a) targets related to staff and space utilization (para. 3.04), enrollment increase (para. 3.04), the number of graduate programs (para. 3.05), interuniversity exchange programs (para. 3.11); (b) publication of a booklet on graduate programs by project universities (para. 3.08); (c) criteria and procedures for appointment of fellows and the implementation schedule for the program (paras. 3.10 and 4-06); (d) the schedule and the scope of the developmental programs and studies (para- 3.20) and (e) procurement procedures for items costing less than US$100,000 equivalent per c:ontract (para.411). 7 02 The Government assured the Bank that: (a) the members of the review commission, and a chairman and four co-chairmen of the proposed advisory panel, would be appointed by November 30, 1981 (para. 3.08); (b) foreign language! training for selected fellows would be carried out in accordance with the agreed schedule (para. 3.10) (c) fellowships would be awarded according to the agreed criteria and procedures (para. 4.06); (d) the Government wrould submit for Bank review draft terms of reference for specialist services before signing the technical assistance contract (para. 4.07)- and (e) buildings suitable to accommodate equipment to be installed would be available before the equipment was delivered to project universities (para. 4.10). 7.03 It is recommended that expenditures incurred between Board approval and signing of the Loan and Development Credit Agreements be financed retroactively up to US$5,000,000 equivalent (para. 5.07). 7.04 Subject to the above conditions, the proposed project would constitute a suitable basis for (a) a loan of US$100 million equivalent and (b) a credit of US$100 million, to the People's Republic of China. The Bank loan would be for a term of 20 years including a five-year grace period, and the credit would be on standard IDA terms. COMF'ARATIVE Er.,IJCAIION INDICATORS ANNEX 1 JUNE 1. 19131 49 CAPITA: :GOVI'. EDUCATION :L [TER- F'Ri. :CIJMF'LE- '.STLI- :UNII CDST:PROGRESS-: SEC. :R.TU- !HIGHER: AT ' C XP. ON 1 RF:tAJRRENI : A UY :ENROLL:TION :DENTS PRIM. ED.:IDN RAI[ ENROLL_: 1,ENI!',: t.MROIL I MAKKE I 7 6NF' :ED. AS%.FXP ALL DCATLD'. RATE :RATIO :RATF F(IR:PER :hl,' 7 ENP/:FROM PLO. RAI TO tf,ER til'AIID F 01 F'PT C E ; DEV('11 F LI: PUP. 1. XP: I O: : ( ;1 OF-- NFI CAF'IIA :Ili SEC. NEI '.TEACH- GROSs: yi, MI I t ti. US$) T 11 E flit. UN Ef-I J. PRI . 6 E`C .H I . . ,, f, I I L T S CYCL E X E k y Y) ER In 4 5) 6) (2) 9 3) 1 4 r RI 74 7. 5H 52011 5,3D 24Y 5LY ISY 99 9B ?3C 26 10. 7C 99c, 51 L' 1 91, 16.0,y CANAIII) 7 IT 2 'L . b S. 670 S. I 2., 39 23 9y 1 (( 100 21 t7.6 I GO 9.I 1 IR : , 00 LIE PM,,NY F 1[ 11 . 'o I'. t , 3 10, 300 4 , HG 4. 6111I ... ... 99 . . . 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I .. 21  5 .1 I . 5 1 ... 2 1 '3 0 , 23F, Y E,F NEGAL 5  4H 360H 511) ... 4e., 34 210 1 0 32 49 2t  6A 20 1 o 2i I5 SIE PRA L t ]IN[ 7-i 3. 1i H 23 0 N 3 4 W Io0.0 3 L As 30 151? 34X 45 3 1 3, 71'. 68 1 -lix 2 I O Ilil)y SOMALIA 7t) 3. '/H I li'-fl . OW I 00  O 5 5 I o 2 1 50 44 . . . 3 2 ,O. 4 40 5 I 11 I I (( SUDAN 7, 1 -T. 4Lt 340H" 4 . SW 64 . O" 11 413 36 1 6 -1 ( 34 74 s 1 4 6, 7 B 33 1 4 24 1 .24 SWAZI t AND 7 k 0. SH 9 110 6, 1GW 10f). 0 37 1-13 6!1 ?Ilx 49 31 7.7 66 31 X 2 0 1 . 0OX TAMZAN1 A I 7  1 230 6.HNW I 01)  0 4 3 I 9 I L 661 96 87 513 I I . LF 9 4 20LJ O 38 1 f) &O 2 4H 3,1vH 5, 5W TOO. 0 36 2il 21 113 74 40 bp I3. 36 5.11 - 44 00 TLINTS FA 6 4 1 I30 7OW 1 O,). 0 41' 3 9 I it 6:' 1 O "A S, II . 4" 30 31) 3 0 6.Oo UGANDA I!, 1 2. 4ti 213 0 H " 3  4(;Y . . I 34PY 40DY Y 2t,A 53xy I. 34DY . . . 14A ,,X[ly 2 I-A 0.56Y UPPE R Vfll IA 7 / 5 1 6FI 160H 74w ... 31. 1 (5 3:1 f, C 1 3 3 t, 1 9 2 . 51 19 2 2 5 1 . 0 ZA I R I I e. 2el. BFI P4011" e, . OW ... 49 2 6 2!, 1 5 86X 4 4 42X 20.OA 4 t I 3 x 21 1 . 00 X ZAMPI A SO 5. 7 540 5. (I I (L) I 0 4H 2 3 a: 44 9ti x 8( 411 1 2. Y 1 9 1 2:1 t . 5( CFNIRAI. AIMURICA ANI, Tilt CARILIPI-AN BAHAMAS 7 Y ?8 0 6. 5N 100.0 36 3 6 I 1 513 99 '.4 9 7., 1 y PAPRAPOL, 7 6 0.... ... 08014 8.1 w I(( 0 43 3 1 1'. 91) 1 uex YY 21 19. 9f 99 94X 1 7 ... Ct,')IA PICA 7 U 2. 1 1 , 6 1 0 6  e, _7u il / 14 7( 901I 9 3 /7 32 11 .111, 77 39* 1 9 1 3 . 00X rl)EIA 72 9. 1 1 .,)(,O El. 1, 9" 9b 913 22 ... 9B 65 1 5 15. DO DOMINI EAN RI 11- 51 Lti 90(11 3  0 42 2 5 1 8 O 1 7 5 4 4 . 5, B 6 3 1 4 2 4 7.00 EL LALVOIIOR 7 4 . 3tt 6 4011 4.o ... 64 a 27 61, BRX 32 39 ... 41 23 II L 7 .0( 0UATEMAi A 73 6 6H 9.60H 1 . y ... S!, 2 3 1 4 4  64 2 6 35 . . . 69 8 2 , 4.09Y HAI TI 76 4. BFI 24OH I O I 00. C, 61 2 1 11. 23b 25F 1 3 56ij 9 . e, 62 4 . . . 0.7 HONDURAS 113 3. 4 4BO 4.2F ... 6P F' 15F 191 6OF 7EI -,O 35 1 2. B"F 68 1 1 1 7 4.00 JAMAICA 7 IT, 2.1H I I YOH 9 "y -1:1 32 . 9( 9L 52 39 6.4A 94 64 25 7.58 hEXICO 80 6-/ . 4 1 B08 4 8 1. . t, 46 3" 1 9 "I 911 49 40 9 . 5 83 44 17 1 U. 0( NTCARAGIJA " E: " , !, 66( 3 . Ow 1((. 1) 61 ti 1.D I 31, 9 OL 61 24 44 7 . 3LI 930 4L_ 37 7. 001, FANAhA 71, 1.8 I 2 60 5 4 . . . 42G I 31i I -k 7BA 9-1 B2D 3113 11 . 6 B!, 0 4 9 346 20. GO T I N] DAD 2. T . 71 7 I , I H 3 '101 II 4. 5 I OL). 0 4EI 32 20 9ii 91 30 10.57 49 62 24 ... SOLITH AKMIA ARGENTINA 711 26.7 1,910 4.4 ... 43G 31F tali 93 ST, 52 17 - 87 31 8 23.00 BOLIVIA 76 5. 3H 51 fill 5 Ow I. . ... ... ... 4 'L BOG 291' 24 ... ... 4 1 IBC I  . EiRAZIL 7, 11Y.511 1 -510H 12 BCIW ... 42r, 20D 221i 64A BBF ... 27BY ... ... 26F 15FlY 6.OOA CHILE 7!-, 10.7H 1 , 470H 3. Bay P-1 . 0rl 23Y loy 50Y ... IIYXY I .. 3!, y 8.87A ... 4NXY . . . 16.55Y C 0 L 1) M El I PI 7 4 211. 6FI 900H 3. 3CY . I . 44)'Y 22C Y I 1 Y 7 BE 1 Of5xy 2( 33Y I I . 0A ?O 3i, X Y 14A 6.67Y E C LI A D 0 R 7, 7. St I 9f'(,H 3. 7L: ... . I  ... 76U iO2XY . .. 313E, . . . . . 3HXy i4P ... GLJY ANA 74 0. liq 56OH ". HN 1 00. 0 4 7 3!, 1 4 83A 92X 39 33 t Y . BE, 1 9 62X 24 1 . 00 F'ARAoLIAY -11 Y A I 0 9 2 O Fi 1 . 4 1 00. 0 4, 1  -10 84 82 3 2 2ti 3 . I R 75 2 2 1 2 7.00 PE RLI 7!, 1 6. 111 680H 4 . 2L'Y . . 40Y 22Y 1 , Y 72 ilixy 3 8 -,A 9 ( y I I . OA 70 48xy 23 LY 1 4 , 4 1 Y URUGUAY 7 t-, 2911 I./9011 2 .!, IoL). 0 46 1 4 " t) 9 4 93x 2 4 12. 3E B _ ... I 0 ... VE.NFZLJI L A 7-i 14.01i 2,S',,0H 4 . 6W 72. O"A 3OF, P B 14 3f)[4 /7A 8 I 3. ... ... 3 3 i 2 . 6 3 C Y COMPARATIVE EDUCATION INDICATORS (CONTD) ANNEX 1 FADE 2 JUNE 1' 1981 - SO - * IGNP/ 'CENTRAL:% OF PUBLIC I PIRI. IRECURRENT: :SEC : CAPITA: boDuT. EDUCATION :LITER- P RI. ICOMPLE- ISTU- !UNIT COST:P'ROGRESS-I SEC. :STU- :HI10H10: * IAT I EXF'.ON IRECURRENT lAC.1Y IENROLL:TION ODENTSIPRIM, ED-:ION RATE IENROLL:DENTSIENROlLLI * IARKETt V. GNP 1ED. ASX1EKP ALLOCATED: RATE IRATID IRATE FDRIPER'.AS V. DHP/1PROM FRI.IRATIO iPER IRATID P OP. :PRICES: DEVOTEO:PUD.EXP: TO: Ill OF NET :FRI.GCH, ITEACHI CAPITA ITO SEC. I NET :TEACH-- GROSS: YRIMILLS.: (UB$8' TO EDU.:ON EDIJJPRI. SEC. HI.IADULTS)I- (7.) :CYCLE('.>.'ER 1:ER 7) 0 (7.) CD 1 (2) 1(3) I(4) I (5) 1(6) 1(7) 1(8) I(9) I(10) I(11) 1(12) 1(13) 1(14) ASIA AND OCEANIA AFGHANISTAN 77 14.6H 160)1 i1. 100.0 47 19 15 12 29X 69 37 13.8 .62 BK 17 1.0t) BANGLADESH 73 84.7H 90H1 1.2W .. 44Y 22Y 21Y 230 56X ... 480 10.0 . .. 23XD 28 CHINA 79910 26 33 69 34 36 30 66 93 64 27 8.0 83 511X 19 28 INDiIA 75 643.9H 180)1 2.6Y ... ....... 29B 65XY ... 43A ., ., 29X9 20AY 2.341:Y INDOGNESIA 78 136.OH 340 2.4W .. 26G 32G 1513 62 92 48 32 .. 70 19 17 2.00' IRAN 73 35.8)1 ... 3.3W .. 508 188 128 50 77 74A 32 ., BOA 24 32 4.32CY IRAQ 71 12.2H1 1,850)1 6.7CW .. ... ..... 26C 9319 .. . 22 , , .,. 311Y 261 8.47Y JORDIAN 77 3.0H)1l,lOOH 6.4K 99.0 218 508 3R 70 971 81 32 6.17 91 68 22 10,60 KOREA 78 36.6 1,310 2.8W B9.OC 31 29 36 93 102X 94 49 S.6C 91 60 45 18,00 LEBANON 72 3,0)1... 3.5W ... 39 40 10 68 86 65 19 123.281 63 26U 25 23.00 MALAYSIA 76 13.3H1 1,110)1 6.7W 70.00 42 34 15 6DB 91 93 32 6.60) 78 48 28 3.00 NEPIAL 76 13.6H 120)1 1.1W ... 29 20 41 19 59 28 3.1 .. , 64 14 24 0.8 OMAIN 72 .81H 2,790)1 1.7NW .. 96 - - 20 24X 99 27F 25.0? ..., 0,4X 9 PAKISTAN 79 78.0 270 2.0 .. 39 26 27 24 56X DoE 48 6.5 ,... 201 17 6,0 P'APUA N.G. 71 2.9H1 620)1 5.4LW t00,0 38 16 24 32 577 73P 31 28,0? 90 12X? 24 0.909 PHILIPPINES 79 41.5 590 2,8W 14.0 64 36*** 75 84 65 31 7.1 819 SI 36 21.00 SINGAPORE 74 2.3H 3,260)1 2.7YW 100.0 399 39Y 17Y 72A 10919 72A 31Y 7.4A 996 44XY 24 7,68Y SYRIA 78 7.9 960)1 4.4 .. 39 21 26 58 891 80 35 7.7E 68 41X 21 12.60 THAIL-AND 77 44.1 130 4.OVW ..., 5.5 30 15 84F 83 30) 35 1O.OC 70 28I 25 3.00 TURKEY -73 43,1H1 1,250H 5.6CYW ..., . . . . 859 ... 34Y 7.2A ... 24Y 27DY 5.83Y YEIMEN 73 5.68H 410)1 0.5W 10)). 0 4SF 21P 23Pl 10 151 18 36 19.3 75 2K 19 0.O,IIY YEMEN P.0.R, 76 1.8)H 45DH1 6.6W . .. 57 28 8 401 891 48 30 18.6 94 21X 24 0,10 SUMMARY FOR DEVELOPING COUNTRIESI NUMBER OP COUJNTRIES: 102 54 89 90 90 94 101 81 101 71 85 100 99 87 RANGE? (0.1- (14.3-- (20 (8- (3-- (0- (13- (13- (16- (3.1 (8- (.4-- (8- (.01- 9.9 )100.0) 96 )73) 50) 99) 133X) 99 1 69 (52.15 99) 915 41) 41.0) OUJARTILESIUPPER 5.6 90.5 49 35 22 86 98 91 42 9 91 48 21 11,0 MEDIAN: 4.2 100.0 42 26 18 60 82 65 34 13 68 24 22 3.4 LOWER 13.0 100.0 34 21 13 25 56 33 29 20 41 it 18 1.0 SYMBOLS: ... DATUM UNAVAILABLE A-1971 ORZ BEFORE M=CURRENT P'RICES SOURCES: -MAG3NITUDEf- NIL OR NEGLIDIBLE 8=1972 N=QDF - 9QUESTIONABLE C=1973 F-PINCLUDING FOREIGN AID CDLUMNS:1 AND) 2 WORLD BANK ATLAS *INCLUDE)) FART- TIME STUDtENTS 0=L974 O=CENTRAL GOVT. ONLY OR IBRO MISSIONS 8*COMBINED WITH PRIMARY E=1975 R=MINISTRY OP EDUCATION (MOE) ONLY 3 TO 14 IBRD MISSIONS *9* COMBINED WITH HIG3HER FP4976 S=MDE AND, STATE- BGOUT ONLY AND/OR UNESCO G=1977 T=EXLLUDING CENTRAL GOVT. STATISTICAL H=1978 LIFU"PUSIC ONLY YEARBOOK K=1979 V=INCLUDING PRIVATE EXPENDS TURK L=1980 W=PUBLIC EXPENDITURE ONLY X=INCLUDINO OVERAGEDi ST(JDENTS YULNESCO SOURCES COMPARATIVE EDUOCATION DiATA ARE USEFUL IN THE EVALUIATION OF7 VARIOUS EDUJCATION SYSTEMS AND) ANALYSIS OF RELATIVE STAGES OF EDUCATIONAL DEVELOPMENT BETWEEN VARIOUS COUJNTIIIES. HOWEVER,1ON THE BASIS OF THE PRESENT DATA,CROSS-NATIONAL COMPARISON SHOULD BIE APPROACHED WITH GREAT CAUJTION, DATA PRESENTED IN TFHE ABOVE TABLE1 HAVE BEEN COLLECTED LARGEL-Y BY THE BANK MISSIONS FROM GOVERNMENT SOURCES; THE REMAINDER ARE STAFF ESTIMATES OR DATA PROM UNESCO. EFFORZTS HAVE BEEN MADE TO STANDARDIZE DIEFINITIONS ANDj WITHIN LIMITS, TO CNECK THE ACCURACY IF THE DATA. NEVERTHELESS' SUCH DATA ARE STILL IMPERFECT IN SEVERAL RESPECTS AND THE BANK IS WORKING TO IMPROVE THEM PROGRESSIVELY ON THE OCCASION OF ITS OPERATIONAL WORK. IN THE DOE. OF THESE DATA, THE FOLLOWINEr QUALIFICATIONS SHOULD, BE BOURNE' IN MIND:. (1) 'EDiUCATION' AS DtEFINEDt IN T'HE TABLE INCLUDIES AL-L EDUCATION AND TRAINING, FORMAL AND) NON-FORMAL; (2) 'PRIMARY EDUCATION REFERS T'O EDIUCATION AT THE FIRST LEVEL. AND 'SECONDARY' EDtUCATION REFERS TO ALL EDUCATION AT THE SECONDARY LEVEL REGARDLESS OF TYP'E (E.G. GENERAL. TECHiNICAL, AGRICULTURAL) ' (3)'LITERACY RATES800.L.6) ARE: OFTEN OBiTAINED, PROM COUINTRY CENSUSES. IN HANY COUNTRIES THEY ARE ONLY APPFROXIMATIONS AND IT IS DIOUBTFUL THAT ANY UNIFORM DIEFINITION OF ' LITERATE' HAS BEEN FOLLOWED CONSISTENTLY; (4) 'PUBLIC EXPENDITUJRE IN EDUCATION' (COLS 4 AND, 1) REFERS TO ALL CAPITAL AND RECURRENT EXPENDITURES DEVOTED TO EDUCATION BY PUBLIC AND, OUASI-PUBLIC AGENCIES? (5)'ENROLL-MENT RATIOS'(COLS 7, 12 AND 14) REFER TOl SCHOOL YEAR ANDI MEAN THE P'ERCENTAGE OF EL-IGIBLE CHILDREN ENROLLEDi FULL-TIME IN THE APPROPRIATE SCHOOL, PUBLIC ANDI PRIVATE BY LEVEL. THEY ARE OFTIEN SUBJECT TO A WIDE MARGIN OF ERROR IN THE DEVELOPING COUNTRIES OWING TO VARIATION IN THE ACCURACY OF BAS.~IC DATA(I.E. AGE-SPECIFIC POPULATION ANDi ENROLLMENTS). ENROLLMENT FIGURES FREQUENTLY ARE HIGHER THAN THiE NUMBER OF STUDENTS ACTUALL-Y IN SCHOOL. OVERAGED STUDENTS WHOSE INCLUSION IS INDICATED BY FOOTNOTES Al-SO) CAN INFLATE THE RATIOS. - 51 - ANNEX 2 CHINA UNIVERSITY DEVELOPMENT PROJECT Current Status of Computing China USA Number of computers Medium size 100 54,500 in 1971 Mini 1,400 33,500 in 1971 Hardware characteristics Processing speed Most in KIPS /a Most in MIPS /b Memory size No more than 3/4 of a Most have more than one million characters million characters Peripheral devices Disk & tape drives Disk & tape drives on not available almost all computers since 1960 Software characteristics Operating system Limited monitor-like Comprehensive operating available system since 1969 Language processor Available for scientific Both scientific and use none for commercial commercial available use since 1961 Application packages None Large number and variety Application of computers Scientific only no Scientific and commer- commercial application cial since 1959 /a KIPS: thousands of instructions per second. /b MIPS: millions of instructions per second. - 52 _ ANNEX 3 CHINA UNIVERSITY DEVELOPMENT PROJECT Summary of Technical Assistance Staff development program Fellowships and study tours Specialist Number of Persons/ Number of Component/item services universities university persons Duration Fellowships (man-years) (approx.) (years) (years) Science and Engineering Educat:ion and Research Timetabling 3 5 3 15 1 15 Advisory panel 25 Staff training program Short term (study tours) 26 5 120 1 400 Medium term (Masters degree) 26 20 520 2 700 Long term (Doctoral) 26 6 35 3 150 Total Science and Engineering 28 690 1,265 Education Management University Management Student records 2 5 3 15 1 15 Financial management 2 5 3 15 1 15 Library administration 2 5 2 10 2 20 Computer center management 3 13 1 13 1 13 Subtotal 9 53 63 Ministry of Education M4anagement Education statistics 4 1 5 1 5 Financial management 3 1 4 1 4 Monitoring and evaluation 3 1 10 <1 7 Development programs and studies 2 50 1 50 Subtotal 12 69 66 Total Management 21 122 129 GRAND TOTAL 49 812 1,394 Cost per year (US$) 90,000 15,000 Total cost (US$ million) 4.4 20.9 - 53 - ANNEX 4 Page 1 Summary of Development Programs and Studies /1 Nine priority development programs and studies were identified by the Govern- ment and the Bank and are listed below. Of these, the project would finance five studies: (a) study number one on regional and technical universities; (b) study number two on polytechnics; (c) study number four on agricultural education and research; (d) study number six on the use of television for university instruction; and (e) study number eight on teacher training, curricula and instructional materials. Cost for the five preparatory studies would come to about US$2 million. Detailed terms of reference for the studies would be prepared by the Government and reviewed by the World Bank Group. Technical, Vocational, and Agricultural Education and Training 1. Regional Technical Universities. A group of 46 regional universities has been identified for general and specialized strengthening in technical disciplines. Topics to be studied would include: (a) further review by the Government to determine adequacy of geographical coverage and appropriateness of centers to be developed and equipment to be provided; (b) study tours for faculty and staff to learn of parallel development in other countries; (c) creation of an advisory panel and review commissions in parallel to the present project; and (d) organization of a project management structure. These activities would be in the form of project preparation for a component of a second university development project and should begin in July 1981. 2. Polytechnics. The Government has announced plans for creation of a large number of new type of post-secondary less-than-bachelors degree granting institutions. One city (Changzhou) has been designated to receive the first such institution and plans for civil works, construction, equipment procurement and staff development program to review the need for purpose of this type of institution and school mapping to determine the number needed; (b) worldwide study tours to observe successful institutions of this type, especially US community colleges and technical institutes and UK polytechnics; (c) construction and equipment for the first institution following the study tour; and (d) creation of a project management structure. These activities would be scheduled during July 1981 and July 1982 as part of project preparation of a component of a second university development project. Costs of the proposal made by the Government are as follows (US$m): Civil works, 0.6; local equipment 0.8; foreign equipment, 1.0 and fellowships, 0.1; total 2.5. All of this is for the initial campus in Changzhou. 3. Technical/Vocational Education. The Government proposal was limited to improvement of two post-secondary technical schools: Tientsin Radio Meters Professional School and Beijing Technical and Vocational Training Center with total costs at nearly US$7.5 million, mostly for imported equipment for the Beijing faculty. While not ruling out this approach entirely, it was agreed during appraisal to direct this program toward a national study of the need for technical/vocational education in addition to improvements at only two /1 Additional details are provided in Working Papers, Section C4. - 54 - ANNEX 4 Page 2 institutions. The Education Annex to the IBRD Economic Report indicated that equipment provision of technical/vocational education could require an investment as hiogh as US$2.0 billion. The study element should identify alternative methods to meet the demand by using existing facilities and equipment for training. Another important topic to be inlcuded is ways to training teachers of vocational/technical subjects. 4. Agricultural Education and Research. The Education Annex to the IBRD Economic Report makes it clear that training and education of agricul- tural experts falls far short of need. There is debate on whether the organizational structure followed in rural areas (communes, brigades, counties) does not take the place of such persons as agricultural extension officers. But, clearly there is a need for agricultural experts at higher levels of government and production and processing and in research. Social and Management Sciences 5. The Government and the Bank recognized during preappraisal a need for improvement and added enrollment in social and management sciences in higher education. Total emphasis on technical higher education (the first project, plus paras. 1, 2 and 4 above) without concomitant improvement of programs in such fields as economics, political science, sociology, business administration and law would produce an imbalanced structure. This developmental program was added at the end of appraisal and no Government proposal was received. The program should consist of an academic study of the needs, capabilities of existing institutions and a plan for future expansion. Adult Higher Education 6. Television University (UTV). The Government requested assistance to expand the existing television university by adding capacity at four locations: Central Television University, Beijing, Shanghai and Shengyang. Total estimated costs are as follows: Central US$2.2 million; Beijing US$1.8 million; Shanghai US$1.2 million; and Shengyang US$2.4 million; total 7.6. About half of this total would be for imported equipment and more than half of the remainder would be local equipment. The development program would also include a staff development program and a study of the feasibility of expansion of the system to cover the entire country and estimated costs thereof. At present, most programming is at the post-secondary educational level. The study would extend to the demand for adult literacy and lower level skill training and the feasibility of adding such content to the programming. The study would be conducted in late 1981 and ealry 1982 to permit findings to be used for the inclusion of UTV in the second Bank education project. 7. Adult Higher Education. The Government has proposed assistance to an experimental adult higher education center in Tianjin. This proposal, unlike many others, is truly an experiment and could be the beginning of a national study of innovations in the delivery of higher education to adults. - 55 - ANNEX 4 Page 3 This study would be closely coordinated with the UTV proposal (para. 3). The total cost of the proposed assistance to the Tianjin Center is US$4.4 million of which US$1.6 million is for imported equipiment. Teacher Training, Curricula and Instructional Materials Development 8. Teacher Training, Curricula and Instructional Materials. The Government has proposed assistance to eight existing teacher training institu- tions: Teacher College (Shandong), Hunan Pedagogical Institute, Gansu Educational Institute (Lanzhou), T-eilongjiang Education Institute, Hefei Teacher Training College, Jiangxi Institute of Education and Guizhou Educational College. This assistance would total about US$10.0 million, about half of which would be imported equipment. It was agreed during appraisal that this request would be modified to include a comprehensive study of the entire teacher demand and supply situation which would lead to experimental assistance to selected institutions. New methods to deliver pre-service and in-service training would be explored. The program would include a review of primary and secondary curricula so that teacher training content could be adjusted. Instructional materials needs and methods of production and delivery to schools would also be covered. The Education Annex to the IBRD Economic Report suggests that an oversupply of new teachers for primary and secondary could result from continuation of present enrollment levels in teacher training institutions, so the study is timely. 9. Minority Secondary Schools. This proposal of the Government includes equipment assistance to five middle schools, only one of which is clearly located in a minority area (Urumchi). It was agreed during appraisal that the Government would revise the request to cover only minority schools and formulate the study design to make it more experimental rather than only equipment provision. - 56 - Annex 5 CHINA HIGHER EDUCATION PROJECT IMPLEMENTATION SCHEDULE CALENDAR YEAR 1981 | 1982 | 1983 | 1984 | 1985 FISCAL YEAR _ FY82 F FY83 FY.84 FY 85 FY 86 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 I CIVIL WORKS AND FURNITURE (a) Remodelling Preparation of Briefs C ompleted Sketch Plans with eg. Layouts Completed Working Drawings and Cost Estimates Selection of Contractors _ _ Construction/Manufacture _ Defects Liability _ (b) New Construction (Including Ongoing1) Preparation of Briefs Sketch Plans with eg. Layouts Working Drawings and Cost Estimates _ _ m _ Selection of Contractors Construction/Manufacture _ _ m _ _ Defects Liability - II EQUIPMENT Equipment Review Commissions _ L _L Specifications _ i Preparation of Tender Documents _ - General Procurement Notice Tender Period/invitation to Bid Bid Evaluation and Award --% 30% Manufacture and Delivery Defects Liability - - i % - | _ _ _ IlIl SPECIALIST SERVICES Delivery Language Training m i__ inii | Visiting Scholars (Science and Technicai) I n - _ _ Management Improvement - E i i i Pre-investment and Manpower Studies - I _ IV FELLOWSHIPS - i L_ I I I - I I * Yearty Completion Shown as %World Bank - 22580 0 222222222222222222j 0000000 0000 0 0 00 0:0 000 Of 000000 00 0020 000 01 00 00000 o00000000 OjO 00000 01000 ofi 0 C00000000000 21 0 00*0000000 0000 0000 00 0000000 0000 01 00 000 000 000000000.00 0000 000 -, 0 00 0000 0000 0 0000000 00000 0 0000 0000 OIl 00 00 000 0000 000000 Oo 000 0000 000 0! 000 00000 - 0 0 OCo 000 0 00 00 00000 0000 01 0000000 000 0 000 0 00 000000000010 014 0 CO 000000000000000 0 00000 01 0 000000000 0 000000000000001 -I - 01 0000 0000 C 0 oCo -.0001 0000000000000 01 00 00 000 000 0' 000000 00 000 0000 000 C I 0 OOoO. o01 0000 ool 000000 .0 0 0 0 0 0 C O 0 0 0000004 00 000000000001 0C 21 0 0 0 001 0 000000000 of 0 OoOCOIoOoIO 0 00' 001 01 0000,0001 0001 010000 Cot 001 01 000000 00 OoO 0011 001 0 I 00001 00000000 01 00000000 000 00 04 0 0 0 0 0 0 0 ol 0 0 oo7 0 0 0 47 0 000 00 Of .000 111111,1111 jIll1 Ill 11111111111111111 11111 11111111111 II III ''1' ''' I 2 * II 0111 01 0011 0 o7 0 I, I Cl 0110 0110 CI I 110 110 0 II 0 II' B '''B BI B ''B BI 't 2 000 2- 2. 00 I Cf 01 Cl C CIII I I CI CI CII CII CII CI CI CII CIII CII 0 0 00 0 0 0 0 00 04 03 03 0010111 0111 0 CCII Oil . 0 01 0 0 0 0 0 0 2- 21 00 I 01 0 0 0 0 0 00 0 0 0 t IIIIIIIIIIIIjIIIIIIIIjIIIIIIIIIIIIIIjIIIIIIIIIIIJIIIIIIIIIIIIIIIIIII I 2 IIlIIlIIIIIIjIlIIIlIIfIIIIIIIIIIIIIIjIlIIiIIIIIIjII1IIIIIlIIIIIIlIII I 2 g I2I gal 0 0 001 001 0 00 00 2 2221 0I 21 2222221 22' 0 0 00 22 222 2211 001 0 I 0 00 000000000 00 2   00000000000000 oCO 000000000030000000000000:1 20 0 o 22' 0201 0201 20 02 I 021 000 2 02 0 00 00 0 ' 0 00 0 ' 0 0 000 000 0 00 0 00 0001 0001 0 0 001 021 0 00 02 0 0001 000' 0 00 00 001 001 0 00 0 00 00 000 0011 001 0 225220 :s 00 Co 00 0 00 0001 00010 0001 OZi 0 00 00 0 000,00010 00 00 001 0010 00000000 000 0011 001 0 2 2 2 r 2 2 00 0 0 0 0 0 0 0 000 0 0 0 0 0 0 00 0 0 0 000 0 0 0 0 0 0 0 00 0 000 5 0 0 0 0 522 .22 2 0CC 00 0 0 00 0 2 0 00 0 0 221 0 0 0 0 0 0 0 0 00 >2 000000000 00000 00 0000 0 0000 0 0 0 00 000 00 0 0 00 00 0 0 000 0 0 00000 o 010 0020 00 Ooo0 o*j oO 0o o.o 00-0 00 0 0 00 0 0 0 00 0 0 00 00 00 0 0 .00000000 00 00 00 0 00 00 00 0 0 0100 0 000 0 0 0 0 0 0 00 .0 00 00 0 0 00 0 0 0 lo o 0 0 0 00 000000  0 0 0qfr222 22 0 22222o 0 o0:oo. 0: 0 00000 oo 01 oooo o oo 2o 001o0 0 00 00 00 0 02 wolCo 0 00. 00 .10 d laild- 1a,rtr. oa B lldi,p ura. Ins Solid- Speclul Pallor Form- Special- Center. Oretal- UrjS$I 10 ~ 9 Prajers ite !jiC7r5Wi decig, ie8e erce chip. tore Genera lead C6omputer !eet latter tKarnessrc.ea qi~Un Onlrelty Electt... it A 4,780 43 2,170 - - - 2,386 1,024 5,276 - - 2,213 9,685 20,999 7,123 Cheelcul engineerilng end applied rheeietry - - - - - - - - 2,923 - - 2,3 2,25 2,1 ngingeering cecheeLco-.- - 2,047 - -- 2.047 2,07, 42,339!"" Elealnira ac1nd thermal peace 5 53 - -- 0 5B 392 9,cbto;ul K 4,250 43 2,120 - - 2,386 1,926 5,276 - - 2,2)3 8.665 10,899 7,1231 - - - - - - - - 2,~~~~~~~~~~~~~~~~~~~~1557 - - - ,97 3,557 3 ,62 - 6obtetl 4,780 4 2 07179 - 2,366 6,&O,L 9.276 - 2,213 14,243 264,456 5,5 Beijing Madical Collese Cere-ol otregatheanlg A 3,900 4 200 4,139 5 - 204 4.233 A,3 2,6366 O 10,000 740 1,500 - - - - - - 3,570 0 3,3570 2.3 Oetj)a8 Normal Uri-nrOty Oc-ieceetal aiu,latioo A 800 0 60 - " 2,386 2,184 - 1 4,379 4,4 3,733 O 11,490 39 2,950 - ,0 ,30 1,67 P 1,300 2 130 - - - - - - 133 0 253 270 -Ottrs) no-orNonigr A 7,660 24 68&Bo- 349 694 3,449 4,197 7,740 O 3,700 20 920 - - . - 3 0 98 23 N.crks1 UOYrvornOY Aroloots )netrcrr,sotllo A 2,340 6 3100 2.386 - - 2,925 306 5,312 5,622 3,9771 C 6,060I 24 1,01 -in - - - 2234 0 1,234 907 0 5,0,000 60 6,900 - -Q - - -, 4,060 0 4,090 2,667 FeeOOo Aoooel 400 2 93 2,366 2,632 - - - 92 3,0184 3,113 3,340 C 0,344 -' - - - - - - 9 6,200 60 3,000 - - - - 3,460 0 3,060 2,000 PolIte Torettti of Technology 00600...en19 ne-hoiem A 92 3 130 - - 2,366 2,170 - - 133 3,356 3,696 2,422 54 21,200 60) 4,000 - ' - - - 4,067 0 4,9 267 ooom.raeht 61561eP1WR8 - -- 0609 4,084 - - 3,43 5,03 3,2 Oobtotr2 4 ~ ~~~ ~~~~~~ ~ ~ ~ 92 3 130 - 2,386 1,070 - - 13 3,936 3,661 2,421 9 02,200 40 4,00 - - - - - - - 407 0 4094 2,6 - - - - - - 2,~~~~~~~~~~~~~~~~~1609 4,094 -- 5,605 3,603 3,721 OrtcsO 12292 931 4,236 - _,386 2',70 ,6 - 423 ,4 3,6 ,9 Analypo00 sod ensnoremaetn A 3,360 11 330 - - - 2,3866 4,272 2,8)3 S 541 9,411 9,952 9,576 6 3,335 25 1,270 - - - - - - - 1,253 3 2,295 947 6coleooltct±oooprottit 4 ~ ~~ ~ ~ ~~~~~ - - 3,656 26,602 2,4100 47,300 49,395 32,410 62,399 53,935 Oct41 A 7~~~~~~~~~~~~~~~~~~3,9 225262 ,3 26,6012 2,420 40,1)2 23,522 34,674 32,275 47,300 67,96 72,635q 094,793 573,562 0 44,742 260 73,990 - - - - ' - ~~~~~~~~~~~~~~~~~~~~~~~1624,170 0 14,070 932 0 243,926 934 46,710 - - 4,771 - - 3,930 - 47,644 10,621 59,260 39,392 - - - - ~ ~~~- - - 17,257 4,064 - - 21,347 22,347 21,949 Ores)l 264,300. 1,-403 73,330 3,86 28.902 2o4610 64,689 970 3 8,739 36,05 47,340 124,900 257 3,9862 35~6 3,2 IN lls21)9Ml!N0IanrIr acsdee so51oao ree5--31 699 7 33 577 1,230 6) 1,Obr-toe. 23 459 - 51 673 734 48 Coerot-e cerrero 413 296 - 57 655 712 995 Schotal - 1.239 1.446 - 46 ,3 ,6 ,5 9Oololy of gdoctiqes Odorrttoool etslqieOco - 3 )1--- 5 622 666 433 Finoancial esrsoenO_ III,42 92 - - 44 463 559 330 SO-bonl - 66 207 - 4 1,777 5,570 765 SoPlr....swinr cod 4rlclo 13 162 4 6 506 574 375 79is0 - ~~~~~~ ~~~~~~~ ~ ~~~~~~~~~~~~261 16 1~63 - 99 3,49 I j,g k ~ Seodirt - - -, 0~~~~~~~~~~~~~~~~~~~~~~~~~_7 5 1,5146 __Z 2oll to_- - 99 3409 3,7061 0,46 Ornollor Cont to yr 1,473 73.370 4,247 32,743 0,42 66,966 39,70 96,17591 39,390 47,5010 274,7777 2417,72 396,469 Or 006 962 92,954 4,47 20,790 1,7 43,785 06000 36,04 2,33 30,913 60,46 73A 239,767 (ror o ic Yc.. 74 3,466 352 1,596 12) 3,349 2,586 2,9 9 1,97 0,340 6,304 10,n34 29,344 Or 26$ ~~~~~~~~~ ~~~~~~~~~49 ,9 2 2,36 76 2:1,19 1,300 I1,92 1,232 2,9 6 4,123 7,866, 29,990 to 72 101 5034 67538 3,203 265 11,493 6,603 4,032 6,371 3,490 .,70 31 824 49,930 Grond T008) -So yro 270 84_742 8_243 4)1961 2 364 67 802I 3210II 671 69 302!69 33006I 4 293 80 306 308 435 834 /o. 9 Plarned now pooat notion, C . 7lrdn ea-oetroetl secle fsttof I (0000e) (U000e2 - 59 - ANNEX 7 SELECTED DOCUMENTS AND DATA AVAILABLE IN THE PROJECT FILE A. Reports and Studies Related to the Subject A.1 Garner, H.L., Computing in China, 1978 (University of Pa., 1979) A.2 IBRD, Annex G (Education) to Basic Economic Report on China, (in process, Feb. 1981) A.3 Lofstedt, J-I, Chinese Educational Policy (Stockholm, Almquist and Wiksell, International, 1980) A.4 Montaper to r.n. and Henderson, J., China's Schools in Flux (White Plains, N.Y., M.E. Sharp, Inc. 1979) A.5. Sigurdson, J., Technology and Science in the People's Republic of China (Oxford 1980). B. Reports and Studies Related to the Project B.1 Ministry of Education, Project Background Paper (September 1980) B.2 Ministry of Education, Plan for the Development of Higher Learning Institutions (November 1980) B.3 Ministry of Education, Documents on Proposed Equipment Lists (November 1980) C. Working Papers C.1 Science and Engineering Education and Research (Haedecke and Phelps) C.2 Status of Computer Development and University Computer Center (Hsueh) C.3 Enrollment and Staff by Field of Study in Project Universities C.4 Detail Description of Developmental Programs and Studies - 60 - CHART 1 ADMINISTRATION OF EDUCATION IN CHINA State Council State Ministry of Education State (48 other Ministries and Commissions often Planning with education and training activities of Commission their own) |35 Higher Education| I nstitutions Provincial Level Bureaus of Education (including 5 Autonomous Regions, 3 directly administered Municipalities) (Offices of primary, secondary, higher, adult, minority, education, planning and finance, personnel, productive labor, AV media, student affairs) Education Institutions (secondary schools, primary teacher train- ing, higher education institutions) Prefectorate Education Bureaus (Offices of education, Primary Teacher Training planning arid finance, personnel) Key Secondary Schools l Spare Time Education County Education Bureau (2000 counties, 170 cities, 100 autonomous countiesi (Offices of administration, politics, curricula, personnel, finance, spare time) Secondary Schools Primary Schools I Spare Time Education Cummune (50,000) (politics, curricula, budget, spare time) _ Key Prim~~~~~~~~aryScol Brigade [(vvorker or peasant committee) WPrimary schools 22 *World Bank -22432 STRUCTURE OF EDUCATION IN CHINA Kindergarten Primary Junior Sec. Senior Sec. A | University or College Vocational Technical 41 2- Primary Teacher Training H3~~~~~~~~~~~~~~~~~~0 University, College Kindergarten Primary Junior Sec. Sentor A c. University, College Graduate School (lower middle) (upper middle) Vocational Primary tTrng.e Technical (Industry, Agr. Forestry, Health, Economics, Art, Physical Culture, etc.) AGE 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 I I l l ll l I I I I I I I i GRADE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Source: Ministry of Education World Bank - 22431 EDUCATION ENROLLMENT PYRAMID IN CHINA, 1979 INCLUDING FORMAL AND NON-FORMAL EDUCATION AGE POPULATION AGE GROUP 21 0.1 + 0.09 HIGH ER EDUCATION 20 03+ 02 M regular institutions _ .28 M in other institutions 19 03+05 ( 24% Female 0_3 + . 5 i | Total 2.30 M 18 .3+u.5 MALE FEMALE 17 , 0.3 + 0.6 ns 1s 0.2 + 0.3 l j SENIOR SECONDARY EDUCATION 12.9 M in regular institutions F6 i 3.4 + 1. 2.3 + 0.7 . 4.7 Mvin other institutions I M a ~~~~~~~~~~vi e 'i0. 7 iM Femaie 6.8 M 115 4'0 + 1.2L 2.6+0.7 . Total 17.5M 14 ,6.6+ 0.3 4.6+ 0.1 J UNIOR SECONDARY EDUCATION 46. M in regular institutions |13 10.1+0.3 7.1 + 0.21 1.5 M in other institutions ~ m h II 46.1 Male 28.1 M Female 19.5 M 12 10.4+ 0.4 7.3 + 0.2 Total 47.6 M 7 12.8~~~~~~~~~+ S f10.4+ 10; 14.1 + 2 1 1 17W11.5 + / PRIMARY EDUCATION l r.Sss s _ . r>:Z566IBRD 256 6 R [ LIST OF UNIVESITIES TO BE STRENJGTHNEEDE i N-N-' Smh... UIV,W-iEi, x,Vi.VEOgO,V-V,E S OV I E T U N O NN -. L-h- EUNF,-iWF( 1 ~ . --K~ / . A-- --REPBLIA.DU2 Aff"-L"F N5N-}/ ONTVAN p0 E- NtN-~N -N-N 4 ~N 'BHNUTXN / VIFANI N 2o/ I N D I A ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ Lsn N '2 - 7 NI~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~I VATV <'N (~ ~ ~ 6 xA ig~~~~~~~~~~~~~~S B U R M A~~~~~~~~~~~~~~TFATN A~~~~~~~~~~~~~~~~- LA PEOPLET '22 -DEMOCRAT~~~~~~~~C§N* REPBLI VI K 'N-Jo' N / K 04~~~~~~~~UN A ~ T NA LANDIN SNLBLV .<' AT>L SN/