Report No. 8657-CHA China Provincial Education Planning and Finance-Sector Study (In Two Volumes) Volume II: Annexes June 26, 1991 Environment, Human Resources and Urban Development Operations Division China and Mongolia Department Asia Region FOR OFFICIAL USE ONLY Th&o-cument-ias a jst idistribution and may be used by reiiet 4n8i ihe )Perfonmance of their official duties. its contents may not otherwise, be 0.5clbsed. wit" World. B" autliirizati. .n CURRENCY EQUIVALENT The Chinese currency is called Renminbi (RMB) It is denominated in Yuan (Y) Exchange Rates used in this report are: 1980: US$l Y 1.50 1981: US$l = Y 1.71 1982: US$1 = Y 1.88 1983: US$1 = Y 2.00 1984: US$1 = Y 2.00 1985: US$1 = Y 2.80 1986: US$1 = Y 3.20 1987: US$1 = Y 3.70 1988: US$1 = Y 3.70 1989: US$l = Y 3.70 1990: US$1 = Y 4.70 FISCAL YEAR January 1 - December 31 ACADEMIC YEAR September 1 - August 31 ABBREVIATIONS AND ACRONYMS CIER - Central Institute of Education Research CTMRI Curriculum and Teaching Materials Research Institute IDA = International Development Association MOF - Ministry of Finance MOLP = Ministry of Labor and Personnel NECPSST D National Evaluation Committee for Primary and Secondary School Textbooks PEP = People's Education Press SEdC = State Education Commission SPC - State Planning Commission STS = Secondary Vocational Schools SWS = Skill Worker Schools SVS - Secondary Vocational Schools TVE - Television Education FOR OmCIL USE ONLY CHINA PROVINCIAL EDUCATION PLANNING AND FINANCE Volume It ANNEXES Table of Contents Chapter 1: INTRODUCTION Annex No. 1.1 Summary of Issues and Recomendations Found in Previous Sector Reports 1.2 Peovincial Education Statistics (Student Enrollment, Teachers and Schools) Chapter 2: NATIONAL CONTEXT FOR EDUCATION REFORM Annex No. 2.1 Compulsory Education Law Chapter 3: STRUCTURE, MANAGEMENT AND PLANNING OF EDUCATION In CHI Annex No. 3.1 National Education Statistics 3.2 Comparative Education Statistics 3.3 Public Expenditures on Education 3.4 Curriculum 3.5 Vocational Training in China 3.6 Recommended Programs, Policies and Studies Related to Skill Training Chapter 4: EDUCATION FINANCING AT THE PROVINCIAL LEVEL Annex No. 4.1 Statistics on Prefectures Visited by the Mission 4.2 Education Finances in Shaasxi and Guizhou 4.3 Enrollment and Cost Projections in Shaanxi and Guizhou Chapter 5s PLANNING OF UNIVERSAL EDUCATION IN GUIZHOU AND SHAANXI Annex No. 5.1 Parameters for Government Cost Estimates 5.2 Guizhou: Projection of Required Expenditure for Basic Education Chapter 6s HIGHER EDUCATION IN GUIZHOU AND SHAANXI Annex No. 6.1 Higher Education Statistics and Financial Information 6.2 Cost and Benefits of Higher Education Institutional Mergers This document has a restricted distribution and may be used by recipients only in the performance of thir official duties Its contents may not otherwise be disclosed without World Bank authorization. - 1 - AN= 1.1 SHARY OF ISSUES AND RBCO)OENDATIONS FOUND IN PIBVIOUS SZCTOR REPORTS ANNEX 1.1 - 2 - Page I of 3 SUMHARY OF ISSUES AND RECOMMENDATIONS FOUND IN PREVIOUS SECTOR REPORTS Socialist Economic Development - Volume III (1983) 1. This report identifies 5 major issues: (a) Shortage of qualified high level manpower in industry, agriculture, transportation, construction, administration and computer technology. (b) Shortage of qualified middle level technicians in industry, agriculture, transportation, construction. (c) Need to improve the quality and quantity of primary and secondary education. (d) Teacher quality. (e) Low efficiency of educational institutions. (f) Need to increase the funding for education. 2. The report describes and assesses government's plans and programs for dealing with these issues and recormends that priority should be given to expanding and improving university education, expanding vocational technical education and reducing the percentage of unqualified teachers. The first education projects were designed to meet these priority needs. 3. Recommendations on primary and secondary education, efficiency and financing made in this report are still very valid and should be taken into consideration when identifying future projects. The provincial education study will complement the findings by adding the local dimension absent in this report. China Issues and Prospects in Education (1985) 4. This report estimated (at 1982 prices) the recurrent cost requirements of the education sector between 1982 and the year 2000. It concluded that the Chinese Government should be able to meet the recurrent costs of a nine-year basic educatiox system, if careful attention is given to planning the increases irk teacher salaries and vocationalization at the secondary school level. Assuming that GNP will triple by the end of the century, that teachers' salaries grow in line with GNP per capita and that equipment costs for vocational programs are in line with proposed cost saving measures, the report estimates that the recurrent cost of education would increase from Y 14 billion in 1982 to Y 33-38 billion in the year 2000, and that total annual public expenditure on education would amount to Y 46-52 billion in the year 2000. This figure is equivalent to 3.1 - 3.5 of estimated GNP in that year, a percentage which is affordable for most LDCs. Additionally the report makes the following points: AMX 1.1 - 3 - Page 2 of 3 (a) Enrollment levels and quality of education in poor isolated areas are low and require attention. Increasing self reliance in primary education tends to aggravate the problem because poor parents do not see the benefits of educating their children. There is therefore a need for increased financial support from higher levels of Government for schools in poorer areas. (b) It is necessary to review the program of vocationalizing 50S of the secondary schools. Experience from other countries shows that such programs are of higher cost than general secondary schooling and it is not always clear that benefits are equally high. (c) China employs many more teachers than would be considered necessary in other countries. S. The provincial education study projects expenditures at the provincial level using a methodology similar to the one used in this study, and pays particular attention to issues raised in this study, i.e., enrollment and efficiency of primary schools. Solutions to the problems which are to be implemented at the provincial level are proposed. ManaLSLeut and Finance of Higher Education (1986) 6. The report recommends that there be expansion of enrollments in higher education to cover 122 of the school age population (from about 2S at present). This growth is to be accompanied bys (a) higher student teacher ratios; (b) reduction in student subsidies; (c) increasing the size of universities; (d) better design and use of the physical plant; and (e) improved fiscal management including new systems of accounts, the creation of auditing units and new organizational structures which are compatible with new budgeting and accounting principles. 7. The Provincial Education Study is looking at ways in which these recommendations could be adopted at the provincial level and mechanisms for doing so. Technical/Vocational Education for China's Development (1987) 8. Broadly, the report recommends no exMansion of the Vocational/Technical education system until existing programs are made more efficient. It provides specific recommendations for improving planning, quality and efficiency and it shows how costs will vary greatly depending on efficiency measures adopted. ANNEX 1.1 - 4 - Page 3 of 3 9. The Provincial Education Study has little to add to the recinmendatione made In this study and is focusing on understsading the specific procedures needed *t the provincial level for the implementation of efficiency and quality measures proposed in the earlier stttdy. Also, it will use the recommendations of this report in policy dialogue with Provincial Authorities. - 3 - AJUEX 1.2 PIOVIICIAL KUTION STATISTICS (STUDENT ENROLLMT, TEACN AND SCHOOLS) PROVINCIAL EDUCATItN STATISTICS PRIUMARY EDUCAnON: ENROLMNTS BY SEX, RIRAL, OVER/UNDER AGE, P DROVICE - 198 (All Figuro. In Thousand.) Ov.u/ TOtaI Enrol. U. or EArols=" Toftl Fbot Runrl X 7-11 yro 7-11 NER Age X 00 Class" Tsacbers To/Cl tu/Cl Po/To PrOvince Total 125,89 57,2386 46 100,48? 00 90,5" 89,804 9? 81,655 2C 180 8,066 5,501 1.4 $1 28 oij Il 81t 408 49 69 46 037 Ct4 99 217 28 284 2t 49 1.0 a8 16 TlFnjI 7a6 86 44 so 981 562 659 100 1in 26 18 28 44 1.9 a8 17 "bl *,8?0 2,902 47 6,080 so 5,142 8,075 99 1,296 20 124 207 268 1.2 81 2s Shnxl 2,9211 1,897 47 2,421 81 2,894 2,369 99 612 231 128 128 102 1.8 24 1s lower HgoIl 21,84 1,115 47 1,684 71 1,68 1,38a 97 587 23 126 93 149 1.6 26 le Linoning 4,063 1,0I0 43 2,?68 so 8,134 8,102 n 961 24 180 1I8 206 1.6 81 20 Jilln 2,910 1,866 48 1,761 01 2,174 2,142 99 76M 26 184 0 145 1.6 so 20 H I esl J )n 4,178 1,00 48 2,76 66 3,11o a,07l 99 1,104 26 134 140 212 1.5 30 20 ShanghaI 994 479 48 469 4? 788 788 9 "I 26186 27 67 2.1 87 1B JtIngsu 0,419 8,004 47 4 889 es 4,741 4,696 g9 1,t21 27 185 162 258 1.4 as 24 S 2b.JT.. 8,690 1,721 47 1M 7 a,019 2,001 so 6 16 121 112 144 1.8 sa 25 6 AWa)w 6,79 2,600 44 8,942 67 4,7 4,754 97 2,044 a0 139 10 265 1.4 86 26 FJias 8 340 1,507 48 2,064 e0 2,669 2.626 9s 714 21 126 128 145 1.2 27 28 Ji nxxl 6,062 2,247 44 4,508 89 4,088 8621 97 1,161 28 1 146 221 1.6 86 28 $111i"dooll s630 81,sn7 47 7,0S 58 6,612 6,504 9 1700 22 12 277 40e 1.6 sO 20 "am 9,600 4,466 46 0,t49 es 8,10 7,847 97 1,9s6 20 121 278 488 1.6 86 22 Hubes 0,479 2,947 48 4,974 7 4,665 4,86 90 1,678 26 la8 191 2 1.6 S4 22 Humn 7,216 3,817 46 5,42 St 5,72 6,09 91 ,66o 22 125 220 809 1.4 88 28 Ou.m.- 6,667 8,14S 46 6,56181 6,867 5,309 9 1,568 28 128 209 269 1.8 83 26 Gua9uxi 5,876 2,869 44 4,722 89 4,428 4,242 00 1,184 21 121 179 209 1.2 8o 26 Haioan 604 49858 7 667 787 725 90 179 20 128 80 87 1.2 8o 24 Slcduw 11,148 6,121 46 9,584 66 7,226 6,00 90 4,252 s8 154 887 441 1.8 88 2s 0ulzho 4,497 1,719 86 4,054 00 8,621 ,256 90 1,241 26 124 189 164 1.2 82 26 Y_uan 4,804 2,096 44 2,27 00 3,616 8,421 of 1,388 29 188 ion 17 1.0 29 28 Tibet 145 60 41 0 0 s 224 126 s6 20 14 7 7 8 1.2 21 18 Sh anul 8,410 1,586 47 2,689 79 2,608 2,656 66 064 26 181 140 170 1.2 24 20 "In 2,520 1,067 42 2,101 68 1,764 1,a66 66 sss 84 141 97 121 1.8 26 21 ainpri ca54 28 44 860 " 474 896 8a 19 20 61 18 26 1.6 80 20 llnoxis 699 802 48 5s 61 532 490 94 201 26 11 22 25 1.1 81 26 Xlnglang 1,U47 98 49 1,459 79 1,480 1,487 97 410 22 126 es 94 1.4 27 20 w Source: Stat Eduction CoMISWon Kays IEl; Not Enrol moot Ratio ER: Oro"e Enrol l_nt Ratio Pu/Cl: P,pla1 P-r Class Pu/T.s Pupls to T.cbrw Ta/CI: Tacher to Clawo P P PRMA EDUCATIONt SCHOLS, TEACING SrMS, CLASSES - 196 Schools TO.SMOea uroa une - so i nra rourt - - Gvra- Class" tl Toal 0?,021 159,79 749,170 65,090 655,840 0,038 015,609 274,539 5,211 8,07,508 to 0.9 0OIJ|t 8,708 26 656 4,872 4,96 4,198 8,48C5 8,86 1,82 27,099 5 11.9 sln rea2,2 1 4,27 ,87 8,042 8,700 8,220 8,120 1I596 28,20 7 18.6 "Obe1 48,019 8,008 s6,o98 80,831 80,009 80,427 96,563 16,567 a8,83s 207,30u 10 6.0 5honai 42,551 1,4Si 15,899 18,675 14,828 1,0901 19,500 1,508 42,641 122,:04 85 1.2 Inoer sll 15,010 ,47 16,020 14,508 14,507 14,649 15,670 2,066 U8.340 02,905 17 2.2 LIo.iag 15,82 8,448 22,568 21,027 22,5a9 21,463 20,150 10,647 2,229 180,66 2 15.2 Jitl 10,664 8,ss2 16,440 16,881 16,251 15,40a 14,965 14,570 1,998 05,001 2 15.2 .I lfoegaalo 17,179 7,407 24,708 22,430 22,820 21,640 21,554 16,240 9,:12 140,804 7 1.0 Shaohal 2,639 60 s,o06 4,612 4,489 1,200 5,000 8,601 01 6,6288 0 1U.4 482,48 1,Ja0 162 18,527 80,382 8so 021 20,083 15645 15,70t 101,71 9 6.7 z as~8,"70 268 1s,107 1S,117 157I 10,174 10,240 516 18,452 132,174 25 4.0 ' Lav 8635,781 6,562 41,578 34,06 82,600 81,460 80,784 2,1I1 18,850 100,827 7 1.1 Pa)).. 24,884 6,%1 28,23s 20,874 21,668 20,119 18,190 4,805 14,440 123,120 12 4.0 8 a8,568 8,06 2,032 24,020 25,687 25,067 25s,01 52 17,706 145,214 12 .0 0",ooo 4,518 56,572 50,203 4,884 47,409 48,89S 5,152 24,545 276',71 9 1.9 Minoan 44,370 12,657 0,2m 52,97 51,630 50,544 40,157 2,644 0,499 278,486 8 0.9 Nobel 318 0,518 86,711 of,72.. 8807 2,285 80o's 14,572 11,000 191,001 6 7.0 Human 49,742 8,j0 86,a78 35a59b 8554 5524 o 26 6 189,176 216,750 0 12.0 C4ou"aan 24,011 12,524 42,819 s6,428 86,102 88,530 81,0u 10,428 7,667 20",07 4 8.@ iseagsu) 15,547 40,478 as838 2s,565 20,2 96,46 25,256 6,040 80,780 17,5833 17 2.0 Hbin. n4,1 1:,M 0,602 6,511 6,570 4,709 4,220 530 oa 30,52 2 1.? Slehuvs 70,119 8,441 56,527 49,554 51,21 52,211 58,127 58,740 10,491 83,754 J 17.4 w)zb.ta 25,810 12,20t7 0,028 26,405 24,062 21,880 16,560 '152 8,89 186,8s 6 S.0 nb. 554 1,56 6 29, &,Su 746 25,788 24,607 24,094 21,270 9,001 29,747 16455 16 5.6 TIbet 2,453 3,158 1,082 0on 8 937 142 S 0,00 0 2.1 Slmai 37U,52 2,28 22,097 19,438 19,725 19,906 10,600 7,924 80,6"2 140,86 22 6.0 "n 24,890 200 21,064 10,641 16,048 14,674 14,002 2,494 12,018 6,978 12 1.0 iaoX_ a8,709 024 5,704 2,008 2,648 2,578 2,502 49S 2,013 17,00 15 2. lapisa 4,2G so0 5,082 4,141 a,842 S9,U4 8,129 941 1, on 22,281 7 4.2 4s xif1D9 'o,6.7 5,? 14,f19 12,88 12:00 12,288 2,S 20196 1,4 0.462 S 4.2 4. Soure s Stat Edseal.o Cooilaaton. N 0 PRImRY EDUCATION: TEACERS BY SEX, RURAL, MINORITIES, LEEL OF DCATION - 1986 (All P)gr.. in Thoucand) Toac* FI . Rural X minority x 1:0TAL $5,501 2,284 42 4,272 78 421 8 8,748 08 1,520 28 28 4 teJog486 721 82 4 41 05 7 15 0 1 Tian In 44 27 82 20 45 1 2 34 77 10 22 1 8 Nubl m258 181 5t 198 77 1 1 16 72 os 25 9 8 Shixl 102 07 54 181 01 0 0 120 74 59 24 8 2 Ineer MoPlia 140 07 46 107 n 28 22 94 O 50 $4 0 4 Lmisoa 206 1i8 so 141 66 88 10 145 70 58 27 0 8 jillt 145 78 54 00 82 11 B 106 7 n s 26 4 s N.i lo.gi ow 212 117 56 142 07 12 0 129 S1 75 85 0 4 SbChaha l57 80 8 25 44 0 0 at a 16 28 2 8 JI 268 ~ ~~~ ~ 06 V 178 SS 0 0 101 78 65 25 7 a Zh.1 1 71 °1 69t 2 40 82 9 6 Anbut 266 82 81 224 86 1 0 16O OS #s 82 11 4 Fujin 145 05 45 114 70 1 1 so el a8 80 4 8 gxlso as22 00 80 710 0 0 0 1S9 OS i1 82 it 5 8h*na4n 405 189 U4 an 8 2 0 200 72 102 25 18 a Hbman 486 108 8 870 *4 0 200 s 127 29 2 5 H"bbl 208 106 V 221 75 is 5 197 67 04 29 12 4 kNe 800 127 41 240 00 22 7 22 78 72 28 10 8 _aoduio 260 108 80 214 79 1 0 201 S5 5o 22 10 4 Cb.nhzt l00 02 0o 178 es s6 41 144 609 5 26 10 0 NeIman 8? 1t 28 S2 5 12 20 76 7 19 1 2 StWhn. 441 17 41 860 62 19 4 8" as in2 2 10 4 Oulahon 164 40 80 141 69 48 20 01 so S U8 1i 11 Vanes. 178 50 82 149 68 52 80 108 00 51 80 16 11 Tibet 6 a 82 5 02 - - 8 80 8 85 8 84 Shenl 170 80 182 7 1 0 122 n 48 25 4 2 a""s. 121 82 27 100 02 1 1 67 n 71 25 4 8 ulgh. 26 11 42 17 66 8 80 10 0o 7 26 1 4 1111* 2S 10 s3 19 74 7 20 10 72 6 26 1 2 9t 04 67 61 go 73 57 01 02 as 2 28 6 7 $Sgowo. $t.. 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Tibet 1. i.712m Is Ions a7 * 78.2. 70 66 a844 Shamans 3594, we 0 18,674 s * So.* . 17 1ee 19.0, 1,86 8 11.4* 83. 48.1 . 40 6 6. xi0m;eSAW a.s8 so *.495 64. 4*.6 * 16 86 9 Niq.)a 8.695s 1.268 8as 1,2195 as6. 48.0.* 6 8I 874.o Ki.7J). 18.06t 7,7a9 8o . 7.101 64 80.? 2 426. som chai.cem, d C tS. I_abhld I.. £ E_t.. e P.. nobos' lnc.9;ie|*N than w 7ter e* Ineti _ is ftw Om on . * i11~~~~~~~~~~~~~~~~~~~~~~t O0. m m~~~~~~~~~~~~~~~~~~b Co ~ c mzo b - Q > CA .Zt- ...... ...... 7 - ........... ............ 0 > Um ......... ........ ... -m czr ;-;. Z : e> "- X . . ........'"''"+'F .......................... ........ 0o~~~~~~~~~~~~~~~~~~~~~~. . . . ... . ... . ........... ... . . .. .. . Z>N-X -. ....... +~~~~~~~~~~~~~~~~ ........... .......... ......I C ........ . i z>:tsc,>~~~~~~~~~~. -° ...... .................... . ...,.. Tcc-x -If o~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~. . . . . . . . . . I - . . . . . . . . . . . . . . . . . p 7 >~~~~~~~~~~~~~~~~~~ or -m .. . . . .. L . . ..... .... ....... . , .. .. .. .. o -t_z>>zco ......... . . ..... _ -mwm _ ~~~~~~~~~~~~~~~~~. ....... .. .. .... >..... ... O~~~~~~~~~~~~~~~~~~~~. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TCXO-Co r > C G) ......... .. .......... ............. ..... ...(D 0 rm.. m f . .......... co 12) * z:>zmz Gm~~~~~~~~~~~~~~~~~C e to z > g ;o - ....t... ........ ..... -. -4 XZm :cMz . - . ...... 0T1100Ol aSi. - 51 - Z'l X3llNtY - 16 - *A331 2.1 THE COMPULSORY EDUCATION LAW - 17 - ANNEX 2.1 Page 1 of 4 CHINA PROVINCIAL EDUCATION PLANNING AND FINANCE The Compulsory Education Law Text of "The compulsory education law of the People's Republic of China kapproved by the fourth session of the sixth NPC on April 12, 1986):1 Article is This law has been drawn up on the basis of the Constitution and the reality in China in order to develop primary education and to promote the material and spiritual building of socialism. Article 2: The state institutes a nine-year compulsory educational system. Each province, autonomous region, or municipality should decide on the steps to make the compulsory education universal in accordance with the conditions oi local economic and cultural development. Article 3s In introducing compulsory education, it is necessary to adhere to the state principles concerning education and strive to improve the quality of education in order to enable children and youngsters to develop in an all around manner, morally, intellec- tually and physically, and to lay the foundation for training talented builders of socialism with ideals, morality, general knowledge and discipline, thereby improving the quality of the whole action. Article 4s The state, community. school and family should ensure the right of school-age children and young people to attend school in accordance with the law. Article 5: Children who have reached the age of six should, regardless of sex, nationality and race, attend school for the prescribed period of years. In places where conditions do not permit, compulsory education may be postponed until children have reached the age of seven. Article 6s Schools should popularize and use Pnitonghua, which is commonly used throughout the country. Schools that enroll mainly minority nationalities may use the spoken and written languages that are popular among minority nationalities. Article 7: Compulsory education may be divided into two stages, elementary school education and junior middle school education. Work to popularize the latter should be started after the former becomes universal. The school system of both stages shall be worked out by State Council departments in charge of education. -18- ANEX 2.1 Page 2 of 4 Article 8s The undertaking of compulsory education is to be carried out and supervised by local governments at different levels under the leadership of the State Council. State Council departments in charge of education should consider the needs of the socialist modernization program and the condition of physical and mental development of children and young people in working out the teaching program, its contents and curricula, and in examining the textbooks for compulsory education. Article 9: Local people's governments at various levels should set up elementary schools and junior middle schools at convenient locations so that children and youngsters can attend schools that are nearby. Local people's governments at various levels should set up special schools (classes) for the blind, deaf and mute, and mentally retarded children and young people. The state shall encourage enterprises, institutions and other quarters of the community to set up various types of schools prescribed in this law, in accordance with basic government requirements and under the unified supervision of local people's governments. Urban and rural construction and development plans must include appropriate facilities for compulsory education. Article 10: The state shall exempt from payment the tuition of students in compulsory education. The state shall offer stipends to students from impoverished households. Article 11: Parents or guardians must ensure that their school-age children or wards attend school on schedule for the prescribed period of years. Parents or guardians of school-age children and youngsters, who need to postpone or be exempted from attending school because of illness or other special reasons, should obtain the approval from local people's governments. Organizations and individuals are forbidden to employ school-age children and young people. Article 12: The State Council and local people's governments at various levels shall be responsible for raising funds for operating expenses and capital construction of compulsory education. The growth rate of the state financial appropriations for compulsory education should be higher than those of the regular financial revenues, and - 19 - ANEX 2.1 Page 3 of 4 the average expenses per student enrolled in school should be increased gradually. Local people's goverNments at various levels should, in accordance with the State Council regulations, levy an extra tax for education in cities and towns to be used mainly for introducing compulsory education. The state shall subsidize economically undeveloped areas so that they may introduce compulsory education. The state shall encourage various social organizations and individ- uals to donate funds to schools. The state shall assist areas inhabited by minority nationalities which have qualified teachers and financial resources, to introduce compulsory education. Article 13: The state will take measures to improve and develop normal education, accelerating the training of qualified teachers and ensuring systematically that all elementary school teachers have attained the level of a secondary normal school graduate or better and that all junior middle school teachers have attained the level of a normal college graduate or better. The state will establish a system to evaluate teachers and will issue certificates to qualified teachers. Graduates of normal schools and colleges should be engaged in educational work in accordance with regulations. The state shall encourage teachers to devote themselves to education for a long time. Article 14: Society as a whole should respect teachers. The state will protect teachers' legitimate rights and interests, take mea- sures to raise their social status and improve their material benefits, and comiend outstanding teachers. Teachers should dedicate themselves to the socialist educational undertaking, strive to raise their ideological consciousness and cultural and professional levels, take care of their students, and be loyal to their duty. Article 15 Local people's governments at various levels should create the conditions to enable all school-age children and young people to go to school. Local people's governments should criticize and educate parents and guardians of school-age children and young people who are not attending school, except for those who are ill or have other special reasons, and have the approvel of local people's governments, and should take action to order the parents and guard- ians to send their children and wards to school. Organizations or individuals that employ school-age children and young people shall be criticized and ordered to put a stop to such employment - 20 - ARMX 2.1 Page 4 of 4 by local people's governments. Those involved in serious cases shall be given a fine or ordered to suspend this business or have their business licenses revoked. Article 16: No organizations and individuals are allowed to seize, retain or divert for other purposes, funds for compulsory education; nor are they allowed to disrupt school order and seize, occupy or destroy school grounds, buildings and facilities. Verbal abuses and beatings of teachers and physical punishment of students are forbidden. Activities obstructing compulsory education in the name of religion are forbidden. Disciplinary action or administrative punishment shall me meted out for violations of the stipulations in Section 1 and Section 2 according to the degree of seriousness; those who have caused damages should pay compensation for the lossesl and those involved in serious cases that constitute a crime shall be investigated to determine their criminal responsibilities. Article 17: State Council departments in charge of education shall work out detailed rules and regulations on the basis of this law, and enforce these rules and regulations after submitting them to the State Council for approval. All provincial, autonomous regional and municipal people's congresses' standing committees may draw up practical measures for introducing compulsory education on the basis of this law and in the light of the actual conditions in each locality. Article 18: This law shall come into force on July 1, 1986. - 21 - AN.= 3.2L VATIONAL IDlyrA?ION STATISTCS ANNEX 3.1 - 22 - Page 1 of 10 Number of Students, Schools and Tachevs at Prlmary, Secondary & Tortiay Levels (10701088) 10 160 101 1082 6l3" 10984 * 10N0 106?7 1l88 * .......... ........ .. .......... .......... .......... .....e. .o.e.e..... ...... *..*....... ........ .......... ....*.... .......... *..*..... ..**.*.... ........ ......OO.. *..*..... Prhnwy Educaton sadnte (rmn) 1460 146.S 1435 139.7 135.0 135.57 1397 131*3 192086 125.35 choolwb (rMM) 002 0.17 0.004 0.881 0.M2 0C4N 0.3 0.821 0.807 0.973 Teachem (mlin 6.n/82 5.409 6.56 5.5 5.42 0.37 5.577 6.41.. 8.434 5.01 Class (raIn) 4.27 42M 42 4.003 4.043 NA NA 3$.99 NA NA Admnatatl sa (min) 0.493 0.55 0.6 0.606 0.638 0.6 0.644# 0.651# 0.6e10 0.e4 sludantigohoo Ise in 160 186. 157. 158.7 160.7 160.0 159.1 128.8 b&dodeas ragio 27* 20.0 25.7 26.4 2 252 24.0 24.3 23.6 22.8 SlUdan eratdlo 34.3 4.2 34.1 34.1 83.6 NA NA 33.0@ NA NA Secondary Idu10eW I.Genernd Secondary School) tdent (I) 69.1 56.1 48.0 45.3 44 45.5 47.1 48.0 49.5 47.6 Jwir hgh ahlaehrs (an) 2.4 2.440 2.35 2215 2.410 2.09 2.10 2.24 2.3 2.40 Sanor hIagh tears (ln) 0.667 0.571 0.494 u.406 0.451 0.450 0.492 0.518 0.544 0.5Y Geera acdryechools(e an) 0.144 0.118 0.107 0.102 0.007 0.094 0.003 0.003 0.003 0.092 _butenveh ra tio 410 465 455 440 445 484.0 500.5 52.6 532.3 517.4 Shudentfteacher ramdo 19.3 182 17.1 16. 161.0 17.0 17.8 17.7 17.2 16.1 (II. Teahes Trainin ehoods) Studenot (Uwuggrd) 484 482 437 411 455 511 562 611 681 G62 S0ho0ls 1.063 1,017 082 a0s 661 1.008 1.026 1.041 1.059 1.065 Tasohes (twusanc) 34 38 38 30 40 43 40 s0 54 56 Graduaes (housand) 102 200 240 204 145 13J 10e 176 160 204 Pudesntlachod ratio 400 474 454 453 m 507.3 547.1 67.2 615.1 611.7 Otuderifftacher rato 14 12.6 11.7 10.5 11.3 11. 12.2 12.1 12.1 11.3 (il. Swecndary Tchnica School.) Students thtsand) 714 701 632 023 o 811 1.013 1,148 1.223 NA Schools 1.080 2.052 2.170 2,106 2,220 2.03 2529 2.741 2.864 NA Teachers (fhousan 79 01 08 110 11e 110 128 143 15e NA Graduae (thousnd) 79 201 385 242 230 238 262 321 389 NA luidentlchcl ratio 351 371 201 200 309 354 401 418 429 bUA Bb2kdefad rashlo 9 8 8 6 a 7 88 a NA QV. Voeatonad/AgrloU Schols) Students (houand) NA 454 481 704 1220 1.745 229 2,680 2.678 NA Skchoos NA 3,314 2,655 3,104 5,481 7.002 8.070 8,187 8,381 NA Teachwe huswand NA 23 20 40 73 104 141 164 165 NA Graduas (thousand NA 79 94 131 210 276 413 579 750 NA a doent6shool rato NA 137 181 227 223 249 285 313 310 NA 8tdentd ach eralfo NA 20 17 I8 17 17 10 10 14 NA (V. Oild Workw Shool) Studnt (husan 640 700 676 512 Su 02 742 NA NA NA Schoo 2,03 3,30 3.60 NA NA 346 3,540 NA NA NA Tohwhs (ouwanmd NA NA NA NA NA NA NA NA NA NA Graduabt and) NA NA NA NA NA NA NA NA NA NA Sudnhcbhool rato NA NA NA NA NA NA NA NA NA NA shdntache rao NA NA NA NA NA NA NA NA NA NA .............. ...... 0.. * . ** .** **e**@ ..*..... ......... -..*.* --.... p**-***-*. ** ***o *0** ................ AM= 3.1 -23- Page 2 of 10 Seconday Edueallc (Toal) S n6 67 51 48 47 43 a a 54 a SBONl 146,M0 127.M 11048 108.180 1055 107.7 10.175 104163 105,3 08.005 Teachs (t*) 8.8 817 8.01 2.7 810 22 2.3 &12 82 8.01 sumlIocho r"to 46 490 486 440 444 460 473 w 511 51 _uduftsoaW ttlio Is 19 17 17 Is 17 17 17 17 10 e......... .**.. e.. eC... ** . - 00 -*-...*-*. **@.*. **.. .. *** -C *o.*-*g .*.-.... * ........ .....*... Testlary Siwadonm Scala (Ibose 1,20 1.144 I'm7 1114 1t07 t1 1,708 9 t0 * MA Ca"e" us 7 704 715 002 1.010 tm4 1.08 1.075 Teacbme W ) 7 247 250 287 80J $19 344 572 S NA GradumemhousA so 147 140 417 so 27 810 as8 GU3 NA GludeAllodllsgrafl 1.011 1.5 1517 1,614 tA40 1,4 17 1.74 1*4 NA MdeMst (taftlo 4 a 0 4 4 4 5 5 a NA Poatrduat. Stdnts 1060 21.604 18,843 254 8.16 57,600 50 110,400 1190200 NA Sorc: Wodd SB*a CHINA. ISUES AND PROSPEC IN EDUCATION. p.0 Dabeween 1s s3-7 am CHINASTATISTICALYEAOOK 18 Wpp 8t4- Oda for 18 are on CHINA STATISTICAL YEAOOK OF EDUCATION. 16. Omtao Uklo Wore Schooledlbdn WoMr SancL Secdor Report 6778-CHA. ; Udatd Itm ChIna 6 }stid Yearbook. 108, p.874. (We _uscted tahwer bm an agrgated nuw_w of bolh here and admlnteraae 0: FIur from Cia atellaI Yearbolt of EducadIon, 198?, p. 293. -: Seonday aoob l bIt touw se*lom 1. geal seondary whod nm by Pr1 cAW Eduaton Sueau 2. _pcalad seonary whools w bcl.d thud shods and t_ew taing swIsmn bytoehnclinld_.itlec o whods nun by SEdC and 4. d worke schook mn by tw Pra Labor 8urea China: Education Number of Primary Students By Gender Number ot Students (million) 100 80 60 40 20 - 0 1949 1956 1960 1965 1970 1975 1980 1985 1988 Male student 36.37 7.13 70.61 2.69 1.09 73.84 68.24 Female student 17.75 6.65 45.6 8.24 8.17 89.86 67.16 Male student X Female student 1 *** Statistics Unavailable PO 4 China: Education Number of Secondary Students By Gender Number of Students (million) 40 35 30 25 20- 15 -~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~% Male student 3.283 10.978 10.041** 27.589 34.44 30.44 34.09 Female student 1.187 13.892 42796 1 17.78 12234 2048 19.81 Male student F Female student *** Statistics Unavailable 0 China: Education Number of College Students By Gender Number of Students (million) 1.6 1.4 1.2- 1 0.8- 0.6 0.4 - 1949 1955 1960 1966 197019698 8 98 Male student 0.094 0.212 0.726 0.493 0.338 0.876 1.178 1.377 Female student 0.023 0.076 0.236 0.181 0.163 0.268 0.526 0.689 Male student Female student *** Statistics Unavailable a China: Secondary Education Students Enrolled in General Secondary Schools Number of Students (million) 70 60 - 55.081 50 - 44.661 47.06 47.615 40- 30 - 26.419 20 10 10.26 9.338 1.814 1.3053 0- 1946 1950 1955 1960 1965 1970 1975 1980 1985 1988 Year (1946-1988) 0.4 _ Secondary Student >0 O China: Secondary Education Number of Junior High Students Enrolled by Urban & Rural Areas Number of Students (million) 35 30 26 - 20- 15 10 1965 1971 1976 1981 1985 1988 City 3.381 4.884 6.763 5.678 6.975 6.123 County-Town 1.945 2.063 4.017 4.633 6.686 6.932 Village 2.703 18.742 32.749 31.236 26.987 27.1 City 1 County-Town l Village c i C China: Secondary Education Number of Senior High Students Enrolled by Urban & Rural Areas Number of Students (million) 10 6 - 4-. 2- 1968 1971 1976 1981 1986 1988 City 0.564 1.269 3.372 1.963 2.321 2.229 County-Town 0.625 0.896 2.218 2.166 3.112 3.31 Village _ 0.119 3.423 9.246 3.022 1.978 1.92 City E County-Town EVillage c ow 0.- C China: Secondary Education Junior High: Student/School Ratio by Urban & Rural Areas Number of Students Per School 4000 3500 3000 2500 2000 1500 | 100 0 1966 1971 1976 1981 1987 1988 City 1097.727 1000 3484.286 1643.004 1079.768 1090 County-Town 853.819 584.751 1094.65 1346.02 936.664 881 Village 313.282 259.613 259.9 414.071 455.416 445 City E County-Town LII Village o40 China: Secondary Education Senior High: Student/School Ratio by Urban & Rural Areas Number of Students Per School 1600 1400 1200 - 1000 - 800 600 - 400 - 200.dl 0 0_ _ 1965 1971 1976 1981 1987 1988 City 428.897 1470.462 481.164 323.447 426.863 426 County-Town 284.998 605.139 386.815 363.804 573.798 661 Village 197.02 289.618 193.469 243.18 362.684 356 City County-Town EJ Village O - 32 - COhNhX 3.2 ::OtPAUT1V 3D1CAT1IO 8SATISTICS China: Comparative Education Labor Force with No Schooling (Regional Averages) Labor Force with No Schooling (%) 80 70 60 50 40- 30- 20 I0 0 E.Afca W.Afca E.Asla S.Asla EMENA LA&C S.Eurp E.Eurp DC'. China- % 41.1 69.7 16.1 60.9 50.2 19.7 10 1 0.4 28.3 _% #10 UNESCO, Statistical Yearbook, 1984 China: Comparative Education Years of Schooling of the Labor Force (Regional Averages) Years of Schooling 12 10 8 6- 4 - 2 0 E.Afca W.Afca E.Asla S.Asla EMENA LA&C S.Eurp E.Eurp DC's China % 3.7 1.8 6.4 2.5 3.4 5.8 6.8 10.5 10 4.5 Percent of Labor Force with Schooling C 8 UNECt tE¢s °tlItlCI Wevbook. 1564.* China: Comparative Edcuation Levels of Schooling of the Labor Force (Regional Averages) The Labor Force with Schooling (%) 60.-- - 50 40 30- 20 10 0 E.Afr W.Afr E.Asa S.Asa EMEN LA&C S.Eup E.Eup DC's China Primary 41.8 22.8 45 23.6 29.8 49.7 52.5 33.9 27.1 34.4 Secondary 14.5 6.8 33 14 15.9 25.2 27.9 57.1 56.1 36.6 Tertiary 1.5 0.7 6.8 1.3 3.6 5.4 9.6 8 16.3 0.9 00 w Primary i Secondary El Tertiary UN8E0, SJt Ilab*Iee W4fboo.o, 19a*. AMEX 3.2 -36 - Page 4 of 4 Enrollment Rates by Level of Education, Asia, 1970-1985 0 ~ ~ ~ ~ ~ ~ * * - ****a*--* o *a#**- pInay Secnam,ry Nighhr 1970 197 19c 195 1 1975 1980 19l8 1975 1980 1985 taLsh 54 73 62 60 - 19 18 18 3 5.2 Bhutan 6 9 Is 25 1 1 1 A - 0.1 3Utl 83 83 87 10? 21 21 2 23 .I 5.1 5.4 China 89 126 105 118 24 - 39 0.6 1.3 1.7 India 73 79 81 92 26 26 31 41 8.6 - 9 WN d0 Uia so lt 10? 118 16 20 29 42 2.4 3.9 6.S Kore 103 107 109 96 42 56 76 75n 10.3 1S.7 31.6 Laos 53 58 89 94 3 7 17 19 0.5 1.5 MaLasia 87 91 9' 99 34 42 49 S3 2.8 4.3 6 NepL 22 54 69 82 10 13 21 25 2.3 3.2 4.6 -psumnsVGuifna 52 56 62 70 8 12 11 13 2.5 1.9 2 PhiLippisn 108 107 114 106 46 54 62 65 18.4 27.7 38 SInpore 105 110 108 115 46 52 5B 7 ^ 7.8 11.8 Si Lanka 99 77 98 103 47 48 51 63 -.3 2.8 4.6 Thailld 83 3 99 97 1? 26 29 30 3.4 1t.1 19.6 ............................ Sorces: ertd Ba*, Educatiant Esdeltpant in A4as: A Coaratifv Study fo*usIng an Cost an Frnncing Issues, 1989, P. 190. NotOll * Figure refLect avre ower Lover an ,Mr secodary education. - 37 - AMll 3.3 PEILIC SIZIts DITUS OX EUCATION ANNM 3.3 -38- Page 1 of 3 PUSLIC EXPENOITURE ON EDUCATION (1950-1988) (miltlion; Yuan) TOTAL EDUCATIONAL EXPEOITURIt I CURItENT EDUCATIONAL EXENDITURE ~~~~~............................ .................................................................. YEAR Totat As S of As X of As of Capital natfonat LA X of total noti the totat As X of totat natt I expeiditure budget GNPfa Amount GNP budget I Amount ed.budget CNP budget I for ed. ................. .........................................._.. ........................ 1950 6,808 NA 405 NA S.9X 376 932 NA 5.52 29 1951 12,249 NA 83S NA 6.82 742 892 NA 6.1t 93 1952 17,59° NA 950 NA S.4X 89S 94X NA 5.1X S5 1953 22,012 NA 1,618 NA 7.4X 1,280 792 NA S.82 338 1954 24.632 NA 1,767 NA 7.22 1,3r7 782 NA 5.6X 390 1955 26,929 NA 1.657 NA 6.2X 1,408 8S2 NA S.2X 249 1956 30.74 NA 1,991 NA 6.S 1,647 832 NA S.42 344 1957 30,421 NA 2.253 NA 7.42 1,952 87x NA 6.42 301 1958 40.940 NA 2.239 NA 5.s5 1,983 892 NA 4.82 256 19S9 55.186 NA 2,888 NA 5.2X 2,409 832 NA 4.42 479 1960 6S,414 NA 3,963 NA 6.12 3,1?8 802 NA 4.92 785 1961 36.702 NA 2,91S NA 7.92 2,678 92x NA 7.32 237 1962 30.525 NA 2,507 NA 8.2x 2,407 962 NA 7.92 100 1963 33.963 NA 2,696 NA 7.92 2,491 922 NA 7.3X 20S 1964 39,902 NA 3,133 NA 7.92 2,780 892 NA 7.0X 353 1965 46,633 NA 3,242 NA ?.02 2,912 9ox NA 6.22 330 1966 54,156 NA 3,642 NA 6.72 3,443 952 NA 6.42 199 1967 44,15s 173,000 3,373 1.92 7.62 3,2?0 97x 1.92 7.4x 103 1968 35.984 164.600 2,828 1.7X 7.92 2,750 9?X 1.72 7.62 78 1969 52,586 188,100 2,760 1.52 S.22 2,704 982 1.4X s.12 S6 1970 64,941 224,000 2,819 1.32 4.3X 2,756 982 1.22 4.22 63 1971 73,217 241,500 3,412 1.42 4.72 3,300 972 1.4X 4.S 112 1972 76,636 248,400 4,096 1.62 S.32 3,854 942 1.6% s.0o 242 1973 80,928 269,soo 4,s50 1.72 S.62 4.207 922 1.6X 5.22 343 1974 79,07S 272,900 4,980 1.82 6.3X 4,598 922 1.72 5.82 382 1975 82,088 290,900 5,193 1.82 6.32 4,826 932 1.?% s.92 36? 1976 80,620 282,000 5,429 1.92 6.72 s,049 93x 1.82 6.32 380 1977 84,353 307,200 5,686 1.9x 6.72 5,304 93x 1.72 6.32 382 19?8 111,09 3S0,200 7,206 2.12 6.52 6,560 912 1.92 5.9s 646 1979 127.394 389,100 8,808 2.32 6.92 7,696 872 2.02 6.02 1,112 1980 121,273 429,300 10,822 2.52 8.92 9,418 872 2.22 7.82 1,404 1981 111,497 457,s00 11,762 2.62 10.52 10,248 872 2.22 9.22 1.514 1982 115,331 504,700 13,322 2.62 11.62X 11,5s6 87 2.32 10.02 1,754 l983 129,245 565,200 15,192 2.72 11.SX 12,785 842 2.32 9.9s 2,407 1984 1S4,640 679,900 17,976 2.62 11.62 14,816 822 2.22 9.62 3,160 1985 184,478 832,200 22,793 2.72 12.42 18,416 s8x 2.22 10.02 4,377 1986 233,080 937,200 26,470 2.82 11.42 NA NA NA NA NA 1967 244,849 1,085,900 27,700 2.62 11.32 NA NA NA NA NA Sourc": ACHIEVENENT OF EOUCATION IN CHNtA (1949-1983M, PP. 371-32n. ACHIEVENENT Of EWCATION IN CHINA (1980-1985), P. 104. Figures after 1985 are froe EIJtNG ZNONGGUW JitAOU MAO, (China Education News), March 21, 1989, p. 1. Note: /a: This fs from World Sank: World Table (1988-89). pp. 192-3. AREM 3.3 -39- Page 2 of 3 PIAIC EXDITIU! 011 IMUCATtON BY LIVEL (sil-lon, Yuan) PubIc expenditure on Ediatonl ................ .................................. ,*..... ....*............... TEAR Total I I of o S0f A SX of naticiul Tota current totl g al ed. Genarl s ltotal ed. bigot I nmomt goven.expWn. I Edaatfon budget I Eicatior*udget ............................,,..... ................... 1950 6,808 376 5.5 A IUA MA NA 1951 12,249 742 4.11 xA NA NA NA lff2 17,5T9 895 5.11 140 15.4X 755 84.361 1953 22,012 1,280 5.8X 227 17.731 1.053 82.27X 1954 24.632 1.37?7 S.6 292 21.21X 1,085 78.79 19S5 26.929 1,408 5.21 301 21.381 1,107 78.621 1956 30,S74 1,647 5.41 369 22.401 1,278 77.601 195T 30,421 1,952 6.41 421 21.57S t,531 78.431 1958 40,940 1.983 4.81 473 23.851 1,510 76.151 19f9 55,186 2,409 4.41 688 28.o 1,721 71.44x 1960 65.414 3,178 4.91 1,043 32.821 2,135 67.181 1961 36.702 2.678 7.31 725 27.07X 1,953 n.93x 1962 30.52S 2,407 7.91 580 24.101 1.827 75.90X 1963 33,963 2,491 7.31 582 23.361 1,909 76.64X 1964 39,902 2,780 7.o% 623 22.411 2.157 77.59s 1965 46.633 2,912 6.21 631 21.671 2,281 78.33X 1966 54,1S6 3,443 6.41 621 18.011 2,822 81.961 1967 4415ss 3,270 7.4S 523 15.991 2,747 84.011 1968 35.984 2,no 7.61 NA NA NA NA 1969 S2,s86 2,70 5.11 MA NA NA NA 1970 64,941 2,756 4.21 MA NA NA NA 1971 73,217 3,300 4.51 456 13.821 2,844 86.1SX 1972 76.636 3,854 5.01 537 13.931 3,317 86.071 1973 80,928 4,207 5.21 616 14.641 3591 85.361 1974 79,075 4,s9s 5.81 685 14.901 3,913 85.101 i975 82,088 4,826 5.91 716 14.841 4.110 85.161 1976 80,620 5,049 6.31 803 15.901 4,246 84.101 1977 84,3s3 5,304 6.31 826 15.571 4,478 84.431 1978 111,095 6,S60 S.91 1,163 t7.rx S,397 82.271 1979 127,394 7,696 6.01 1,610 21.31% 6,056 78.691 1980 121,273 9,418 7.81 1,913 20.31X 7,S05 79.691 1981 111,497 10,248 9.2x 2,228 21.741 8,020 78.261 1982 11S,331 11,568 10.01 2,386 20.631 9,182 79.37X 1983 129,24S 12,785 9.91 2,784 21.78s 10,03? 78.511 1984 154.640 14,816 9.61 3,2n 22.061 11,544 77.92% 198s 184,478 18,416 10.01 NA NA NA NA Source: ACHIEVEMENT Of EDUCAtION IN CHINA (1949-193), P. 371. ACHIEEMNT OF LDUCATION IN CHNA (1980-I9), P.104. OWTN Of NINISTRY OF DUCTION E1O1NT EXPENDITIURES (19771986) (billion, Yuan) ....................................................................................................................... Growtb 1917 197 1979 1980 1961 1982 19 1984 1965 1966 197786 ....................................................................................................................... 1i erwication 0.78 t.l4 1.61 1.78 2.05 2.01 IA 3.273 4.015 4.69 S001 Pri-teacber training O.1S 0.2 0.24 0.3 0.3 0.33 NA NA NA NA NA Sewonda schooms 1.74 2.17 2.4 2.92 3.09 3.49 IU 4.206 S.20? 6.04S 2471 PriAWy sehools 1.5T 1.77 1.95 2.55 2.87 3.39 NA 4.M S.259 6.108 2891 Special alotamces 0.73 0.81 0.84 0.95 NA NA NA INA NA NA NA Nisellaneo 0.33 0.47 0.6" 0.3 0.93 1.02 NA 0.928 1.19 1.353 3101 Total S.3 6.S6 7.? 6.8 9.24 10.24 A U2.U 1S.671 18.196 2401 ....................................................................................................................... Source: (1) 197-82 Infomtion provided bv Ninistry of Education. (2) 1964-86 frm Education Expwditure wd Teadr's Salay. PERCENTASE OISTRIBUTION Of PMUIC RECUIREIT ll TIOIIAL EIDITURE. BY EL OF EDUCtlI1N (1) ....................................................................................................................... Othe dweloping OEtD 1979 1982 1984 1985 1966 countrfes countrles PrMy education 31 38 36.1 36.3 36.3 49 44 Secondary education 39 40 35.9 3S.9 35.9 31 37 university education 30 22 27.9 27.9 27.8 20 19 . . . . . . . . . . ........................................................................................... source: net givn. (data from China suWled by Ueifa n) NI ' FH W - 41 - ANX 3.4 CU5 CUL ANNEX 3.4 - 42 - Page 1 of 4 CURRICULUM The Five-Year Primary Program Time Allocations .. ... .. ... .... .......... ^. .... ....... ... ...... .. ... .. . ... .............. Class Hour Total hours in % of total Subject Grade: 1 2 3 4 5 syllabus hours Ideology 1 1 1 1 1 170 3.7 Chinese 11 11 9 9 9 1666 36.5 Mathematics 5 6 6 6 6 986 21.6 Social studies 0 0 2 2 2 204 4.5 Science 1 1 2 2 2 272 6.0 Physical education 2 2 2 3 3 408 9.0 music 3 3 2 2 2 408 9.0 Fine art 2 2 2 2 2 340 7.5 Production labor 0 0 1 1 1 102 2.2 TOTAL 25 26 27 28 28 4556 100.0 ...... ................ .. .. .. ........ ................... .... ......... ............. ............................ ..................... . Source: WORLD BANK: Curriculum Development for Basic Education in China, Table 2. CURRICULUM The Six-Year Primary Program Time Allocations ,..................................... ............. ..................................................... ...... . . Class Hour Total hours in % of total Subject Grade: 1 2 3 4 5 6 syllabus hours ...*.. ...-.............. ................ ... ......*-.. ... .... ...... .......... .......................... ... Ideology 1 1 1 1 1 1 204 4.1 Chinese 10 10 9 8 7 7 1734 34.9 Mathematics 4 5 5 5 5 5 986 19.9 Social studies 0 0 0 2 2 2 204 4.1 Science 1 1 1 1 2 2 272 5.5 Physical education 2 2 3 3 3 3 544 11.0 Music 3 3 2 2 2 2 476 9.6 Fine art 2 2 2 2 2 2 408 8.2 Production labor 0 0 1 1 1 1 136 2.7 TOTAL 23 24 24 25 25 25 4556 100.0 Source: WORLD BANK: Curriculum Development for Basic Education in China, Table 3. ANNEX 3.4 - 43 Page 2 of 4 CURRICULUM The Three-Year Lover Middle School Program Time Allocations ............................................ - - - -....-- Class Hour Total number Subject Grade 1 2 3 of class hour ....................................... Politics 2 2 2 200 6.4 Chinese 6 S 6 566 18.1 Mathematics 6 5 S 534 17.1 Foreign Language 5 4 4 434 13.9 History 2 2 2 200 6.4 Geography 2/3 2 0 153 4.9 Physics 0 2 2 132 4.2 Chemistry 0 0 3 96 3.1 Biology 2 3 0 170 5.5 Physical education 3 3 2 268 8.6 Music 1 1 1 100 3.2 Fine arts 1 1 1 100 3.2 Labor 1 2 2 166 5.3 Total 31/32 32 30 3119 100 Source: WORLD BANK: Curriculum Development for Basic Education in China, Table 5. CURRICULUM The Four-Year Lower Middle School Program Time Allocations Class Hour Total number Subject Grade 1 2 3 4 of class hour ......... ......................... ................................ .... .......... ............................................. Politics 1 1 2 2 200 5.1 Chinese 5 5 5 5 670 17.0 Mathematics 5 5 4 4 604 15.3 Foreign Language 4 4 4 4 536 13.6 History 2 3 0 2 234 5.9 Geography 3 2 0 0 170 4.3 Physics 0 0 3 2 166 4.2 Chemistry 0 0 2 2 132 3.3 Biology 2 2 2 0 204 5.2 Physical education 3 3 2 2 336 8.5 Music 1 1 1 1 134 3.4 Fine arts 1 1 1 1 134 3.4 Labor 2 2 2 2 268 6.8 Total 29 29 30 30 3952 100 ….......,............................... ........................................ Source: WORLD BANK: Curriculum Development for Basic Education in China, Table 4. AMOIL 3.4 - 44 - Page 3 of 4 CURRICULUM Timetable of Preservice Primary Teacher Training Schools *......................... . ...--*--.---.--.......................................................- CLASS HOURS Total number Subject Grade 1 Grad. 2 Grade 3 of class hour 0 ... ....................... ............................. Politics 2 2 1 171 5 Chinese writing and composition 5 5 4 614 20 Basic Chinese 2 2 Basic methodology of Chinese - 2 62 2 mathematics 6 6 420 13 Methodology of mochematies - 4 124 4 Physics 3 3 3 303 10 Chemistry 3 3 210 7 Biology 4 I - 144 5 Physiological hygiene - 2 68 2 History * - 3 93 3 Geography 3 93 3 Psychology - 2 68 2 Pedagogy - . 4 124 4 Sports and teaching methodology 2 2 3 233 8 Music and teaching methodology 2 2 2 202 6 Art and teachlns methodology 2 2 2 202 6 Total class periods week 31 31 31 3131 100 Total class woeks year 36 34 31 Practice (weeks) - 2 6 Manual work (weeks) 2 2 .............................................................................. Source: World BSank: CHINA, ISSUES AND PROSPECTS IN EDUCATION, p. 72. Note: The report does not give source. ANNEX 3.4 - 45 Page 4 of 4 Percentage of Primary School Curriculum Devoted to 10 Major Content Areas by GNP Per CapLta (S) AA1A~LAAAA~AAAAA**AAAAAAAAAAA.AAAAx _AE.AhA.L**** Curriculum GNP Per Capita Level Content Low L-Mid Up-Mld High China* ............................... ........................................................... Lauguage 37 34 36 34 35 Math 18 17 18 19 20 Science 7 9 ; 6 6 Social Studies 8 10 9 9 4 Moral 5 6 4 5 4 Music and Art 9 8 11 13 18 Physical education 7 6 7 9 11 Hygiene 1 2 2 1 NA Vocational Subject 6 7 3 1 3 Other 3 3 2 3 NA =........................................................................................................................ ........... Source: Benavot & Kamens (1988) *: Figures for China are from World Bank: Curriculum Development for Basic Education in China, table 3. Note: Some of the columns may add up over 100 because of rounding up. - 46 - ANNEX 3.5 VOCATIONAL TRAINING IN CHIN -47 - ANNEX 3.5 Page 1 of 6 VOCATIONAL TRAINING IN CHINA 1. Vocational education and training in China has been well described in recent Bank reports, notably World Bank (1987) and its five working papers. This annex takes these studies as read and adds some additional information, with emphasis on enterprise-based or enterprise-sponsored training. A. Pre-Employment Training Skilled Workers' Schools 2. SWSs have been extensively described elsewhere (for example, Noah and Middleton, 1987). In 1988 there were 3,996 such schools with a total enrolLment of 1,160,000 students and 280,000 full-time staff. The staff comprised 100,000 general education and theory teachers, 24,000 practical training instructors, 58,000 administrators (of whom 22,000 possessed specialized qualifications), 44,000 campus workers, 40,000 workshop staff (including 29,400 workers), and 14,000 temporary workers. In addition there were 12,000 part-time teachers. 3. The MoL considers that SWS training is the most highly regarded type of pre-employment vocational training and that there is enthusiasm for expanding it. The SWS graduates were reported to be much better trained than the skilled workers trained by the short-term centers, which is not surprising since the latter only have six months to develop their skills, an inadequate period for most trades training. The fact that they were preferred to SVS graduates is also expected. By all accounts, SVSs tend to be poorly equipped, to be staffed with inadequately qualified instructors, and to lack the links to enterprises from which the SWSs benefit. 4. High regard for SWS graduates may have something to do with aspects other than their workshop training. Only about 17? of each cohort currently enters any form of senior middle school, and such evidence indicates that the number of applicants per place is much higher at SWSs than at the SVSs and the GSSs. This may be explained by the fact that SWS graduates are virtually guaranteed a job at the sponsoring enterprise. Further, enthusiasm for ordinary GSSs has been undermined by the policy of the Government that entrants to the labor force should possess some kind of occupational qualification to be eligible for employment (the training-before-employment policy). It follows that although SWS students may be less able than those securing places in key GSSs or STSs, they are nevertheless near the top of the ability spectrum, and it may be surmised that employers value their graduates because they are trainable rather than trained. Their training in mathematics classes would put to shame many Western secondary schools. Apprentices, by contrast appear to be recruited from those whose education terminated at junior middle school. If SWS graduates are generally preferred, it might simply be explained by selection bias. This would be reinforced by the fact that by the time of graduation the SWS student has already acquired some authentic work experience, the last six months of the three-year SWS programme being spent on production in the factory, including shiftwork, whereas the - 48 - AMUtS 3.5 Page 2 of 6 apprentice appears to have little opportunity to make good his or her lack of theory. 5. The German Development Institute considered that the SWS graduates would be classified by German standards as semi-skilled workers with an excess knowledge of theory. The fact that they managed to reach an acceptable standard by graduation, despite the shortcomaings in SUSs, was attributed to the narrowness of their training. This is likely to cause problems in future, for industry will increasingly need a multi-skilled, flexible workforce rather than one with a fine division of labor and narrowly specialized, lifetime skills. (Claus et al - 1988) Short-Term Training Centers 6. According to information presented by the MoL, nearly two and a half million young people waiting for work were trained in short-term training centers in 1987 alone, 351 in labor service companies run by local labor bureaus, 552 in LSCs run by enterprises, and the remainder in various types of training institutes, including, interestingly enough, 41 in proprietary schools. Details of enrollments by programue are available only for the LSCs run by local labor bureaus. The stereotype of LSC training is restaurant and hotel training, but, in fact, it accounts for only a small share of the total. Training for tailoring and sewing, industrial training, book-keeping training, and appliance repair were all of a similar order of magnitude. 702 of programmes last for less than six months and over 902 less than one year. If the average course length were four months, the total number of trainee years would be about 800,000 annually, making the scale of this type of training much less than that of apprenticeship, but greater than that of the training provided by SWSs (whose enrollment is nearly 1.2 million, but only half of the curriculum is devoted to training). 7. The centers visited by the mission both provided hotel and restaurant training, probably approaching opposite extremes of the quality spectrum. One, located in Tianjin and run by the Tianjin City Labor Bureau, owned its own hotel and restaurant, an endowment from the municipality in 1982 when the training-before-employment policy was established. With a minor improvement in decoration, the hotel and restaurant would be considered adequate to cater to the middle market of the Western tourist and business trade. Each year about 60 senior secondary school graduA es complete a basic cooking course lasting six months to a year, and upgras;.t- training lasting three months is given to about 30 chefs. On the hotel side, about 40 trainees each year complete a six month course, starting in a common programme but specializing in ten sub-prograuems according to aptitude. The hotel and enterprise employ a staff of 330, of whom 17 are full-time teachers. Trainees are not charged fees. 30Y of the revenue comes from fees charged to firms employing graduates of the programes, and the remainder from profits from the hotel and restaurant. The standard of training facilities was high. The restaurant has separate teaching kitchens and the main kitchen had additional space to accommodate observers. The hotel had a class-room with a blackboard at one end and a realistic mock-up of a hotel bedroom at the other. The only negative feature of the training was its cost. On the surface, it was self- - 49 - ANNEX 3.5 Page 3 of 6 financing, since the fees and profits covered training expenditure. However the capital invested by the municipality came to 18 million yuan. The total number of training-years provided annually was less than 90, implying a capital cost of 200,000 yuan per training place. 8. The other labor service company was owned by the Deng Cheng District Labor Bureau in Beijing. It operated on a much larger scale, having 1,500 training places with an average course length of about six months. The hotel and restaurant programes dominated the training but training for electricians and appliance repair was also provided. The training facilities were much inferior to those at the LSC in-Tianjin and the manager reported that most of the teachers were part-timers with full-time jobs elsewhere. He would like to employ more full-tine staff but the salary structure was unattractive. As at the other centre, 702 of the operating expenditure was covered by profits from the hotel and restaurant and the balance by fees charged to employers of graduates. It was impossible to judge the relative cost-effectiveness of this operation in a short visit. Evidently training costs were much lower than at its counterpart in Tianjin, but it is also likely that the quality of the training was also much lower. It is clear that LSC training is very heterogeneous, not only in terms of the occupations served but also in terms of quality. B. Apprenticeship 9. There were three and a half million apprentices in 1988, one third being trained over three years and the remainder over two years. The MoL was not able to provide a break-down by trade. The development of this mode of training has been adversely affected by several factors: the growth of the skilled workers' schools and the short-term training centers; the pressure on enterprises to raise short-term productivity; and the training-before- employment policy introduced by the authorities. Enterprises are encouraged to provide theoretical training, but it would appear that this is typically not provided systematically, and few apprentices receive off-site training. C. In-Service Training 10. According to data provided by the MoL, in-service training is provided at 22,000 training centers, most of which belong to enterprises. Some belong to authorized departments in charge of workers' training, for example, a line ministry. They employ 400,000 full-time staff (including administrative staff) and an unspecifLed number of part-time staff. No further information was provided. D. Advanced Vocational and Technical Training II. Instructor training has recently been comprehensively reviewed by Gough and Yang (1987). This subsection reports concerns that arose as a consequence of a visit to the Advanced Vocational and Technical Training Centre (AVTTC) at Tianjin, one of two such centers operated directly by the Ministry of Labor, the other being located in Shanghai. - 50 - ANNEX 3.5 Page 4 of 6 12. The AVTTCs are the flagships of the training network and are explicitly designed as regional centers, one at Tianjin serving the northern provinces and one at Shanghai the southern ones. Clearly, in a country the size of China, these centers cannot make a significant direct contribution to the supply of new vocational instructors. They produce about 2,000 graduates annually, and the need must be in tens of thousands. Instead they must be expected to play a strategic role, providing staff, support and materials for a network of provincial and sub-provincial instructor training centers. However, a visit to the Tianjin revealed that it is not fulfilling this strategic role and, worse, current developments are likely to side-track it from this role for the foreseeable future. At present the centre represents an unprepossessing example of an institution suitable for servicing a smallish industrial city. An impending UNDP/ILO support programme is unlikely to raise it much above this level and, worse, is likely to pre-empt any more serious assistance that might be provided by another donor agency. There appear to be two fundamental problems with the Tianjin centre: a lack of ambition concerning the quality of the training, and the absence of a long-term strategic plan. Lack of ambition concerning quality 13. The Tianjin centre will require major, well-coordinated external support sustained over a period of at least ten years, and probably much longer, if it is to achieve the following objectives: (a) identification of suitable up-to-date technology and the development of an appropriate curriculum; (b) development of high-quality training norms within the centre; and (c) development of the ability to maintain (a) and (b) on its own after the withdrawal of external support. In industry, two important benefits of joint ventures are the contribution of the overseas partner to the identification of appropriate technology and the development of a complementary training programme which develops skills to international standards. In the case of an advanced training centre, the benefits that can accrue from external support are exactly the same, with the difference that the needs of a training centre are much greater than that of an industrial enterprise because the range of technologies involved is typically much greater. 14. In this context the experience of Singapore is relevant. With UNDP funding and technical assistance from the IL0, the precursor of what is now the Singapore Economic Development Board (SEDB) established in 1968 the Metal Industries Development Centre (MIDC) to accelerate the training of skilled metal-workers with the objective of encouraging foreign companies to set up manufacturing plants. According to an ex-post evaluation it was extremely successful: "It might truthfully be said that the MIDC launched the engineering and foundry industry in Singapore* (UNDP/ILO, 1984, p.48). Nevertheless by the mid-1970s it was defunct, its training role having been taken over by the Brown Boveri Government Training Centre, which has been joined by three other training institutes established in the early 1980ss the German-Singapore Institute for training production and automation technicians; the French-Singapore Institute for training electronics technicians; and the Japan-Singapore Technical Institute for training technicians spanning the -51- ANNEX 3.5 Page 5 of 6 fields of mechanical and electronic engineering. The SEDB has explained (to the present writer, on another mission) that the MIDC was terminated because it lost momentum. The ILO experts came and after at most a few years, went. The fact that they did a good job is evident from the ex-post evaluation, but it eventually became clear to the SIDI that, even in a relatively sophisticated developing country like Singapore, it was highly desirable to have a more permanent external input to industrial training, and this of course is a cammon characteristic of the four SEDB training institutes. 15. The original IL0 project was of the MIDC type (but much less ambitious) and the new one, outlined in Annex 3, is similar. The Project Document states (p. 11) that *the scale and complexity of meeting China's skilled labor needs require a modest but strategic response*. This view is surely greatly mistaken. The first project has had a marginal impact on instructor supply in terms of volume and probably a negligible impact in terms of standards, and the new project is most unlikely to make a significant improvement. Judging by the lessons learned in Singapore, periodic short-term technical assistance is not the solution. What is needed is a lasting commitment which is beyond the scope of the IL0, and probably also any other multilateral agency, the Bank included. Absence of a strategic role 16. The apparent absence of a strategic role is part of the same problem and similarly needs to be addressed. As far as one could tell from a brief visit and the ILO Project Document, the Tianjin AVTTC is effectively being run as a stand-alone institution. It has facilities for generating audio-visual materials and is responsible for developing a modular training system, and thus plays a limited role as a resource center for other vocational training institutions. This role will be extended by the mobile advisory service which will be established under the ILO project. But there is no sign of it developing into a regional hub playing a pro-active role in monitoring and improving standards in next-tier training institutions. China Research Society for Workers and Staff Education, Beiling 17. This research center, which focuses on in-plant training, is one of two operated by the MoL (the other being the Research Society for Vocational and Technical Training, Beijing, which focuses on the MoL's pre-employment progravmes). According to the Project Document, the center has 16 researchers and is in the process of recruiting 14 more. The project is intended to equip the center with the capability to provide an "up-to-date training information service.' (a) establishment of competency-based performance standards and curricula for different occupations, utilizing as appropriate the modular approach, leading to standardized nation-wide certification. (b) creation of a network in China of national and international training information, including a central system of training records with a central information retrieval and dissemination system. - 52 - ANEX 3.5 Page 6 of 6 (c) records of graduates. (d) ability to identify future investment requirements. 18. Item (a) is certainly sorely needed in China. Indeed there appears to be a need for an even more fundamental task, the development of a national classification of occupations based, as in other countries, on the International standard occupational classification. To judge by the review of the national manpower planning process the present approach to the classification is essentially credentialist rather than rooted in job descriptions: in the manpower surveys undertaken in 1983 and 1985, individuals were classified by educational background and speciality, rather than by educational background and occupation. Under speciality there were two sub-itemss the occupation-related credential (if any) earned by the individual at entry to the labor force, and, if different, the credential which would be associated with his or her current responsibilities. Such a system may be adequate for those professional and craft occupations where a worker normally remains for an entire worklAg life, but breaks down for non- entry-level occupations. For example, acc :ding to SEdC staff, a diplomat would be rendered as interpreterladministritor. Even at the craft level there appears to be need for an improved classif cation. At present some 9,000 trades have been defined, and it is not clear that the definitions are well- coordinated. A rationalization effort is reported to be in progress. - 53 - AMX 3.6 UQCOHNDED PROGRAMS, POLICIES AND STUDIES RELkTED TO SKILL TRANDG ~ 54 - ANNEX 3.6 Page 1 of 13 CHINA - PROVINCIAL EDUCATION STUDY RECOMMENDED PROGRAMS, POLICIES AND STUDIES RELATED TO SKILL TRAINING A. Secondary Technical Schools 1. Technician education will be as important in China as it is in other countries with an established industrial sector. The need in China is particularly acute because much of the industrial sector is struggling with obsolete technology. In manty sectors technological development has stagnated since the departure of the Russians in the late fifties and many of the plants in use at that time were already outdated. For instance, numerically controlled machines are still uncommon. An adequate supply of technicians as well as engineers will be indispensable for the modernization of industry that must take place as part of China's economic development. According to one report, the ratio of engineers to technicians at the current time is 7:1.2. This imbalance may be partly attributable to overemphasis on engineering training in the universities, but it is clear that there is also an absolute shortage of technicians. Despite growing unemployment in China, there is no difficulty in finding jobs for Secondary Technical School (STS) graduates. 2. Fortunately conditions for the expansion of STS enrollments appear to be extremely favorable. Applications for places in the schools are reported to outnumber available places many times, and the schools can, therefore, afford to be highly selective. Further, the mathematical attainment of the population from which entrants are drawn appears to be impressive even by the norms of industrialized countries. 3. Consideration should be given to upgrading the facilities at selected STSs. Prior to selection it would be necessary to establish a comprehensive data-base on existing STSs, with courses and enrollments by course, and a similar data-base on post-secondary colleges whose offerings overlap with those of STSs. Consideration should be given to assisting non-industrial schools (for example, nurse-training schools) as well as industrial schools. Conditionality aspects could includes consolidation of assisted programmes (assistance to a programme at one school could be conditional on termination of similar programmes in other institutions-- in an extreme case the school could become the provincial or even regional center for the programme in question); a broadening of the programme in terms of degree of specialization; and an improvement in internal efficiency. This last item would most obviously relate to an improved utilization rate for teaching staff and the elimination of the surplus administrative staff that seem to be a feature of most schools. The schools assisted could be expected to provide a detailed description of existing numbers of staff by type (teachers/workshop instructors/administrators/service workers), and work-load (number of hours spent in class/number of hours spent preparing classes, etc.), and be willing to agree to a revised set of norms which would lead to lower staff-student -ANEX 3.6 55 Page 2ofl13 ratios. Improvement in internal efficiency could also involve the replacement of one or more ezisting small schools by a larger school of efficient size on a fresh site. The objective would be to raise the quality of assisted programnes and their enrollments with minimal or no increase in recurrent expenditure. The authorities are committed to expanding the provision of costly secondary technical and vocational education at a rapid pace. If this is not achieved by improving internal efficiency, the policy is likely to have highly prejudicial consequences for the financing of basic education. 4. Chinese enterprises are accustomed to providing in-service training to an extent which is unusual in countries at this level of development and which is perhaps surprising given the rigidity of administrative arrangements in other respects. However, there is little information on the scale and scope of such training. in most countries it tends to be spasmodic and very heterogeneous in terms of content, duration and mode (day-release/block releaselpart-time in evenings) makes it difficult to document systematically. In China, it is provided more systematically, and may even be included in plan targets, but nevertheless a comprehensive data-base does not exist. Even more elusive is information on the potential expansion of in-service institutional training, which appears to deserve priority. At present it seems that most upgrading training in industry is provided within the enterprise and is very narrowly focused, whereas in future there will be a growing need for multi- skilled workers who can adapt flexibly to new technology. This issue calls for an in-service training study as proposed in Section II. In the meantime, an in-service training component based on a bottom-up approach could be considered for this project. The first step would be for the assisted STSs to make a comprehensive report on the in-service training provided by them for the past three years. The seccod step would be for enterprises using STSs for in-service training, and, where different, employers of the graduates of the school, to be surveyed concerning potential expansion of this type of training. The third step would be preparation of the school for such expansion. 5. It must be acknowledged that, on a trainee-hour basis, in-service training tends to be more costly than pre-employment training, both in terms of administration and instruction. An important issue will be the provision of incentives for schools to undertake this type of expansion. The most obvious one is financial: existing regulations should be reviewed to assure that both schools and the staff concerned benefit financially from the provision of in-service training. Further, a coamitment to the provision of such training, and in particular, a willingness to undertake the three steps described in the preceding paragraph, should be made a condition for the inclusion of the school in the project. B. Secondary Vocational Schools 9. The Government's policy is to expand vocational education to the point where it accounts for 50Z of total senior middle education. There are reasons for not supporting this policys -56 - AMX S.6 Page 3 of 13 (a) the SO? vocationalization policy does not appear to be based on any empitical survey of the employment of new entrants to the labor force. In particular, it does not appear to be based on any realistic assessment of the proportion of new entrants to the labor force who need extended pre-employment training. In most countries, not more than 10-152 of the subprofessional, urban labor force requires as much as six months of pre- employment training. The proportion may be somewhat higher in China, given the relatively large proportion of urban employment provided by the manufacturing sector, and within manufacturing, by production jobs. However, future needs are likely to approximate international norms since the movement towards a market-like economy will create a demand for manpower in sectors hitherto neglected, namely commerce, transport, storage and communications, and finance and services, where pre-employment training needs tend to be modest. (b) the Government has failed to explore alternative and possibly more cost-effective modes of pre-employment training for those entry-level occupations which do require substantial training. Despite the fact that there are over three million apprentices in China, this mode of training is conspicuously neglected in policy-making. The training provided by labor service companies and local labor bureaus is similarly marginalized. (c) it is unlikely that the vocationaliration prograume can be financed without prejudice to other forms of education. Although a significant part of senior middle school has now been vocationalized (a figure of 40Z is cited), it is apparent that much of the conversion of OSSs to SYSs is largely nominal, converted schools lack equipment, materials and qualified instructors. Bringing these schools up to specification, and Increasing the coverage to the target 50, would require a massive increase in recurrent expenditure (as well as an equally massive increase in capital expenditure), and it is not clear how it could be financed. Squeezing basic education--the most likely solution--would have most damaging consequences since it is already greatly underfinanced. It suffers from the employment of large numbers of unqualified teachers, a lack of facilities, equipment and provision of consumables. The emergence of privileged key schools, which are suspected of catering to the privileged, is eloquent witness of poor quality in this sector. C. Skilled Workers' Schools Development of in-service trainins in selected SWSs 6. Despite the fact that they are also vocational schools, consideration could be given to assisting selected skilled workers' schools ($8S) in the three provinces in the project. Most such schools are run by - 57 - ANNUX 3.6 Page 4 of 13 enterprises and hence are assured of satisfactory levels of training-related placement. They are also financed by the enterprises, which meanas that they present less of a threat than the SVSs to the financing of general education (but because expenditure on such schools qualifies for tax concessions, they must nevertheless be responsible for some crowding out). Nevertheless the pre-employment vocational education programmes provided by such schools should not be supported. They are expensive and any initiative in this direction would require a favorable comparison with the alternative of apprenticeship, an option which does not appear to have received adequate consideration by the authorities. 7. Instead the support could be given to the development of in-service training at these schools, as a counterpart to the in-service technician training supported at the STSs. As in the case of the STSs, it would be necessary first to make an inventory of existing in-service training provided by the assisted schools and to survey the potential demand for its expansion. Particular consideration will be given to the need for advanced skill- training. A major problem with SWSs is that they tend to be small and inefficient, even by Chinese standards. It follows that one of the conditions for receiving support is that the school should be a relatively large example, or that arrangements should be made to rationalize the operations of existing smaller schools, either by merger or by a clearer division of labor. This is likely to present least problems where several overlapping schools are owned by the same enterprise, but it may also be feasible where overlapping SWSs are owned by different ones. In this context it is worth noting that some SWSs are run by local labor bureaus and that unrelated enterprises sponsor students at them. D. Labor Service Companies Establishment of a perspective on the training provided by LSCs S. Little is known about the contribution of labor service companies (LSC) to training in China, but there is evidence that it is substantial and growing. Part of the problem stems from the multiplicity and variety of the LSCs themselves. According to the Ministry of Labor (MoL), there are 56,000 of them in the country, attached to public administrative agencies, state enterprises and collectives. Their original function appears to have been a combination of a personnel department and welfare department of the host undertaking, and, for many, those remain their main or only functions. But others have branched out into providing training for young relatives of workers in the enterprise entering the labor force and into providing temporary jobs for them while waiting for employment. Prom this it has been a short step to establishing enterprises which provide permanent employment for relatives, reinforcing the already strong attachment of the family to the enterprise. Anecdotal reports suggest that, while some LSCs are engaged in manufacturing operations, most of them have colonized the underdeveloped services sector in China, a typical activity being running a restaurant. 9. In principle, it would be desirable to establish a data-base on the output of goods and services provided by these fims, and on their - 58 - ANNEX 3.6 Page 5 of 13 capitalization, revenues, surpluses, employment and training effort. It would require a sector survey on the lines of the small and medium scale enterprises survey executed by the Bank in other countries. It should aim at making some progress in understanding the employment and training aspects. The fact that the MoL is able to report that LSCs employed seven million workers in 1987, that 200,000 of these are administrative, and of these 10,000 are professional, shows that some type of data-base already exists. The study would: (a) define the limits of the present data-base on LSCs. This presumably would be a relatively simple task, involving securing and translating specimens of the annual returns made by LSCs to local authorities, and those made in the administrative chain from local authorities to the MOL; and (b) make proposals for developing the flow of information on employment and training, balancing the potential value of additional information against the cost to LSCs of providing it and the cost of subsequent processing. It would be logical for the study to focus on the employment and training aspects. In view of the fact that local authorities sometimes view administrative procedures and record-keeping differently from the parent central authorities, it would be desirable to involve the labor bureaus in the three provinces in the study, as well as the MoL. ILO and UNDP could provide valuable assistance in this regard. Upgrading of the training facilities at selected LSCs 10. Consideration should be given to supporting the upgrading of facilities at selected LSC-managed training centers in the three provinces, assuming that suitable training centers can be identified. It would be beneficial to have direct exposure to a source of training that lies outside the present scope of SEDC operations. E. A&Irenticeship Establishment of a perspective on the scope of apprenticeship 11. Apprenticeship is another form of training which has hitherto received no attention from the Bank or other agencies and appears to be marginalized in Government policy-making. Nevertheless, apprenticeship appears to be the most important source of training for skilled workers in China. According to information provided by the %)L, there are at present over three million apprentices in China, one million of them following three- year programmes and the other two million following two-year programmes. The apprenticeships involve formal contracts and are found in the agricultural and service sectors as well as in industry. Roughly 40? of apprentices are female. - 59 - ANMEX 3.6 Page 6 of 13 12. In view of the magnitude of the contribution of apprenticeship to skill development, it would be desirable to establish a data-base on its scope and scale. As in the case of the LSCs, the project could include a two-part study which wouldt (a) define the limits of the present data-base on apprenticeship. Again, this presumably would be a relatively simple task, involving securing and translating specimens of the annual returns made by enterprises training apprentices to local labor bureiaus, and those made in the administrative chain from local bureaus to the MoL; and (b) make proposals for developing the flow of information on apprenticeship, balancing the potential value of additional information against the cost to enterprises of providing it and the cost of subsequent processing. These tasks may be aided by the current MoL project to standardize the classification of apprenticeable trades and to reduce their number by consolidation from the present estimated total of around 9,000. As in the case of LSC training, it would be desirable to involve the labor bureaus in the three provinces in the study, as well and the MoL, in view of the fact that local authorities sometimes view administrative procedures and record- keeping differently from the parent central authorities. Again, the ILO and UNDP might assist in these cases. Introduction of a systematic off-the-job element 13. A well-organized off-the-job element is an essential feature of a healthy, effective and respected apprenticeship system. Even in the Federal Republic of Germany, where the enterprise-based component of apprenticeship training is highly structured, off-the-job training is considered an indispensable complementary input. Arrangements similar to the Dual System are common elsewhere. In China, no such systematic element exists. The MoL reports that it requests enterprises to set aside some time for theory instruction, and some enterprises comply, even to the extent of sending trainees to external centers, but it appears that for most apprentices the quality and quantity of theoretical training leave much to be desired. 14. The introduction of off-the-job training would require two developments: the provision of suitable facilities for the off-the-job training element, and a design of the programme structure which is appropriate in the Chinese context. Obvious resources for the first aspect are the SWSs linked to enterprises, either by direct ownership or through the sponsorship of trainees which places the development of in-service training at such schools, and the off-the-job component of apprenticeship would be just one type of such in-service training. It is possible that for some trades STSs could be utilized in a similar way. 15. With regard to the design of an appropriate programme structure, a wide range of options could be considered. The classic programme, dominant in both the Federal Republic of Germany and the UK, is day-release, under which - 60 - ANNEX 3.6 Page 7 of 13 the apprentice spends four days each week in the enterprise and one at the off-the-job training center. Another, more suitable for specialized courses for which the number of trainees is too small to justify local provision, is block release for a few weeks or even several months to a regional or national residential center. Both types of release may co-exist in the same country. according to the specific needs of a trade. 16. In the Chinese context the Jordanian adaptation of day-release deserves serious consideration, both on account of its intrinsic merits and because it could easily be accommodated by the existing SWSs. In the Jordanian system, apprentices spend half the week in the enterprise and the other half in the training center. This arrangement has several advantages over the system of one-day-per-week day-release: (a) it makes it possible for two apprentices to share the same training slot. One apprentice spends the first half of each week in the center and the second in the enterprise, while the other does the reverse. (b) it minimizes the disruption to the enterprise, since its manning remains constant. (c) it provides more scope than the conventional system for general education and training-related theoretical instruction. In Jordan, one day at the center is spent on general education, one in theoretical instruction, and one in the practical workshop. This extra emphasis on center-based training is likely to be beneficial in those countries where enterprises typically lack the ability to provide any training other than practical training. 17. This program would reinforce the arguments for developing in-service training at the SWSs, and possibly also certain STSs, outlined above, and would not require separate provision for upgrading facilities or equipment. The design of an appropriate programme structure could be facilitated by technical assistance, for example by the ILO with UNDP funding. -61- ANNEX 3.6 Page 8 of 13 POSSIBLE SUBSIDIARY STUDIES A. Studies relating to the Planning of Training 18. There seems to be little prospect of making a direct contribution to manpower planning in China at the present time. Even within the constraints imposed by the absence of a labor market and the job assignation system, the current approach of the Government leaves much to be desired. Further, it appears to be committed to policies which will gratuitously add to its problems. In particular, the training-before-employment policy will present it with a massive problem of coordination which could mostly be avoided, while its commitment to school-based training will saddle it with training programmes of doubtful effectiveness and immense cost. Both of these policies have apparently been adopted without recourse to the leosons of international experience. Neither appears to be mandated by political considerations. Annez 1 discusses these issues in more detail. 19. Accordingly, the most that the Bank and other agencies can accomplish at the present time is the initiation of measures whose ultimate objective is to provide the Government with evidence that alternative policies would be preferable. It is doubtful whether either of the proposed studies is suited to the format of a standard Bank project. For that reason it is suggested that, if they are executed, trust funds could be used for financing them. Alternatively, they might be co-executed and co-financed by donor agencies specializing in technical assistance of this type. Tracer Studies 20. Hitherto, there has been little perceived need to utilize tracer studies to provide feedback on training provision in China. The fact that most occupational training has been provided by enterprises or line ministries directly, either through the SWSs and STSs or apprenticeship, coupled with the fact that most students at the SWSs and STSs run by the provincial authorities are sponsored by their future employers, has meant that the proportion entering the labor force in training-related jobs ought in principle to be very high and that the training content ought to be appropriate. However, with the growth of SVS enrollments it would be desirable to establish a tracer study system which would provide feedback on the labor market performance of their graduates. Judging by experience in many other countries, such studies are likely to demonstrate that SVSs have a low external efficiency, and possibly eventually cause the Government to reconsider the vocationalization policy which is absorbing resources which almost certainly could be better utilized in basic education. 21. The tracer study systems would be established in a few provinces initially. Implementation would be by the provincial education commissions, but a modest amount of external technical assistance would almost certainly be essential. Experience in other countries has shown that although tracer studies are not difficult to execute, it is easy for them to suffer from design faults and other faults which undermine the significance that can be - 62 - ANNEX 3.6 Page 9 of 13 attached to their findings. The technical assistance might also serve to make the design of the studies as economical as possible. Tracer studies in developing countries tend to use inefficient sampling techniques and to be conducted unnecessarily frequently. Longitudinal Study 22. Although tracer studies are useful instruments for evaluating the external efficiency of training institutions and because they are confined to institutional pre-employment training, they shed light on only a very limited part of the process by which skills are developed and utilized, and none at all on the relationship between general education and in-service skill development. Accordingly it would be desirable to supplement the tracer studies with a more comprehensive type of survey, and the one most suited to the purpose is a prospective longitudinal survey like the National Longitudinal Survey of the High School Class of 1972 in the United States. Longitudinal surveys are expensive in terms of manpower to design and execute, and on this account they are virtually unknown in developing countries. There are two reasons for suggesting that one might be mounted in China. First, nothing less seems likely to convince the authorities that the training- before-employment policy is wastefully diverting resources from general education to pre-employment training. Second, there is anecdotal evidence that existing research capacity in China tends to be underutilized, and hence true cost in terms of manpower might be less then in other countries. 23. The suggested focus of such a study would be a representative sample of the graduating cohort of junior middle school graduates in one year in one of the provinces assisted by the project. By definition, a longitudinal survey is a long-term project and would require technical assistance from a suitable donor agency. B. Studies relating to the Process of Skill Development 24. The two studies suggested in this sub-section relate to aspects of skill development which are hard to quantify and, because they elude statistical an%lysis, tend to be neglected by planning authorities. In view of the limited ability of the Mission to obtain information on the topics in question, it would be premature to specify the studies in detailed proposals and accordingly the proposals are made in general terms. Like the studies relating to the planning of training, it is doubtful whether the proposed studies would be suited to a Bank project and, accordingly, consideration should be given to financing them from trust funds. Alternatively, they might be co-financed and co-executed by other donor agencies. In-Service Training 25. Despite the introduction of labor contracts, labor mobility is expected to remain very low. This is detrimental in that it is responsible for an inefficient allocation of manpower, growing enterprises finding it difficult to recruit experienced workers and declining ones being overmanned. on the other hand, internal labor markets provide an ideal framework for in- - 63 - ANEX 3.6 Page 10 of 13 service training because enterprises can give their workers training in transferable skills without risking losing them to other enterprises. In the long run, the dynamic benefits of internal labor markets may more than compensate for their static disadvantages. 26. However, in China, it appears that the expected benefits of intemnal labor markets have not materialized. Many enterprises do provide in-service training, but there is anecdotal evidence that the scale could, with advantage to both employers and employees, be much greater and could be broader in scope. Two factors are said to militate against in-service training. First, firms have never had an incentive to develop their long-term capacity. Even now that financial accountability has been introduced, this remains the case because managers are evaluated under pressure to maximize short-term revenues. Second, the compression of wage rates is said to have undermined the incentive for workers to aspire to jobs carrying increased responsibilities. 27. However, on this last point, there is mixed evidence. Craftsmen are paid on an eight-grade scale in which the first two grades are classified as low skill, grades 3 through 6 as medium skill, and grades 7 and 8 as high skill. In their study of the metal-cutting trades in the machine tool industry in Shanghai, Claus et al. (1988) provide data which show that a Grade 6 worker with 34 years of work experience in the enterprise would earn 176 yuan per month, while a Grade 2 worker with two years of work experience would earn only 109 yuan, these figures include allowances as well as basic pay. At first sight, there appears to be a 601 differential in pay. However nearly half of the differential is attributable to an allowance related to the length of service in the enterprise, and only about half to the difference in skill grading. Further, the study found that there was a very high correlation between age and skill grading, suggesting that promotion is as much determined by seniority as actual skill. The fact that workers had to have at least 12 years of work experience before being eligible for promotion to high skill category provides supporting evidence for the Importance of seniority. It would, therefore, appear that in-service training typically has a limited and slow impact on promotion, and, in turn, promotion has less impact on wages than appears at first sight. 28. The same study found that much of the in-service training that was provided was narrow in scope, typically being aimed at deepening craft skillst 'Workers learn to master more complicated workpieces in a shorter time and return to the same workplace, even to the same machine' (p.36). This type of in-service training is appropriate to a pre-numerical-control industrial strategy which depends on a low-paid labor force with highly developed manual skills. However, this strategy is becoming increasingly obsolete even in those countries with the lowest labor costs, for such are the advantages of numerical control that it and other forms of automation must be exploited if industry is to remain competitive. China has hardly begun to make the transition. The study of Claus et al. covered ten machine-tool enterprises employing a total of 16,000 workers, and in only one of them was there a significant output of numerically-controlled machine tools (and then only 24Z of its output). Eight of them used no numerical control in ptoduction, one used it for 2Z of production, and the other for 10? of production. -64 - ANEX 3.6 Page 11 of 13 Nevertheless, the transitlon must take place and lt will requlre a much more flexible approach to In-servlce training, not only ln terms of production skills, but also, managerlal and whlte-collar skills. At present, as Claus et al. found, manufacturing enterprises tend to be lnefficiently self-sufflelent. A general movement towards automatlon will requlre larger production runs and greater domestic trade in intermediate products. Thls, In turn, wlll mean that greater numbers of staff will be requlred for quality control, purchasing, marketing and dlstrlbutlon. In most countrles the skills requlred for these occupations are developed In-service, and there ls no reason to expect China to differ in this respect. 29. The proposed study would provide background information for future technical assistance designed to help enterprises re-orient and develop their in-service training. It would examine the current constraints on in-servlce training provlsion, attempt to antlcipate changes In training needs, and assess how best to assist managers of enterprises with traditional skill- deepening schemes to define and implement a strategy more suited to future technological and market requirements. Technological Transfer 30. As Castro (1989a) has pointed out, one of the most important long- term contributions of joint ventures to the Chinese economy will be the transfer of technology embodied not only in plant and equipment, but also In the skills of the work-force. At present, possibly because joint ventures have only recently made thelr appearance in Chlia, there seems to be no strategy for harnessing their abllity to generate skills and use it to help raise skill standards in domestic enterprises. Even within joint ventures, "training materials of Chinese origin, reputed to be outdated, are used when the foreign partner has access to the very best" (Castro, 1989a, p.9). It would appear to be desirable to undertake a study on this issue. - 65 -ANUS6 - ~~~~~ANNEX 3.6 Page 12 of 13 NOTES 1. Claus et al. (1988), pp 7-8. 2. ILO (1989), p.2. 3. World Bank (1987). p. 10, reports than in one city study the number of applicants for each place in STSs was 2.6s1. This is less than the ratio for key general secondary schools, 3.6:1, but much greater than the ratio for ordinary GSS, 1.4:1. 4. Lofstedt (1989) does not mince words on this points 'By 1983, a few percent of the primary schools and 5 percent of the secondary schools were 'key' schools. While making it possible to provide better education to the academically talented children, the 'key' schools have no doubt represented a step away from equality of opportunity and have favored certain socio-economic groups and residential areas. In an attempt to reduce the adverse effects of the 'key' school policy it was formally ruled that there should be no such schools at primary and lower secondary levels. This legislation only meant sweeping the problem under the rug, however, and the key" schools have continued to have the best promotion records and to cater almost exclusively to children whose parents are academics, senior officials, or officers in the army.' (Chapter 5). 5. Rationalization of the SWSs is clearly already on the agenda, since Claus et al. (1988) report that the number of SWS8 in Shanghai has been reduced from 520 to 383 in the past five years as a result of consolidation. But evidently there is much scope for further progress in this direction. One industrial group in Beijing visited by the mission possessed no fever than nine separate 8WSs, the total enrolment being only 1,500. In view of the fact that they offered only six trades between them, there was eminent scope for rationalization. There were two obstacles. First, the schools belonged to different enterprises within the group, and one must suspect that there was little incentive to coordinate training resources until the recent movement towards financial accountability. This problem seems to be waning, since the group representatives reported that negotiations to rationalize the schools on a single site had been initiated, but had foundered on the second problem, a lack of capital. 6. Regrettably, a collection of papers entitled Labor Employment and Labor Service Companiess Issues and Studies, published (in Chinese) by the Ministry of Labor and Personnel Bureau of Training and Employment in 1982, appears to consist of general expressions of intent and principle, with little empirical information. 7. In the UK the center is typically a College of Further Education, an institution run by the local authority which provides a variety of full- time and part-time technical and vocational courses, of which apprenticeship day-release training is just one among many. - 66 - AMNE 3.6 Page 13 of 13 REFERENCES Castro, Claudio de Moura (1989a) The Meaning of Foreign Investment in the Chinese Economy, Discussion Paper No. 39, Training Policies Branch, Geneva: ILO Castro, Claudio de Moura (1989b) Multinationals in China: Transfer of Technology, Management and Training, Discussion Paper No. 40, Training Policies Branch, Geneva: ILO Claus, Burghard, et al. (1988) Training and Upgrading of Skilled Workers in Shanghais the Case of the Metal-Cutting Trades in the Machine Tool Industry, Shanghai: German Development Institute Drysdale, Robert (1987) Notes on Issues in Designing a Cost Effective System of Technical and Vocational Education, Working Paper for World Bank (1987) International Labor Office (1989) Assistance to the National Occupational Training Programe, Project Document, UNDP/6overnment of the People's Republic of China, Bangkok: ILO Regional Office for Asia and the Pacific Lofstedt, Jan-Ingvar (1989) Human Resources in Chinese Development, Stockholms Institute of International Education, Stockholm University McGough, Robert, and Chialing Yang (1987) Technical/Vocational Teacher Education, Working Paper for World Bank (1987) Noah, Harold, and John MAddleton (1987) Planning and Labor Market Linkages in Chinese Secondary Vocational and Technical Education, Working Paper for World Bank (1987) UNDP/ILO (1984) Industrial Training, Evaluation Study No. 11, place of publication not stateds UNDP World Bank (1987) Technical/Vocational Education for China's Development, World Bank, East Asia and Pacific Regional Office, Projects Department - 67 - ANNEX 4.1 STATISTICS ON PREElCTURES VISITED BY THE MISSION - 68 - 4Et.l Tablo 4.1 STAT?STCS O PRFECIR VIST BY Tl¢ I186108, 1688 uto - wzmwCE PoV1c Vase Kangb.o 41qadsga Awnm PopIt?tton 1.80 8.62 8.50 8.8a (stiloon) Area s 27 0 s TO"l otput 4.4 1.6 (bi llI yuon) Per-capit. Inome w6e 728 486 698 (yuan/peron) Primey Education Number of students 164,278 404,518 501,924 609,M Humbr of teacher 19,821 19,099 20,504 16,183 General Secondary Education Num_ of stude_ t 80,947 142,773 102,9t8 108,860 Number of teachers 5,218 10,160 5,182 5,040 See Statitical Yearbook. Ouiahog 1988. - 69 - AUMIX 4.2 EDWCATION FANNS IN SUAM AND GIZHOU ANNEX 4.2 - 70- Pap. I of 30 Tn6b* 4.1: School tf and othr direct private coat of primary and secondary education In Shealn and aauzt, 1988 (yuan) PRzMAY LOWER SECOSARY UPPER SECONDARY Urban Rural Urban Rural Urban Rural Shaanzi Tuition 0 0 0 0 12 10 Other echool tee 7 6 is 14 s0 40 Textbooks 21 10 48 80 8o so Writing supplies 0 6 15 10 20 16 ulecel aneouso s 16S 20 20 26 26 Total** 61 41 U 74 137 120 Ouizou Tuitton 2 1.5 2.5 2 3.1 2.6 other chooWtoe f7 7 18 12 52 44 T-xtbooks 24 10 40 as 40. 40* Writtin supplis 8 5 is 10 20 1S Wlscellan.ous* 1S 1S 20 20 26 25 Total. 6a 89 1 79 140 182 * Estimated costs, baos en discussion with school persomnel a paronts .. Does not Include boarding costa In some secondary schools which total about 150 yuan per yer Source: World lank mission Qugtionnaire 10#9 §~~ t Us 'i - SW - 4 " U t# 4 ° * a I i ij , Z ss .4 -. .0S |u 1 -' l 8Ei S 8: rtt 34' 1 s ± s8B** o ^w H I~ I A-72-DN 4.2 - 72 - Page 3 of 30 tabl 4.S: Remurret and caPItal aPmeditur.a oc prtimeY and .eerI mecadse 1dm"l In sbax1 tlll .~~~~~~~idcts i. .bani lOS(11cun Prlmry Educatio ry u Amount U en Personnel 100.44 04.00 196.10 U.2 Non-ereonmnl Inetruction 1.08 1.08 8.22 1.60 Adminietratlive 6.50 8.09 9.08 4.9 travel, *and _meings Student aubeidle 0.06 0.08 0.72 0.84 Miaemll* oua 2.12 1.19 1.90 0.92 Subtotal 9.S1 5.84 15.70 r.86 Toutl Reent 17.A6 10 218.90 100 Schol equipment. 2.01 9.019 8.20l 8. Repel r/replamect 11.07 50.07 27.06 84.t capital tmds 9.08 40.64 49.62 61.86 Total Camtal 22.11 100 00.67 1W * Includs expenditare on library materials Source: World Sank Ulelion Quelonnairo 1801 AM 4.2 73 - page 4 of 30 Table 4.4s Ibcurrent and cpital .pditure os primary ad gerl condsry edwation to t,1bo 1666 (lliten lua) - ~~~~Primar Edcatio Sueear Euctio Mount S Mount 3 P3zs~nEl 225.49 I.6l 65.910 69.51 Knatron 1.62 0.65 1.66 1.67 Adaliestrabti", 5.47 2.88 6.66 5.64 trawl, _N SStudt subsidiee 0.46 0.20 2.10 2.16 111i1ac non 2.16 0.98 6.96 0.98 Subtotal 9.78 4.14 10.61 10.47 Tftl Recurrt 2155.22 100 100.41 100 Sbool equtipet 2.79 6.66 4.11 12.19 bpsir/replacemnt 22.11 5.40 17.8 $1.41 capital toaed 15.01 37.61 11.2 6.40 TC-.1 caitl 8.1 100 a.7 10 o includes expenditures on library merell. Sources World ant_ mission eonnelr. 1966 ANNEX 4.2 - 74 - Page 5 of 30 Tablo 4.85 Per_-tudat 'oonsong edution epWldture In Shanal province a" lula provin. of compred to national nlrlm sta*dards, 198 SKu=I GUXZNOU Prlmry Secandary Prilary Secondary* Number Students 8.41 1.61 4.50 0.99 (ml II ton) 'CosionO Education Exenditures t(illion Yuan, 113) Non-personnel 0.61 15.73 0.78 10.61 School quipmnt and 2.01 8.20 2.79 4.11 library waterial. Repeir/replacoe_nt 11.0? 27.05 22.11 17.88 Total 22.59 46.938 84.63 1.96 Per-tdn CoemnEuatio n xondtSure (Yuan/studt7, 18) 6.62 23.15 7.70 82.27 National mlaiim Standrd 20 82 (lower) 20 82 (lower) (1984, minal term., yan) 48 (upper) 45 (upper) National sInllm stndard 29.20 46.72 (lower) 29.20 46.72 (lower) (1083, real ters, ran) 65.70 (upper) 68.70 (uppers) P n-"det Coon Edutlog bnod lt as ftaaflln l nd 1S64, Sinal terms 8 S SO S 1984, real teor 28 s8 26 es o eneral secondary eduatlon Soureo: World Bank Misalon questionnire 1989 ANNEX 4.2 -75 - Page 6 of 30 table 4.6: Recurrent education expa,ditur on prim and oneranl secondwry ducotion In Sheanxl *nd oulahou, 16.-166 (millon current yuan) SHAANXI SIZHOU Primary Ed. Secondary Ed. Primary Ed. S condary Sd. Amount I Amount I Aunt X Amoant x 1982 Pe-rsonnel 62.85 02.55 67.05 35.11 06.60 06.14 34.61 61.06 Non-prenonnel 5.02 7.41 11.89 14.89 4.95 4.86 7.66 16.04 Total 87.37 100 79.84 100 101.75 100 42.47 100 1983 Po-nonnol 08.06 92.56 66.17 64.75 90.17 98.69 36.26 83.2n Non-personnel 6.34 7.42 12.27 15.25 5.67 0.11 7.11 16.7? Tot.al 71.9Q 100 80.44 100 96.04 100 42.39 100 1984 Personn l 70.35 90.88 76.74 35.15 109.03 3.7 39.15 62.48 Non-peroonnel 8.17 9.67 15.78 14.86 7.27 6.25 8.34 17.57 Total 54.52 100 92.47 100 116.30 100 47.49 100 Personnel 04.64 01.60 101.09 67.02 147.71 94.73 56.06 84.49 Non-personnel 6.66 6.40 18.90 12.03 6.22 6.27 10.27 15.51 Total 108.32 100 115.08 100 168.90 100 66.28 100 er-sonnel 116.20 08.11 180.04 09.92 10.65 04.76 66.08 67.07 Non-p rsonnol 6.53 6.69 14.56 10.06 6.14 5.12 6.0 12.11 Total 123.73 100 144.62 100 109.49 100 74.04 100 1087 Personnol 127.76 98.73 140.04 91.26 104.03 0.23 70.08 68.24 Non-personnel 6.56 0.27 14.00 6.7 9.26 4.72 9.41 11.70 Total 136.81 100 100.04 100 104.09 100 160.04 100 1086 FPWonn.l 166.44 04.66 106.16 92.62 225.49 06.65 69.90 69.U Non-personnel 0.51 5.34 15.76 7.3S 9.73 4.14 10.61 10.47 Total 177.90 t00 218.06 100 236.22 100 100.41 100 Source: World Bank Mission Questlonnalre 1909 AMNEX 4.2 - 76 - Page 7 of 30 Table 4.7: Nmbr et eusatleo personnrl In Shaanxi a" Ovla*e, 1164 _a 19J SKAMS? PROVINC Wi:ae PROVINCE 11#4 119 1s64 lOW Oove.mft lo_m Pelmry Educ t1ons Oaogbaa taedubar 169,224 106,979 79,205 92,"9 Other etat 14,21 14,089 18,619 12,918 Subtotl 11,442 1M1,097 92,66t 105,687 Seonadary, IdueatIaa e.qbaan teaduer. a166 101o768 40,062 49,82 Other statf 21,106 20,987 10025 6,s666 SubtoteI 109,09 122,0S9 6e,6S 68,492 Primary VWd Sesoadary Total 292,65J 808,756 14%,7M 1U4,879 Primary lew l 109,448 # ,246 ?0,449 70,645 S4esdry erl 15',264 12,258 1,81? 1,792 ; TOtal 128,?$7 105,509 7?,206 72,887 bUoe5 World Saa nOiesoon f tlomailra 1989 ANNEX 4.2 77 - Page 8 of 30 bil13 4.0s Unlt cats of primary education and son.al sacondeiy lon In Shaanxl and 03hou, 103 (Yuan/student) PrimAR UUCTISK SECCNDAR UDMIJCON Pesnel1 Non-personn.I Capital Personnel Non-p.sonn.l Capital pe. student per student per student pwe student per studnt per student MMUII VPUPN 49.40 2.79 0.43 12.069 9.60 50.11 tu til 75.66 8.17 11.0 155.06 13.19 34.34 Lasting. Castp 77.10 3.30 14.11 123.32 0.93 51.96 e"Bit" TOM 04.60 5.52 4.43 147.10 9.76 3.80 Chesp Ceast 49." 7.75 10.54 147.*9 20.33 33.21 bash0ag Ceaa* 01.30 4.01 0.61 127.2 21.48 75.36 C?n To" a t .00 4.02 119.24 13.11 11.37 WuNSI pR3nCS 50.11 2.16 3.37 01.18 10.05 34.10 Iswu Ced , (to be tiIled In) km lItgdP %IfnCstt 52.12 0.06 22.17 56.30 10.31 48.14 Seems Owod Sank Mission 3ustlonnalr. 19 ANNIFEX 4.2 -78- Page 9 of 30 L blo f49s Recurrent .xp.ndtur.s an prlmry and general a_endeuy ducation at lowr levels, 16 (thousand yuan) Primey Education Socondary Education Primary and Secondary Total Roo. I Porsonnel To" l Roe. £ Personel Total AoC. X Porsonnel SHAAUN2 PROVVNCE Yanan PreFecture 14,527 90.0 13,t20 61.9 26,1 94.1 Louchuan County 1,632 05.9 1,241 94.7 2,673 95.4 Nousitou Town 160 94.5 103 93.6 2" 94.0 HuQng IIng County 2,159 94.1 Kangyadi Town no 66.1 Yanan Clty 2,29t 96.6 2,246 69.3 4,642 93.3 Hanghono Pr!fectur 66,9.6 60.? Chengu County 3,064 6.5 4,63 87.9 7,590 67.3 N1nAhens County 8,762 86.0 3,us 60.0 7,12? 63.3 Coayan Town 64 67.7 46 90.1 U0 69.1 N4anshong City 3,90 98.4 8,670 66.0 7,875 93.8 JuiZHOU PROVINCE .noun Preoecture !ifung County 2,108 89.0 761 86.1 2,926 00.4 (Date on qiandongnan prefecture hove neot ye arrived) Source: World Bank Uoizson Questionnaire 100 ANNEX 4.2 - 79 - Page 10 of 30 Table 4.10: Per-student comone education exaPnditures at lowr levels ln Shoanxt and Oulsbou n percent of national minIlma atedards, 106 (yuvn) PRIMARY IEDCATION SECONARY EDUCATION P.r-student s of nt1onal Per-student t of nutional Coe"n od exp. in. standard como ed. *xp. inl_im standard SHAANXI PROVINCE 0.02 23 20.15 so Yanan Prfcture 90.3 32 35.02 71 Louchuan County 7.86 25 24.45 49 Nousitou Town 90.7 34 18.14 89 Hanihons Prefecture ChenGu County 18.80 63 47.40 94 Naniheng County 10.03 55 104.31 207 Caoyan Town 12.30 42 18.60 40 QUIZllU PROVINCE 7.70 26 32.27 66 iandeonanan Prefecture (to be f I ld In) Aneun Prefecture Xifung County 26.60 01 52.00 t6O Source: World Sank Mission Questionnaire 1099 AMM 4.2 - 80 - PegP 11 of 30 To4o 4.11: Edctlon expedituse by OeubeaCore tn Shanux and Guizhou, 19W7 Aesof Aslof AMont Total ductlon Total Govt. As S of (mlliton yYon) Expeniture Expenditure National Produc SHAANXI PROViNCE Al of Education 27.64 1o0 18.96 2.20 Primary Education 140.74 27.06 8.8 0.68 Genral Secondary 187.10 8.41 4.95 0.60 Htghor Educatlon P1.0 09.681 1.87 0.22 Secondary Vocational 14.18 2.0 o.a0 0.06 Teacher Education 16.44 2.90 0.41 0.07 Adult Education 15.00 2.97 0.41 0.07 Pre-school Education 4.40 0.68 0.12 0.02 Speclol Education 0.94 0.10 0.02 0.00 Others. 91.41 17.82 2.42 0.89 =UIZHSU PROVINCE All of Education 458.80 100 14.85 2.74 Primary Education 192.00 42.57 6.11 1.17 General Secondary 96.70 21.84 3.06 0.18 Higher Education 0O."2 18.41* 1.92 0.87 Secondary Vocatlonal 10.11 2.28 0.82 0.06 Teacher Education 15.81 0.80 0.40 0.09 Adult Education 10.0* 2.12 0.82 0.06 Pro-school Education 0.03 0.60 0.10 0.02 Specil1 Educatton 0.62 0.14 0.02 0.00 Other". 63.61 14.08 2.02 O.80 i Includes secondary specialized techical education, TV education, an ot.ere. Source: World Bank Vlosion Quest1on.lro 1100 AN= 4.2 - 81- Page 12 of 30 Tabl- 4.12: Pec-studot total education espeWitur. tn ShanaX Vn Gul,Z. 130-U1989 £sn per student, eurnt en 1930 prios) 1ow0 19J1 12 13 194 135 1os6 17 1388 SHtAAXI PR0VINCE PrImary Education Current prbce 16 18 20 2S 27 84 56 69 74 I1 prIce to to t1 22 25 29 44 44 47 General Secondary Current pete" 61 00 67 s as 12 169 S0 PrIete 51 69 62 8 02 74 00 90 106 GUZHOU PROVINCE Primary Education Currot priam 17 20 24 2S 28 85 87 4a so if lpritc. 17 20 28 24 26 80 29 32 83 General Secondary Current primc 41 54 10 39 79 I 99 104 142 lO prlces 41 6U 6s 8 77 70 7 89 NATIONAL AVERAGE Prmary Education Currnt prices 28 26 81 34 so 47 4 60 NA Genral Education Cuernt prices 00 70 o 7 108 120 1M5 141 NA * Source: Stat. Education C_l.ionn Eucat-on Stotokl Vrb of Chtna. 18. Beijing, China, p. 115. ANNEX 4.2 - 82 - Page 13 of 30 Tablo 4.13: CostIlnoes ot ducation In Shaanxl and @ulahou, 1667 SHUAATZ w IW CH0!A P*r-caIta OMW Population (.I1lion) 30.66 30.72 1,60? CNP (million yuan) 25,51. 16,650 11,049,000 GNP per capita (yan/peorson) 6a9 1,022 Unit Cosen ot Edugatlon (yuan/student) Primary education s9 48 s0 Secondary education 121 104 141 Higher *ducation 2,680 2,823 2,316 Unit Costa as Por-caito SENP Primary educatton 7.9 8.0 5.8 Secondary education 16.0 10. 13.8 Higher Education 335.0 481.0 227.0 Ratlo of UnIt Cos to National Avers.. Prlmary *ducation 1.V 1.4 1.0 Secondary education 1.2 1.4 1.0 Nigher oduection 1.6 1.9 1.0 bndex of Ovorll Co tllneI e 1.32 1.55 1.0 o Soures State Statistical ureu, 8tittt 1I Y orbook ot CSMn,. 1C88t and State Education Comisslon, Statistical elarbook of Education ChIns-I9". ANE 4.2 -83- Page 14 of 30 Tabl- 4.14: Index of overa l r olotl nIs of education, China and oter AsIlan countries Index of Over l1 CoetinI AUlan glqnttie? Bangladeh 1.86 China 1.82 Indla 1.00 Indoneia 1.02 Korea 1.11 Malaysia 1.25 NeaI 1.07 Papua NeW uinea 4.88 Pbi; I11PgIn 0.45 Sri Lanka 0.55 Tail land 0.87 Cinb Shasntl relative to China 1.82 @ulakou relative to China 1.55 Seurost Table 4.20, and Ton A Mingat (1982), Tabl* 8.4, p. 60. Notest * Valu earefor mid-luG0. b Value. ar* for 106?. AM1 4.2 - 84 - Page 15 of 30 tab$# 4.1,s Budgeted and ano-begp.t teade tor prsi_ y and Jcondry odue tlon To stmanal proviso., 196J-1988 (mlill.. eurrto yuan) Primy _econdaq Primary & Secondar Luount U ~ ~ Amount s Aon Suds""ed *und 120.2 65.0 188.0 98.0 258.2 68.6 SNoWndwged fu*d 21.2 16.0 21.6 14.0 42.6 14.5 Tot a1 141.4 100 154.6 100 26#.0 100 Sudgeted funds 186.1 65.2 2800 7T.0 807.9 81.4 Non-budgeted funde 24.0 14.6 46.8 21.4 70.8 18.6 Total 142.1 100 214.1 100 8?7.2 100 Budgee fund 146.7 34.6 187.2 60.4 888.9 62.2 Non-udgeted f*bds 27.0 15.5 45.5 19.6 2.5 17.8 Total 17.7 00 282.7 10o 400.4 100 Budgeted funds 190.5 68.1 248.7 74.7 484.2 78.2 Mon-ondgted tfn" 86.0 16.9 82.4 25.8 121.0 21.6 Total 221.1 100 O.i 100 561.2 1o0 Sources World Bank Mlslon Cueationnalr, 1070 ANNEX 4.2 - 85 - Page 16 of 30 T*ble 4.10: Sudgted e nd rn-budgeWed fnds for prim_ry end *es nday oducetion In ouisu proitnce, 1906-19su (Eille currn t yuan) Primry conds#ry Primary a Secondary s Amont s #Amab X Budgetd f_unds 196.5 94.0 10M.$ 8.6 802.1 94.0 Noe-budgeted funds 12.4 .0 7.0 6.2 19.4 6.0 Total 207.9 100 U1S. 100 521.6 100 Budgeted ftued 208.6 90.0 16.1 91.5 832.7 S0.9 N.e-budgeted fun*s 21.5 9.4 11.7 6.5 38.2 9.1 Total 22.1 100 187.6 100 866.9 100 sudget"d fund_ 284.3 08.5 110.4 67.0 844.7 01.8 N.-budgeted funds 16.4 6.6 1.6 18.0 82.9 6.7 Total 250.7 100 126.9 0 10 n77.6 100 3192 Budgeted funds m.4 02.4 184.0 06.7 405.4 90.4 Non-brdte funds 22.4 7.6 20.5 18.0 42.0 9.6 TO tal 298.0 10 154.5 100 440.8 100 Source: Worid Bank Misolon Quootloneair 1989 ii' X~ I g1 I t3gl I~~~~ - _1 i i''S t} lg. ii~°a8&8 if wS Ph ~~~w 0 .Kx -3 - w ANNEX 4.2 - 87 - Page 18 of 30 Table 4.18: Budgeted and non-budgeted funds for primary and oacondary education In Yan" City Vnd Louchuan County, Yanan prfecture, 1988 (thousand yuan) annan CitY Louchuan County Feount X Todl Amount X Total Budgsted Funds 8,810 64.18 4,020 66.68 tOMn-budWted Fund. ducation Surchane. 1U 8.08 20 9.08 Social Contributions 12 0.81 46 0.97 Overnea Contributions 0 0.00 0 0.00 School Foe 210 6.84 66 1.06 slft-gonerated Funds 261 7.14 489 9.69 Subtotal 624 16.67 010 18.84 TO" 1 8,9M4 100 4,660 100 Sources World Bank Mission Queatlonnair 1906 4 n 0s o ii |11 i ; q 8 3 toZ , i o I! [F o w sIr f tg I~~~~~~~~~ AMUE 4.2 -89 - Page 20 of 30 IekIO 4.L20 kd.d end no-bt d.td tund1 tor PrimrY sn eonry education ln t Til3t; County, VW Xiturs Counlty Qlongan pmr.tser., 19M (thou n) TO leng County Xituang county Amount X TOte Amount S Total Budgeted f_O 2,06" 90.5 2,820 75.40 Non-budAte Fund. mductton Surcharge is 0.64 e6 2.76 Social Contribution 1N 4.5r 520 10.52 Ovrs.. Contributiona 0 0.00 0 0.00 Sohool Fe" 185 4.58 14t 4.69 SIfater""te Funds a.2 0.11 10 0.82 Subtotal 290.2 9.75 760 24.50 1OUI 2,070.2 100 8,080 100 Sourc: World Sank Mallon Ruonnatr. 1060 ANNEX 4.2 -90 - Page 21 of 30 Tabl, 4.21: Badtotd and non-budgeted fundl tor prtsmry and lower-secondory education in thre towns in Shaanxl, 1088 (t.osnd yuan) HOuultou Town loyt o Town Tlngiun Town (Louchusn County, (Ch_wiu County, (Mlln County, Varin PretecUre) Nsnzhong Protectr.) Hanshong Preecture) Amount STts, I A_mn X Totsl mount X Total Budoted Funds 2.1 P?.17 102.2 04.01 116.9 61.98 on--b4dj2w fund Education Surcharge 1.1 0.41 0.5 7.08 15.9 0.87 So1c1 Contrlibutons 0.0 0.0 2.0 2.82 71.0 29.74 Overews Cotributlon.. 0.0 0.0 0.0 0.0 0.0 0.0 School Fee 0.0 2.44 6. 8.24 16.0 0.70 Self-gonerated Funds 0.0 0.0 2.1 1.74 0.6 0.2S Subtotal 7.7 2.85 10.8 15.18 102.0 48.06 4XW Ltd 270.8 100 120.6 100 o28.7 100 J Amount nglIgIble, not rogerted Sourco: World Sank misslon oueetioalre 1859 ANNEX 4.2 -91 - Page 22 of 30 Tabl. 4.22: Unit coat of publc education tn China and other Asian ¢ountleg Unit cost of eduation as a aer-casita a Prmary Education Sicondary gducatlon Higher Education Asian Countrie Bangladesh 6.4 80.0 284.6 India 9.2 27.6 248.8 Indonesia 12.6 28.8 91.1 Kora 16.5 28.4 70.6 MalayIal 14.1 21.8 190.8 Nepa 9.0 18.5 249.0 Papua :4.. GuInea 29.0 06.0 1,050.0 PhillIppinee 6.9 3.6 50.0 Srl Lanka 6.1 9.3 98.8 Theiland 15.5 15.3 89.9 Average 12.4 23.8 285.8 Chlnab Al I regionm 6.9 18.3 227.0 Shoanxt provtnce 7.9 16.0 835.0 Guizhou province 3.0 19.8 481.0 Sourc Table 4.20, and Tan A Mingat (1030), Table 8.2, p. 56. Noews ' Values are for mid-1980s. b V&lues are for 1. ANNEX 4.2 - 92 - Page 23 of 30 Tabl 4.28A FInancIal FiSpwit OtuaoatlOn Expaidite Sourc for Sheaxi (P'hlmari (Unit 1.00* Yuan) You lo8 1t1 1682 1a"3 1"4 15$ 1o 137 IM % d PLmwy LV InTou OM4 (bInclue In Ome kmW. gouAnunt) Prov. Govermnst (Incuded In e loca gceunmuti LOalW Sownr_m 71,440 81,t:1 81.120 87.10 104,030 120.0 138.112 146,742 100.8 31% DonA* ilon.En*Oevle Sdcod Fte. 162 1560 1.037 9.830 8.66 8.132 7.706 10,430 18C=0 S,0% &O Dondon Foreign Donatio Fen. 1017 0,6 8.852 SAM 0.33 0.020 11.863 14.513 14.04 U,2110 8. Othe 970 0 420 80 2.00 1.218 ¶73 1*58 2,115 0. Toda 84.407 4.005 0.00 1015 129, 141.40 16124 173.734 220.160 Fi Va. 131 MA 04,005 01.118 3827 110.345 124.5 135.727 13,231 140.450 Incease Fx Value 4.1% 9.35 17.1% 7.1O 8.6% -1.3% 10.% kw"" cuff. V" 11.3% -21% 10.35 21.7% 14.1% 14.7% 7.2% 31.6% Sor: Wacld Smit Mibson eaQ tur, 1889. (Shaed Secin). Tabb 4. RdEd~~~~~~~~~~~~~~~~~~~~UI 1.00 t,oYuan Yar 130 1a8 1OU 166 1084 195 1086 1087 16 %o tOsondawy viAW In Toald OM4 Omnclded to toe povncia wovenment Prow. Government 02.70 3.86 103.00 102.060 110.460 132.354 136,60 187.164 243*71 78.2% Loa owement Ornclde Ihn t proal gove_mmw Doon *.rKPdW 5902 10S 3W.2S 12.3% School Fat 322 3.5 2.770 .4" .554 8 0.220 11,011 0.35b P"vOM 0'on 16.02 .057 74 2.% Fog Donin 2 572 190 0.1% Fee" .070 5.440 671 0.485 002 311 13.375 15.473 109.84 03% Oft" 4.90 1.U10 940 60 1.400 4.703 1,788 1.688 t187 0% Totl 10667 105*0 112.81 113A4 125.003 154.*14 180,13 22.723 311679 Fx Va. 18 BU 105I80 111.U6 110.515 117.418 13212 170,602 170.403 201.841 Incrs, FIY Valu 5.7% -0.1% 02% 16.0% 29.0% 1.0% 12. bncrae .Vu -04% U% 0.% 10.4% 35% 36.4% 10.4% 330% -- -… Sourc:Wel SnkUlaisiQustonar. 1060. (a Seton. ANNEX 4.2 - 93 - Page 24 of 30 Tab 4.24A FRada RPpot Eduaon Epn e c" 8O W (Pdmar): 1.000 Yu ........ *..*..O... ........ ......... ........ ......**.. .*....... .ao....... *6....... *6@o@e*o.. ........ .....,..... .......... -w...... .......... .......... .......... rW 1o 1681 o s Ion i 1984 1NS 16 107 168 *of Pdm.y Lwl InhTodal 0 0 900 10.000 10.000 11500 11.000 12,000 11.70 4.0% proe. Gwrnmen 0 2.000 7,000 7.000 10.000 15.000 20.000 20.000 23,000 7.8 LacSwmAuuw 6*.78 103,221 116.2 113,081 151,5 168*70 17572 202M. 26,685 80.% Donaton *tSwpde. NA NA NA NA NA 11' 8*72 5.67 7.14 2.4% Sohoea0eod Fh4 NA NA NA NA NA 0 0 0 0 0.0% N^eDordon 0 0 0 me 3.470 6.0 6361 45661 3.746 CM f 1w1oo 0nen 0 0 0 0 0 0 0 0 0 OAI fee NA NA NA NA NA 4600 6. 4.775 O.m 33% Owl 0 0 0 0 0 U 58 1.131 184 0.6% Tom 66.678 105*1 125.586 13034 175.007 207AM 6.05 280.721 263815 F:t Va. 161 no 105221 128.123 12B.923 168W 1886 19t04 196,7 190.4 =es, P%VtYAw 17.0OA 81% 31.0% 10.8 4.2% 23* -2.5* MOut. Vau 8.8% 19.46 38* 34.2* 18.8. 8.07 WVA 17.2% Ssce: Wod Bank Miedon auestu 168. (Suihs Secto). YeN. 4248 finacia Raport: Educe atio Epediur Sourc for Sulihoi (Ssccnd"r (UnIt: 1.00 Yuan, Yew 1t60 181 166 163 1s4 1685 186 187 los *of Seoondut Lvl In Toal 0 0 0 1,300 2.000 2.000 2.000 SAO 10 12% P.Oos.n_nsnt 0 1,300 4,000 3.500 6.0 6.500 6.500 5.0o 7,100 4.8* L=sowemmui 54.668 6U.220 5.868 UB,104 71= 21 ,064 117f.72 103s,o 124.682 80.6% DoSnU"*.&dtUpdn NA NA NA NA NA 1,440 1.146 1.103 1,507 1.0% bAksodFic ds NA NA NA NA NA 963 1.626 .S666 2.6S5 1.7* MMl*sDouadon 0 0 0 0 0 6M 39S6 118 138 2.1% PeMIg nohnsIw 0 0 0 0 0 0 0 0 0 0.0% Fees NA NA NA NA NA 4,010 4.654 3.793 7,338 4.8% chwes 0 0 0 0 0 0 3.736 7.724 8.620 67* ToldS 64.663 6O.520 62866 6204 79.765 113.860 137.726 126*88 154.476 tVWks 1661 ftB 506520 61,633 61.242 75.754 100.151 115.362 .863 100,120 m FFixVdue 8.6% -0.0% 23.7% 32.2% 15.2% -14.Fb 1.8% rs A ucm. Value 0.1* 5.6* 0.1% 26U8* 42.4* 21.3% -7?.A 21.7* Sour W eld wow k MN* ..ion Qhuedg lr. 168o (GSdhou Sction)K ANNEX 4.2 - 94 Page 25 of 30 TSb 419 Pdma,y Edun pde In Gulshu (,000 Yuan) Yw 1980 13i1 1062 1388 164 13 1966 17 1186 Expenditure kw Primary choole Instruction Cost 746 24 128 1,876 2,075 1,011 1,610 Equipment Cost 1,915 9,108 0,6 8,450 2.701 3,861 2.734 Books & Miatiale (included in the eqiume cost) kimin. CoRt 8,810 8,80 4*0 4M4 4.691 6,190 8486 saryioes 616 we6 1.1 47 1,86 1076 2.181 houwe Apalc 10.M 16,6M 21,7 13,818 16.813 2s2, 22.110 Construcotin 4,672 8,43 6,1328 15,181 80.472 29,068 24.400 Is624 16.010 Sbry 96,73 0,174 100,026 147.700 160,684 1U4,20 226,491 EcaKi6ushtpett. 67 408 290 497 480 4t9 4568 OthWer Construction ( of To"tl) 5% 9% 5% 12% 17% 14% 11A 86% 6q% SW"y(% Of Total 77% 66% 2U% 78% 76% 77% 82% TOtaW 90,678 106,22 125,66 180,874 175,007 201,770 212,993 238,6B 75,181 Fbed Value 15 RMB 122,416 14,t8t1 160.061 190,839 201.779 202.052 214.418 225.12Z 1386U RB 1580,63 170,466 18*3530 238,47 246.603 246,637 22,049 275,131 incoease, Fix Value 66 19.0% 2.2% 27.2% 5.7% 0.1%b 0.1% 6.0% inrnease, Fix Value 38 19.0% 2.2% 272* 5.7% 0.1§* 6.1% 6.0% -as, CuW. Vaue 1.6% 19.4% 3.8% 343% 15.3% 5.1416 12SS 152% surplue. Curr.Vaiue 0 0 0 0 0 6.000 1S,091 11 1864 NoSt#udet 4,042.000 4,065.000 4.129,000 4,108,000 4,893.000 4,47.,000 4.621,00o 4.S6.000 4.497.000 bap"nd. Petd 23.92 26.06 $0.46 81.36 40.11 45.07 46.09 62.18 61.16 ExpenIstud e (xed 96 0.60 86.62 86.00 43.73 45.07 48.72 4680 10.00 Expendlitudent 9fxd 66) 7.8 43.53 44.11 53.48 05.08 44 67.19 61.16 soure: WoMd Bak Misson, Questie, 1910. (SuIWu Section) Note: Retail ke. nde for the whoe nain, pioe 1ea of tw at yer a 100. Prie Idex. Naton 100 102.4 101. 11.A 102.6 108.6 100 107.8 116. Culkhou 102 100.7 102.5 107.7 105.8 107.5 12021 Ihaoud 101 101. 100 106. 10611 1086 11 106.100 88 s8 87 02 100 105 111 122 16.1010 T0 70 71 75 62 so 01 100 A1NNEX 4.2 - 95 - Page 26 of 30 Tabl 4.20 Yewr 10O 108 102 1io 19B4 1m 10n 108 1 Seodr Schools 1huNdCo 62i 1084 120 14144 128 1281 1167 6qulpment Cot 22 S8Wh 510 480 384 4113 Book M date (Onoluded In te equplment cosl) Admin.Coa 3.831 3.913 4.420 4.020 4.033 4,0B4 SAW SerAcee 6W1 41 a06 1,031 1.150 1.013 w8 wouas Repairs 0.04 11= 15,486 14.614 14088 13.810 17828 Congructlon 8,060 7.170 ?7.65 5.383 11.624 2152r7 33,602 13.010 12.12 Salary 34,811 3650 26.153 W5M00 465.06 70.0e O0UU cholarship etc. 2.35 1.654 1I'm8 1.018 1,W 2.100 2.804 Cownnuction(%ofTo"aI) 16e 12*e 129b 0s 16* 20% 27% 12* 0* Ealay (b ofTtal) 55* 801 40* am* 51% 614% 6% TOW 54.568 69.520 62.80 082.904 70.755 107.147 136t4f7 110.513 134.118 Fited Value 1085 PMS S812 73,51 72.403 07,013 107,147 110.88 90.107 109.740 Is"88 RMF 8.A321 89048 85.487 106.342 130.948 1460B42 121233 1t34.118 Inreraco Fi Vaue8 5.3* -1.5* 202% 23.1* 12.0% -173% 10.0 inreas. FixValue 88 5.3 -1.5 20.2* 23.16 12.0% -17.b* 10.0* Increase, Cur,. Value 0.10* 5.60% 0.10* 26.0% 34.0 18.00% -12.% 21.40% Surplus.Curr.Vale 0 0 0 0 0 6,413 11.201 15 2050 No. d Sudwt 1.102.000 681,000 85.000 625.000 851,000 ,68.000 060,000 1,023.000 006,000 end. Pe Stude 4.2 61.a 70.24 76 08.72 110.2 127.74 108I 13.02 ExdlStxd(xd85 72.27 82.14 87.76 10225 110.02 12120 8.7 111A0 OpengI6tudnb( d O88) 88.32 100.3 107.26 124.86 135.56 148.12 118.51 13602 Source: Wodd Bank Mision. Questanaire. 1089. (GuWicu Setion) Nt: Rlail pfrc IWd f the whole nation, proi leel of tm lt yw - 100. Prcdw ex. Nation 106 102.4 101.9 101.5 102.8 1086 108 107.3 118. Guizhou 102 100.7 102.4 107.7 10.3 107.5 120.21 Shacuxd 101 101.5 103.8 100.5 10 108.0 110 Pdc In 19U-100 86 so 87 02 100 105 111 122 10S8100 70 70 71 75 82 8s 91 100 ANNH4 4.2 -96 - Page 27 of 30 TWOg 4.6A ma _y "nation p Ar in I (1 Yu Yo 166O 151 192 166 1s4 15 106 13 1666 _dwya"s inatnacoo 610 1.3 5 710 150 CmO 1, 1,2`17 1.A quIpnw1tCoa 41%)0 3*0 1,410 1'm0 3on 1.7 1.3O1 1.160 2.010 01cs& MOters (Inclded In pment eo Admin.C6t SA40 $AGO 3,10 3.70 4.090 4.65 4X46 530 SA0 Houw ePAWr 12.60 X0.0 12130 14.180 15s0 152 12 U.6 6*7 11.06A Cons _ucto all= gm 4.079 4 6.159 7A.6 10.4.6 2t1 .0o7 Saay 4.30 S36 WAS 63.630 70370 04.63 115.168 127.710 16.443 scholarfpef. so 20 go so de Odfe 7 70n 420 0 2.000 1.663 20T7 1569 2.115 Con _rucin ( In Tctu 4% 4% VW VA VA 6% 7% 2% 6% Sabory( In Total Gm Om 7% 72 60% 74% 76% 66% S4% Totd 74.6 94A2 65,190 5 51s5 110.165 127.5 146.451 146.678 2J00.54 Fix Value, 135 AO 506A 5O.A6 107*5M 120112 12.5 140A645 13.638 168.51 Fx Value. 1 RMS 121.730 121.766 131.044 14061i 168.255 172.133 163.310 200.054 hInease. Fx Valu 86 0. 7.6% 12.1% 6.4q 102% -6.1% 22.5% Increa, Fbx Va 88 0.0% 7.6%A 12.1% SASh 10206 -&I% 22s.6 Icease. Cunr. Value 13s 03% 0.% 18.3% 16.0% 16.1% 0.3% 14.4% Swplu. Cwr.Value 6.04 90.02 S05 6AS 13.73 13.64 13. 24*46 20.106 dNeootSudeut 4.404000 4*4.000 4.10.000 $ASM000 S.6 0 3.660.000 393110 6.000 3.400.000 bpd. Per Studt 1650 19.42 20.52 2a3 29.70 34.74 42.04 43.87 66.6 _ !JUYttdwo (Ftoed 0 92L77 24.00 27.53 31.31 34.74 3e.5 3t.37 46.02 dWxeffnlYudnt(Pbsed86) n2723 12S SOut4 6.2 42.46 49.75 4a.12 5g.6m Susrc: World Bank Mimncsn. usdenar,e. 166S0 (NSmeamd Setion) Thre we probbn her . Nate: PeAWi pue Imex r the uHls nation. puLlewd cflibs lwyear. 100. Pwrleidaach.oW n 106 102.4 1011 101. 102.6 108.6 106 107.3 1186. Quljhio 102 100.7 102.5 107.7 105.3 107. 120.21 Setuud 101 101.6 103.0 106.6 105.3 108.6 110 Pdce bInm 1665 100 so 66 67 02 100 105 111 122 196s6100 70 70 71 75 62 s6 c1 100 ANUU 4. 2 - 97 - Page 28 of 30 Tabt4.M6 Os0Ona Eduai n nurhrI 8h ad(000 Y yew 1060 1681 1am 11m 4 1"5 m 1067 1 - Soheota ou Cad an0 a20 240 an a070 me0 A. 26u 32 Equipmentood 8000 0 4600 460 600 _ 4m.1 303 3107 Sobi material (Iowwncl deInt euimentoat Main Caod S.040 7.70 7.30 7*7 SI7 S,I 6,e94 O."0 0970 HNmR pairs 17,750 loin0 18.510 17,610 1.910 UM 21M4 24.131 2.6 Constructon 66 7.740 10,04 1.105 1.64 11 27.12 10 46.519 latlY MAN.460 58950 0S7.0 6170 70.740 101.189 130.041 146,010 '18.182 schoasupeft. 1600 M0 o no 647 1.170 n m Othe 1.SO ,180 610 960 1.400 1216 1.703 1.68 1.6F7 Conuction (0AInT4Ttl) 4 7% 10t 11t6 1106 120 140 50 170 boury (06 lIn To"l 520 5660 60m am0 GM0 6706 600 7406 6706 Td 102358 109.706 113.984 114,77V 128.604 15L2 198.01T 198.120 24.04 Fbt Value, 1685 RMS 1216 133*SI 132.11S 1s5n0 1C2.02 187.72 177613 241=72 Fx Value#. I RI 145. 68 1612*06 11AS7 114575 18.873 22S 607 217,998 4.65 n m. FIx Vahu 08 0.0 -0.0b 220 123% 23% 4.80 5.606 Inrae _ix Value8 66 606 -01 t2.20 12.606g SS56 -.56 3.0 e.Cur. Vau 1.2206 0.1% 0.700 7.660 22.5 020 0A50 48.710 surplus, ur.Vdu 2.440 2,40 (1.00) (1.461) 1*M 2422 12,81 34.0$ 164 NoAlsdmnt 16WOOu 1.011.000 1,00.M000 1..00 116300 1.712.000 1.74.000 1.755.000 1611.O &psed. Perb lsad 5m 64.7 7. 74* 78.51 8 M 111.00 110.37 162. bpendllzd 8(ed6) 7601 54.68 68.13$ 67t 8.4 105t1 96.07 1464 lapnShad_ ed88 66 6t. 103.43 1S5." 101 106S. 122.0 12t.05 1.82 -… Sou Wold ank sln aeoalare. *161. (Shame Secan). umee _mpro e hr. Nols: PAl pce Ixt for th whole natin. pbe WM of tilast e r 100. PINOallmoNabon 106 10-4 101.0 101. 1026 105. 100 107.3 116. OAdIhOu 102 100.7 102.0 107.7 105.3 107. 120.21 Shanud 101 101. 10.0 105.5 105. 106.6 110 P1o Indac 105.100 0 as 87 s2 100 105 1tt 122 1960-100 70 70 71 76 82 a8 61 100 ANNEX 4.2 - 98 - Page 29 of 30 TWOi 4.2 Puitnay Educeflon: Per Sludst gexpndltur YOU 1060 1081 1O2 1OU 1964 106 1060 1w 160 1wo Gujizhou Pdrlfny 23.6 20.06 30.40 3135 40.11 45.0? 40.00 12.13 0 1.1 - RMb In I1OU 1P 24 26 31 so 44 47 49 or e1 (coatn RMD In Us$ 15. 16.3 10.2 157 20.1 10.1 14.4 14.1 16. Uhaomd Plmary 16.0 10.42 20.52 2. 26.7 34.74 42.04 4.7 50.0 Inb '191O1Pr 17 10 21 26 31 3 44 40 so (canetan RUB InUS 11.1 11.4 10.0 13.0 14.4 12.4 13.1 11 15.0 UI$ExwhaeRaw 1.6 1.71 1.68 a 2 2. 3.2 3. 3 4.? GOP Deflator .1 1.6 0.3 1. 5.6 0.1 8.4 57 9.7 Soure: Wold Dank Me"on uelondre, 1908. ANNEX 4.2 99- Page 30 of 30 Table 4.2 Yew leow 11 Ion Ion 104 Im im sw Ion im Gul* 8 _oo y 46.2 01.61 70.24 762 6.72 110.02 10l.74 108.03 135.02 n 103 1 6.32 100. 1W076 140 135.6 148.12 116.I 13.02 In u$ 3.u 3. 374 .1 46.0 6.6 3" 22 3. …-F-- - - Ohs" socndh 6. 64.37 7237 743 7.1 N.4 111 110.37 18.2* -ufs RMB) In 1on Pd O2 103.48 106.2 101.03 108.7 128.7 121.06 12.8 in uP 87* 37.6 38.5 37.4 37.0 81.7 34.7 28 49.4 Us$ etAneR.tP 1.6 1.71 1.8 2 2 2.8 3.2 3.7 37 4.7 DPDIor M.1 1.8 0.3 1.0 6 6.1 .4 67 O.7 oW0:9WUM d8Bn Mn. QU$dnare. 16. - 100 - ANNEX 4.3 MROLLMENTS AND COST PROJECTIONS IN SHAANXI AND GUIZROU AlX 4.3 -1l1Q- Page of 20 byGrads (MO" Pqass fln 8_esnd lid PmFUN FM TW Yew SI~AVp? RN Hi osGrads Grade Grads Grobs Grads tudmas 1W0m 175 15? 2 23.7 a" Su Su 17 123 1" 17. 2.1 an 5" MA4 S24 1.0 low 15* 171.0 12 2M MA .2 Mi 117 1ow 19.2 17.8 Ms U.T as an 21. 1I" 1"4 104 17.4 1.1 37 a. 21 21.0 114 low 1" 17.6 26.1 3 3" 1t1.5 206 118. low 15. 17.5 M1 3. 3.4 no 2. 11. 127 20.0 150 1 MS 2.4 3t1 15.7 118a 1sm 20.1 15.1 2" MA 34 . 0* 1187 Ism5 A0.4 1. .7 3 M 3. 21.0 118a a00 20.6 18.5 1. U. 3. 3A4 21.1 115. sauue.W1di Ban weds. Equindeo 162 -~ ~ ~ ~ - 8ee~~~~~lts Cos Prjets Fr heWhl00ls Popil TInel Te_the Wa_S Tl DeW M Yew a Age7 dent On" Nb"ll) Omlle) Oulka) (aN)4 (AM YO) 123 17. 137 4 8 8s 123 16.8 120.0 4. U. 8 I= 1. 117.4 4.7 81 as IOt1 1 115.2 4* $A0 L7 124 1.4 118.4 4. ao ar 123 0.6 118. 4 Uo 6 low 1".8 11 4. 8A 8. 123 20.0 11. 4.5 8. ao IO 20.1 118.0 4. 0 3 IOU 920.4 118e 4 80 ae 2000 20. 115& 45 8 bgro WadS UnkNleloChinaes 1060. kNM t …- _._ _ I(a) SbWt dnYomr RoAsqad for a Gfivels 7.51 I(b)ftduubeof YearSftudens mmed ?.0A ()GradsApprod 4.8 de) Nt WDEoW P _d roty Le w e) I - -f - - - - - - I | oaw.lhd" t San 1hl.Lmts 20 ANNEX 4.3 - 102 - Page 2 of 20 IiTn 4 Shamnd Pdrimy Enroglment (1980-1968) (thousand) ---- Grade 1 2 3 4 5 6 Year 1980 1,185 964 953 768 651 0 1981 1,065 903 880 873 651 2 1982 976 818 810 811 733 4 1983 905 764 756 761 665 44 1984 900 747 734 739 656 63 1985 824 736 714 721 621 64 1986 807 677 695 691 601 60 1987 764 662 648 64 596 70 1988 755 630 618 594 573 239 Source: Wortd Eank MIsson QuestIonnire, 1989. Shauad Pimary Educaton Rates of Repetition, Drop-out & Promotion (1988) Grade Repetiton Drop-out Promoton 1 18.1 2.7 79.2 2 9.7 2.7 87.6 3 8.5 2.7 88.8 4 6.8 2.7 90.5 a 4.4 2.7 92.9 6 1.3 2.7 96.1 Source: World Bank Misson Questonnaire, 1989. ANNE 4.3 -103- Page3oi 20 Shaamd Pdimar Educafon Efftcenc Ana*ysi Basd on Simaddion of a 1000 Student Cohort (198 Grade 1 2 3 4 5 6 Total Graduates Year 1966 1,000 0 0 0 0 0 1,000 0 1969 181 7 0 0 0 0 973 0 1990 33 220 694 0 0 0 947 0 1991 6 47 252 616 0 0 921 0 192 1 9 69 266 558 0 697 0 1993 0 2 13 74 265 51 872 0 1994 0 0 3 17 76 263 351 496 1995 0 0 1 4 19 76 100 243 1996 0 0 0 1 4 18 23 73 19w7 0 0 0 0 1 4 5 18 1998 0 0 0 0 0 1 1 4 1999 0 0 0 0 0 0 0 1 2000 0 0 0 0 0 0 0 0 2001 0 0 0 0 0 0 0 0 202 0 0 0 0 0 0 2003 0 0 0 0 0 0 0 0 2004 0 0 0 0 0 0 0 0 C________ _e_e ____ _ _ _ _ _______ _______ _-_ - _ NoWe tdent-yas 1221 1071 105 977 926 870 6,0e9 O36 Drm-outm 33 29 28 26 25 23 164 Promoted 987 on 910 64 69 a636 5,394 YeO reted 221 104 67 e6 41 11 50 Rpmn (%) 161% 9.7% 65% 686% 44% 1.2% &7% Sodino pw promoted tud. 1.3 1.1 1.1 1.1 1.1 1 1.1 Avera (%) One or moe yr 16.1% 26.0% 32.3% 369% 39.7% 40.5% Twoomof nyr 3.3% 5.56 7.8% 9.7% 11.1% 11.4% Threor more. 0.6% 1.19 1.6% L2.6 2.6% 2.7% Summary of EMcile Avego Es_imted for the Educational System: udet-yew required On ava for each raduatg 7.3 Yer the dentWs enod In the "sem (averg echooUn 61 Gdade passed (aoved) by the averg sudet 5.4 Gro efficiency (drop out conered as wastape 88.6% Net efmci (onq repeon consdred wasta): 91.3% it ata~~S I iii I i} a!i.dt. I Ii lllSE |||i "ii I i I ,a~~~- 'i m.Sluts" H!ii .1 1 1 o S~~~~~~~~ on Ig~~~~~~~~~~~~~~~7 C miCo, I ImAI I S II M e g I I, I ,- I 1 11 SoS I1@ S|agaNs@§X§§eW§"iI a I I I ii!"~~~~V 1iI"g8:|51 -1 1- V-1 -V -V -V S- *E||;« l521i |2§|5 !s 0 |gii||i|X00E« § l 1-""**@1~~~~~~~~~i I ANNEX 4.3 - 106 - Page 6 of 20 a0Md PdMy Edon Pf*Wd Cod Sud a' n~dm bdPrO~ption 1 (RB hwaid In low outr"n New Ta'Oh' Admih Wuost-s 'row A411-.J CoTe Taw tbd WT Tesobere Tan Was ot Mat Cod ClSPaO of(A) Eped- yur (A) I4 M.400.N000 ¶Imam59 0.*. tio.a ,7 8.419 uM. 62.007 5SO3 Us.= 108 8..014 20.148 -70650 2O20.4 7,05 40A4 7*,1 (460.1M7) 0 A7, 1*4 8.45877 16 -6214 IS 6*18 18015 858,638 (445.161) 0 258.62 11 si=100t ". -441 205.4a3 0,74 37,N 248.5 (20,861) 0 24M 1W 8. S,510 1U,.t14 -3444 200.7 0.419 86.667 848583 (8244 0 248.663 106 8.10g 160S.70 -871 196.836 6.2 5* 214117 (06) 0 28.117 1W4 8.122t9 1706" 4-7J 16250 6.160 8188 283.653 (18,014 0 293S low 8,117.874 176123 1.*6 1sk203 6,160 86.181 23S4E8 121,18t 18.177 251.66t 1*00 160,804 177163 8too 1646.33 6S216 8.504 2365. 184.662 27.702 6e354 1667 3*00.490 180J10 825" 167,27 6Jt14 86.070 23S1711 149.751 22,403 2M6t174 1* 8.341,.81 168.16 1io7n 166*4 6.865 GAS S6. 242.758 128,722 19,308 862,006 166 8A7616 166.06 1.68 201.t3 6.464 30.922 245.870 122330 18,424 *63.803 9006 8.800.51 136.660 1.677 204.061 0G530 37.253 24t788 122* 70 18.341 266*1 0 .SAW7" 188.67 1 2060.09 6.66 7.673 20 123.111 16.407 28.884 2S 9760 160.747 1.601 206.1a2 5.661 a8,060 SW 2528. 1244 18,4 271518 2003 8.406,567 16ot6" 1,t6 210*44 6.728 38,431 255408 125.491 18,824 274,27 Tate: 4*2.10 Nob: This proiosn to based on OpoIn I ct eno dlmnt pFoetIion. TMe 04gura In brdeoRe ase surpluses Asupftn an Proeon Indhtor I DaMreq_wtbfor PrJ4 0Go" IsI I Admkilirst costs (Wontceoberwags U23b 1 I Eduoatdand matIso per tdewn In RM 1968 11ts I aEudeiteinpuuoo eod 10.00% I I Atobevp tcheaw uyin ear1on 1091 I I Awsriepstudent space tMth nonleahingu§ areas 3.08mr2 I I Cowstuclon cot pewm (In RUB 1SM6)o 150.0 I ANNEX 4.3 - 107 - Page 7 of 20 713 8busd Primar EducaVon Pr*cted COa eOd an Enrolrnt Projection Option 2 RU: tnusad In 186 curet New Teachr' Admin. Educst-el Tal Addlt.) COoa TOd Students Teache Tache Wages Coa Matea ca Cbspac of(A) &pNdl- Year (A) lr 198 3.409,000 1929 9.54 210,183 6.M 3,419 25, 6U, $,.70 b,5s 7 1980 3,381,425 202,340 -7065 220,814 7.006 40.363 2 42 (444.38 0 268943 1990 3.460,073 105,518 -a334 213,35 0,828 89,002 256,193 (427,018) 0 250,10 1901 3.344,391 188,949 -4435 206.200 0,68 37,091 20,40 (274,706 0 250,460 ig9* 3,2e9,743 104.731 -3444 201,597 0.451 3,8,50 244,a38 (216,146) 0 244,3a8 10N 3,9211280 181,428 -3071 187.103 6,33 38,101 240.599 (2M8A"*0 0 240A.20 1S94 3,138.3893 177,310 -277 193,408 6.192 38.370 235,000 (10.a7) 0 235.06 195B 3,135.486 77,147 1,360 163,320 6,180 36,337 234.843 131*07 10,681 264,24 1900 .171,150 179.161 2,835 105,518 6P7 357 237,514 105.064 20,20 26774 1IW 3,224.156 182,168 2* 193,737 0,301 38.38 241.484 1486 2240 23,7 19 3264.442 184,344 1,976 201*72 6,441 38,700 244,80 12'.071 19,081 263,564 19 3*3,992 186,384 203,401 0,509 37,180 247,090 122,614 1.3 2M6,482 *000 3,332,311 188.20 1,877 205.455 6,75 37,756 246S5 122,709 10406 270 2001 3,36ss,6 190,180 1,M 207,511 6,640 37.331 252,082 123.718 $ftm 270,640 2002 3,399* 162,049 1903 209,584 6,W77 s38,10 254,601 124,083 10,733 273334 2003 3,433212 193,907 1,927 211.678 8.774 38.612 257,142 68.00 10,471 257613 2004 3,452,182 195,039 212,846 .811 38,90B 258,93 60, 10,471 269,034 TotJ: 4.611,605 Ndte: lBs proetIon Is based on Option 2 Of enrollUen pojctdon. The f1gures In brakets are supluses. able 14 Assumptons on Projecton Indleatos I~~~~~~ - -- - ! I DOata quie for projectng coo II I tudentseaher ratio: 18 I Admnlatlv costs (t%en teaners wages) teI I EducaUtmal nmabte per suden In RMB 1938 11.3 Studento in publ setor. 100.00% 1 I Averag teachers' sIry in yw 198 1081 IAve student spae ih nonteacng a 368m2 I Consucton eot per m2 in RUB 19B) Is 10.0 I - . I ANN 4.3 - 108 - Page a of 20 Tbls 15 ukhou Prbnawy Enrollment (1983-1988 Oosad Grade 1 2 3 4 5 6 Yer 1083 1,348 919 738 613 S20 22 198 1.374 973 75 648 S3 44 1965 1.306 1,012 843 68 S72 59 1986 1.255 1,007 90 769 6 83 1987 1,158 934 87 79 6s6 130 1988 1,100 864 810 739 664 320 SWuM World Bank Mssn Estimates, 1989. nwftji Gulhou Pmay Education Rates of Reptin, Drop-out & Promotin In 1984 Rat, 1 Oral Repetion Drop-out Promoton 1 17.9% 37% 7&4% 2 13.9% 3.6% 82.5% 3 12.% 36% 84.1% 4 103% 4.2% 85.5% 5 10.3% 4.2% 85.5% 6 15.3% 2.4% 2.3% Soume: Wwod Bank Mion Estimases, 1989. Guizhou Priay Education Rates of Repetition, Drop-out & Promotion In 1988 Rate 2 " Repetiton Drop-out Promotion 1 11.9% 1.59% 86.5% 2 112% 1.9% 86.9% 3 9.7% 1.4% 89 4 9o% 4.2 86.2% 5 9.% 4.9% 85.6% 6 10.% 1.4% 880% ourco: Word Bank M on Esmates, 1989. ARM 4.3 - 109 - Page 9 of 20 Table IS Gukhou Primary Education Eficency Analysis asd on Simulaion of a 1000 Student Coho (198 Grade 1 2 3 4 5 6 To Graduates Yew 98 1,000 0 0 0 0 0 1.000 0 19 119 885 0 0 0 0 9 0 100 14 200 752 0 0 0 so 0 1991 2 35 247 669 0 0 962 0 1992 0 5 54 283 577 0 920 0 1993 0 1 10 75 299 494 879 0 1994 0 0 2 16 93 308 419 435 1996 0 0 0 3 23 112 138 271 19 0 0 0 1 5 31 36 99 1997 0 0 0 0 1 7 8 27 1998 0 0 0 O 0 2 2 6 1999 0 0 0 0 0 0 0 1 2000 0 0 0 0 0 0 0 0 2001 0 0 0 0 0 0 0 0 2002 0 0 0 0 0 0 0 0 2003 0 0 0 0 0 0 0 0 2004 0 0 0 0 0 0 0 0 Note SksdeM-years 1136 1106 1064 1047 998 955 6i306 841 roMp-out 17 21 15 44 48 159 304 Promoted 983 962 947 903 854 695 5.34 YOMrr atn ed 136 124 103 100 95 100 658 RePetton (b) 11.9% 11.2% 9.7% 9.6% 9.56 10.5% 10.4% Schoolng p prommotdSeuL 1.2 1.2 1.1 1.2 1.2 1.1 1.2 Overage (b) one or moryr 11.9% 21.8% 29.4% 36.1% 4Z2qb 4.3%6 Twor mor yr 1.4% 3.7% 6.2% 9.1% 12.2% 16.0% Three or mOe 0.2% 0.6% 1.1% 1.9% 2.9% 4.2% Summary of Effciy Avas Estimated lfr the Educational Sysem: tude-yes reqred (in aage) for each graduate: 7.5 Yes the suden Is enrold In the sstem (averaOe schoolIng) 6.3 Gmdes p- (aprved) by the aveage suent 5.5 Gosseffici (dp out consideed as wastagW ) 87.0% Ne esffinonyW repeon conred wastage): 89.6% ANNEX 4.3 - 110 - Page 10 of 20 Table 19 Guizhou Primary Enrollment Projection Based on Curent Eicency Rates (198-2000) (housand) Grade 1 2 3 4 5 6 Children Tota- Year 7-Yr-Olds Newcomer Student 1988 618 562 1,100 864 810 739 664 320 4,497 1989 66O 600 731 1,048 829 791 700 602 4,701 1990 517 470 557 750 991 813 748 662 4,521 1991 502 457 523 566 748 959 772 710 4.278 1992 517 470 532 516 54 756 900 736 4,004 1993 S02 457 520 518 503 574 738 848 3,701 1994 497 452 514 508 499 502 56S 721 3,309 1995 519 472 533 502 490 492 487 559 3,063 1996 555 505 568 518 483 483 470 475 2.997 1997 569 518 588 550 497 476 461 453 3,023 1998 587 534 604 568 526 487 454 442 3,081 1999 592 519 611 586 54S 514 463 435 3,154 2000 607 552 625 594 562 534 487 442 3,244 Source Insitutlion of Hlghe Education, Biling Uniersi. Table 20 Guizhou Primary and Junior High Effcy Rates--Current Grade - -------- Ratesof 1988-------- Repetition Drop-out Promotion 1 11.90%b 1.50% 66.50% 2 11.20% 1.90% 86.90% 3 8.70% 1.40% 88.90% 4 9.60% 4.20% 86.20% 5 9.50% 4.90% 85.60% 6 10.50% 1.40% 88.00% Ji 10.48% 1.74% 87.77% J2 8.48% 0.70% 90.81% J3 7.51% 0.38% 92.10% 80r institution of Higher Education, Beiing Universitg. ANNE 4.3 - 111 - Page 11 of 20 li21 Gulzhou Primary and Junior High Eficieny Rates-End Yea Grade -----R--- ---ates In the Final Year --------- RpeStion Drop-out Promotion . _. - - - _ __ _ __ ------- 1 4.00% 1.00% 95.00% 2 0.50% 1.00% 95.50% 3 3.50% 1.00% 95.50% 4 3.50% 1.00% 95.50% 5 3.50% 1.00% 95.50% 6 3.50% 1.00% 95.50%4 J1 3&50% 1.00% 95.50% J2 3.50% 1.00% 95.50% J3 3.50% 1.00% 95.50% --.abbe2 -----_ -----Annual Improvement-------------- Repetition Crop-out Promotlon 1 -0.70% 0.00% 0.70% 2 -0.60% -.0.10b 0.70% 3 -450% 0.00% 0.50% 4 -0.50% -0.30% 0.80% 5 -0.50% -0.30% 0.80% 6 -0.80% 0.00% 0.6% il -0.60% -0.10% 0.60%X J2 -0.40% 0.00% 0.40% JA -0.30% 0.10% 0.30% Source: Institution of Higher Education, Being Univeraity. ANNEX 4.3 - 112 - Page 12 of 20 &uwou Pvmy Educaten PR*s Co SmonOuentEmoeyRl Baud an Owmd EB:eud Ames (FM5: Utumadt ION 1 ouwuIt Tehaohm AmI Eustx-l To Ad&-d CoMt Tdal Expe- tdeoft T _ach. Wqe CoM Mtw Cct C _m4pm GI(A) Domn- UpW yr ouW Ob" 196 4.47.00 17.680 M4 5. 4.48 m,s 41166 t.U MA* a 16U 4.701.00 ta16070 236*76 53W 4,72 347 (M0M 0 247.36 a 190 4.6220 180,800 2MM .40 4.5 7.1 (40 0 2 1 a 191 4.A6. 171.14 21S641 6.175 427 M2.0 (5NI) 0 925.9 5 109 4.*1 160*11 316 4.4 4.0 210.716 (1O.7) 0 910.716 a 19N 3.701,419 14.0 16U65 4477 3.701 14,n730 (7o63 0 194.730 as 194 $3.00195 1U32M58 16.w76 4.003 SAO 174.95 (465481) 0 174.9,5 68 10S5 $.G021A66 122.60 154.366 9,70S 3.03 161.127 (136*44) 0 161.12? as 199a 2*7.641 *110J.2 151.076 a9$1 2.966 157.90 46.996 7.048 164.747 a3 1967 8.020.011 120.637 152*54 8.654 3.021 16.91 120.637 18,128 177.055 a8 1968 3.081.036 123*241 165*24 3.72 3.061 16lf.09 147.012 22.053 184.144 08 1990 3154.176 126,107 156*70 3.915 9.154 165.40 160,672 27,101 163.041 a 2000 3244.068 1298.76 163.901 3.924 32*44 170.666 0 170%650 as Tota: 2e3W7.82 7.546 47.5 2.tR502.968 13.160 2.683.09 Oauo r ic sift of HigdFher e64oailan. b4)ne Wvevitiv. 1960. The ftum., bI brackmet we surpu.ss i~~~e¢ IlEi|lsg Ii~~i A" A" 4 II Il |I ill |II tE|iIjIi|I l gl Ii Ib I 1| 1; lg i| E i t I iiii I vii|5 I t* 11111 1 II iii;iiEII 1I It hi} I_j-I Ij I X;uuuuuu ;I 'i I|jI I a'l lsscgsgII ,1 I ~t3~333~38I'I'I 0 i A1NNEX 4. 3 - 1.14 - Page 14 of 20 Gukhc Primay educam tionPoje ct C Basd an Improvd MW4ceny Rawee-Optio 2 (Medium Wmc"a" In Teacheis Sular cwrom ~ (MB hosndi 10currnt Toaslure Adrals.t Educat-al TOWa Add"- COOt Tota Owp"d- tudents 'teacer Wage. Coo Mate"ia Coo ClS4pae of (A) Exerid- har pe Yeaw Coo (A) tur 8tudaM 1988 4,497,000 176*880 9226064 5,440 4,467 236,58 42B,107 64.23 U00*16 53 16M 4.710.033 166,401 247.356 5,66 4.08 286201 (344,616) 0 25620 a5 166 4,586,582 181,543 24638 5S66 4*2 280,5 (471,746) 0 2WM25 57 1501 4.303.681 172,155 248,411 5,800 4,86 266170 (531,746) 0 256170 so 1662 4.036,33 161.57 2406 5,750 4.762 2505l (866657 0 552 62 10M 3,740.66 14.0,60 23109 5SA6 4,66 241,76 p26.128) 241.76 63 1664 3*6*61 138.16 214.22 5,166 4,26 224,4 (475.16) 0 224,24 67 1065 3,093.685 123,746 207*56 4,61 4.126 217,075 (68,326 0 217.075 70 16M 3,060.603 122,*7 214.312 5,143 4.25 233,707' 104.107 15.63 236*37 73 1667 3.111.503 124,480 227,008 5,480 4,606 237.052 161.336 94*1l 261.25 76 1096 3,101,770 127.671 242.736 5*26 4,816 253.381 166,14 28.37 281.78 76 196 3,26674 131,435 260* 6,246 6,166 271.80 220*31 34M7 306* 63 2000 3.400,218 136.009 280,766 0.738 8,67 203.070 0 233.07 as Toal: 3,067.415 74.100 61*68 3*22833 166*08 3,3.741 Source W.Sftftu of Higter Education Beiin Universiy. 1986 Hote: The flguro In braCkets ane eurluse. Basic AcaPumpto forth Proection IProjected Year to Reah Earolimen RAts Of6MA: 2000 1 IAnnual 50 increa of l'eahers Salary 4.2501 I By year gm0011 teachers celd" ill be: 184 tlfmeethe salar ANNEX 4.3 - 115 - Page 15 of 20 lakE S dwi NineduCto d Pr*W cad Bmid an buptmd WEMeney Rste.-Op*mo 8 @411'hrml b bTeahr' 8aey (i: tous bl 18 current) ourreetrm Tsobuw' Ada*& Edu-el Toa AdMdi Cog Tol endi- Iamnt Teacer Wqs- Coad Mtea cad a-Spec 1(A) fbaWon- ¢u dp y8 ou ca 8mbDW __~~~~~~Ca (A lur _ uw 1I66 4.4.000 1710.80 28660 6.440 4.4,7 MASS 428.197 64230 $*1.6I as 181 4.710,013 188.401 6,44 0.011 4*6 611,492 (344.68) 0 261,2 16 1960 4.5.662 81.439 M1A4,88 6,t10 65 276 (471740) 0 26760 so 160 43.l681 1721 254,711 6.113 9.054 2587 (631.748) 0 20657 62 IM. 4.m m 11.57 2M0 003 504 6.26 (50.67) 0 2626O as 1693 .1140A60 149.0 424 514 4*8 25721 (0.128) 0 272 69 1664 3.A11,061 1381S 291.419 5.664 4.2 2*,SI.c (47.015) 0 24166 73 IM 0 6 S0l%W 1 23746 226814 SA44 4500 23675 (68.5 0 236.766 77 low 8.06 122*7 2mS. S.680 4,686 247.035 104.167 15.630 a262. 61 O167 t.111608 124A4* 5.00 6.004 5.038 266.03B 161.338 24.201 289*39 8 IM 3.161.770 127.611 274.781 85.462 26.828 189.148 28372 3156200 g0 S10 3*65.874 131.485 298.441 7.168 5.2 811.51 229.831 s4.475 346.000 e5 2000 8.400,218 138.009 125.812 7.81O 6,486 840*96 0 340.098 100 Tdoal: 392851 7960 4,126 8.478.970 1o668 8.646878 Sourc: I Ab of HIgh Eduoatln. SeJn Uiesty.89. Nole: Th #gurIn braket we suqisu. Bai A bUAumpo for the Projecl I - - - -- I rWo VOWdYert Reesh n WtRPAtaOf* : 2000 1 By'sya 2000 det4eheeW s8iywI be: I.ADtlmese eaeyI i nloOn on ultn _ B$wvu). I - --- Ii e!-X8![I] i gl@4ual |i] i I, eautee"s 1, f I I -8eI#"D IfI 4~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~o; I ~~ i4i~~ iI~~B~~uunu~~!u3u~~ i AM=X 4.3 - 117 - Page 17 of 20 Taw= m: flumnhin16 t9 rUo Temhgm Mwnnts dua*ed Tdd A ld" Coa Tdel pE i- Shais Tahma Wege COi Miu CMg ClasBPO d( SandI- Ime 163 MM,060 5.007 726 4.8O 4.118 61.6 SM1 O*7A 616 so 1t $868.17 MM6 74* 4.56 4.O1 1.10456 is"" 54.16 06 1660 1.16 7t.416 "A64 64 6.43 1076 171. 1t .71 1361O a 1tW1 1.4475 6I10 14,86 767 6.8 164 1.45.47 n11.m WAS as 165 1.731a.418 11t46 16631 7 " &M 17148 457 11m 1.7 O 1t5 1.67U 11,6 163 10O0 O.A3 116 7m5.m 117.63 106.06 a 164 2.1516 13.5 14,07 11.7 10.7 2 8 7A" 13.1tO 21t6,66 a 1 6661725 1.5 15.63 11A7 10.47 27.765 ( ) a , 176 O 1= 2.Wa7 11617 M171 10.704 6.1 165.66 (1*6*m 0 1t,3 3 163 1W 109315 14764 613 $928 16t1 (1 t7.5 0 16t5t 3 IM6 1.47210 6S7 1161 ?, 7.104 140.0 (66.1) 0 1406 so 16 1.6 64.46 114.152 70 6436 12 44 0, 1O7.64 so 2000 1* 7O54 0.755 10O.140 6.746 6152 1922038 122.013 so ToL: I,7.444 100.03 .4 1*63.6 643.00* X761 ODOe: budhedlH Edr 6ucon, B_ UnIwM. 15. Nie ThGwe n bvasl b_wempL ANNEX 4.3 - 118 - Page 18 of 20 JunHorE NO 5dswM - CoGM Basd an tmpuWove EMkteo PRtss-OPWMe 1 (LM tnosew. in Taonhers4k Salarie) (RB ihsnd In 198 wen! Cuen Currnt }'~~~~~~~cm TS 4 T Treaoher AMmlnl Educat-a Total dMi-al Cot TOta Expend)- Oudnts Tahrs wa_ cost Mata Cod @55-Spae of(A Expd)w- urpe Yew Codt (A) Wmr baden Is8 818000 84.0? ?06 4.510 4.113 SIAN6 7100 10.71 2311 a 16 8eo,7u 5W8 ? 4,73? 4,0 61.AS 1,159.14? 131 26,54 so 1910 1.141*3? 72,301 108tO 0.40 5,4 115A4 1,482,0Q1 222.04 98,178 101 1901 1.4606 0942 l a" t98,0 15,717 1.507.61 246.2 401.3, 105 16 1A74A04 118.7 18048 11,155 10.171 2o01,781 6366 140.47 3429 108 16 2,084. 112,O 10.64 12, 11,70 23J.8 101113 16s."? ,8 11 16"4 2.5 11 148513 239.1 14*10 134.t 2t7,07 142.7 36.431 304, 14 166 2,4037? 1U.194 2m777 15.62 14.246 361 (84.118) 0 282.651 118 16 2*6.42 14330* 2145*4 15.1n0 13,85 274.3 (171,815t) 0 274*5 It1 1t67 1R41t063 127 21660 131 1*212 242*8 (1.071t,. 0 42 116 16 1.65,476 106tO 194.13 12,005 10,l8 117.18n (45,66 0 217.18 120 i 11.860 100.16 1t87.110 11,863 1083 109. (7.067) 0 206,525 1t2 2000 1*640486 4 6.05W 160.7O6 11.7B4 10.766 213.44 213.344 136 Tdotl: 2,02*44 142,62 130,062 2,.79,627 6S0.192 3.80.08 Source h_Siot Hogher Educaon. Beijn Unlwuy. 185. NOWtM Thefgu In wramns are use L'8b3S Basi Assmptions for th Projoactin P*eted Year to Paach Enoment Rate of 66: 2000 B Sy 2000tht 1hererywWbe: 1.4$ftheeai,y 1 In 1 (in contoa RMUvaIu). |- a I C '*0%t lUitl p;|I @ I I iI 18-|. §t5 V .0 JJJ~~~~ V. U U~~~~9 V- * i;} I jj~jIix113EI§g!X- v-1 11v1 il I s18 I!-!!2-! 11 iJl ~ 1J1 4I ji' I 0 1zi~15R-|5f5lS1.jl]III I I I |',|iltl I. IIII15 ~~I 01 |i I|| III---- ANX 4.3 -120 - Page 20 of 20 saan H1 n 1MW"PAW-4 Os Sad. bpredEliEyA IssOln (10gb bae t nYesw _ shs Tmbth_' Adum*ld Eduet-d TOW Mm-el ost TOW SW00- 8uduw TeesNr W40e Oo C mulal CoO Ct_epe d( 0 ew_- lmpw Yeu Coat ( to" basu im SWIM 54.007 7. 4.10 4.119 617. 1M00 1.2 t1 0 1t6 6676 li07 76.461 4.3 4.15 7.766 1,10.10 173.6 161.4 101 1M0 1.141*7 MM1 1071 0cm 0.12 1155 1.4603 MA2N4 tO6 10 11" 1A50 KM 1 W .0 *A2 I N7. 171t2 24.4 411*7 11t 1= 164.40 16*7 16.62 1t.8 11.107 t2 7 t.W 140,.4 2L54 11U 16 2.0. 12160 24191 14.47 15.165 1* 1.071.112 1606 406 1n 104 2*511 1433 2 0 17.163 16.1 =:a.10 9 47 26 24575 1S im 2407 15.134 3 6 A 16.481 1t64 4.217 (5411) 0 24.17 1s im Om 143.201 W114 16.261 16.7496 S (1. 1) 0 23.1t3 147 106 1*4106 11.0 26562 1.0.17 15.154 006 (071. 0 200 16 IM 1 A76 16 246. 15.0 13.9168 7t0 (46563) 0 27. 16 16 1*750 100.163 244 15.070 1.751 27774 ("70 0 2m774 172 2000 1.54.406 $*06G 254.410 15.717 14<4 2446 *8,4#6 6t2 Tokk 1.7 2 10.714 1555 051*5 MA1SS 44077 _oe: IDs*A d HI,S Edulan. ig U,iwul1. 1065 Nll: ThOgrelabres ulsw,la If-VWGm -n -mb - - - - - I Pr*ls Ywtr _ah brIm RMelSS 11000 1 I - - -- - - - I S ero tee&er fuwTfW O: lJO _ I I bIs16 8 nwwtW MSuI). I_ - - - --. I - 121 - AMUM 5.1 PAlANI RS POR GOVIUMKV4. COST BSTIUATIS - 122 - ANNEX 5.1 Page 1 of 5 PARAMETERS FOR GOVERNMEfT COST ESTIMATES Cost Requirements for the Base Plan. Shasnim Province 1. The cost estimates given here are taken from the education plan described In General Education Plan for Shaansi, prepared by the Office of Planning, Department of General Education, Shaanxi in May 1989. Personuel Experditures (a) Salaries of teachers and other staffs - Average salaries in 1988 were used as base salaries, which were 1,209.34 yuan at the primary level and 1,230.49 at the secondary level, annually - annual growth rate of 5-62 (b) Benefits and subsidies to teachers and other staffs - use 1988 figures as base values - annual growth rate of 5-61 Cc) Subsidies to minban teacherst - 1988 amount as base level, which was 535 yuan per year - annual growth rate of 4.5-5S (d) Payments to retired education personnel: - 1988 amount as base level, which was 1280 yuan per year - annual growth rate of 3-42 Ce) Student subsidies: - No change, 396 yuan per student per year Subtotals 9.1 billion yuan Common Education Expenditure Calculation on the basis of planned per-student common education expenditures - For Eighth Five Year Period: 20 yuan per student for primary education, 32 yuan per student for lower secondary education, 45 yuan per student for general upper-secondary education, 100 - 123 - ANNEX 5.1 Page 2 of 5 yusn per student for secondary vocational education, and 1350 yuan per student for secondary teacher education For Ninth Five Year Periods 20 yuan per student for primary education, 65 yuan per student for lower secondary education, 90 yuan per student for general upper-secondary education, 120 yuan per student for secondary vocation education, and 150 yuan per student for secondary teacher education Subtotals 2.0 billion yuan Exnenditures for Improvement School Facilities (a) Meeting required standardst To be achieved gradually over time Library bookss 15 books per student and 30 books per staff member in primary schools, 30 books per student and 40 books per staff member in lower-secondary schools (student book costs 1.5 yuan, staff book each costs 2 yuan); 40,000 books per general upper-secondary school, assuming 401 of schools have no books; 40,000 books per secondary vocational school, assuming 901 of schools have no books; and 80,000 books per secondary normal school, assuming that 402 of schools have no books (each book costs 1.7 yuan). Required cost equals 170 Mbillion yuan School equipment Primary schools in Eight Five Year Periods 3162 yuan per school for category 1 schools, 1911 yuan for category 2 schools, and 539 yuan per school for category 3 schools. In Ninth Five Year Period, category 1 schools move up to category 2 and category 2 schools move up to category 1. Lower-secondary schoolss 29,400 yuan per school in cities, 18,300 yuan per school in rural areas; assume that 892 of schools have no school equipment. General upper-secondary schools: 74,300 yuan per school in urban areas, 41,900 yuan per school in rural areas; assume that 402 of schools have no school equipment. Secondary vocational schools: 74,300 yuan per school in urban areas, 41,900 yuan per school in rural areas; assume that 9O0 of schools have no school equipment. Secondary normal schools: 74,300 yuan per school; assume that 401 of schools have no school equipment. Required cost of school equipment equals 1.5 billion yuan. Seats and desks Needs 79,900 sets, 80 yuan per set. Required cost equals 6.4 million yuan - 124 - AN=X 5.1 Page 3 of S - equipment for new education technology costs 38.0 msllion yuan (b) Repair and replacement of school buildingss - replacement of 1.26 million square meters of dangerous and old buildings - existing buildings depreciate at a rate of 2.5? per year - replacement cost equals 230 yuan per square meter In cities, 180 yuan per square meter In counties and townships, and 180 yuan per square meter in villages - repair cost equals 50 yuan per square meter - cost required for repair and replacement equals 1.143 billion yuan Subtotals 1.9 billion yuan Costs of School Construction (a) Construction of new schools: - New schools include 3 primary schools, S lower-secondary schools, 2 general upper-secondary schools, and 75 secondary vocational schools - Construction costs 1.4 million yuan per primary school in city, 800 thousand yuan per primary school in county & township, 587 thousand yuan per primary school in rural area, 1.9 million yuan per lower-secondary school in city; 1.4 million yuan per lower-secondary school in county & township, 950 thousand yuan per lower-secondary school in rural area; 2.3 million yuan per upper-secondary school in city; 1.8 million yuan per general upper-secondary school in county & township, 1.3 million yuan per general upper-secondary school in rural areas; 2.8 million yuan per secondary vocational school in city; 2.4 million Yuan per secondary vocational school in county & township; 1.7 million yuan per secondary vocation school in rural areas - Required cost of construction of new sc!hools equals 78.1 million yuan (b) Addition of new school buildings for increases In student enrollments: - Required cost for primary and lower-secondary education equals 1.1 billion yuan - 125 - ANMEX S.1 Page 4 of 5 Required cost for upper secondary education equals 174 million YUaU Subtotals 1.3 billion yuan Total for 1989-2000s 14.3 billion yuan Cost Reuirements for the Base Plan. Guizhou Province 2. Costs of compulsory nine-year education Personnel Expenditures (a) Salaries of teachers and other staff, subsidies to gongban teachers. snd subsidies to substitute teachers: - use 1986 figures as base values _ annual growth rate at 4.2-5.51 (b) Benefits for teachers: - use 1986 figures as base values - increase over time based on annual growth rate (c) Payments to retired education personnels - use 1986 figures as base values - annual growth rate of 4.22 (d) Student subsidiess use 1986 figure as base value - no change over time Subtotals 5.4 billion yuan Commo Education Expenditures Estimation is based on the costs for two periods. The first period is a transition period in which the distribution of expenditures among various categories is adjusted. The total cost for the first period equals the su of common education expenditure estimated for each of the year in the first period. In the second period, annual cost is estimated on the basis of per-student common expendlture at the end of the first period plus an anual growth rate. The cost for the planning perlod equals 1.4 billion yuan. -126 - ANNX 3.1 Page 5 of 5 E nenditures for ImProving the Conditions of Education The required costs are estimated using a procedure smiLlar to that for Shaansi. The total cost for improvement in library books, school equip- ment, and equipment for new education technology is estimated to 765 million yuan. The total cost for repairlreplacement of school buildings is estimated to be 514 million yuan. Costs of School Construction The procedure similar to that for Shaanxi is also used In Guishou. The total cost for the construction of new primary schools and new lower- secondary schools is estimated to be 152 million yuan. Total cost for compulsory nine-year education is estimated to be 8.31 billion yuan in the period 1987-2000 Costs of Upper-secondary Education 3. A procedure similar to that for compulsory nine-year education is adopted for general upper-secondary education, secondary vocational education. and secondary teacher education. The estimated cost for the period 1987-2000 is 510 million yuan for general upper-secondary education, 306 million yuan for secondary vocational educatirjn, and 360 million yuan for secondary teacber education. The total cost for upper-secondary education in 1987-2000 is 1.2 billion yuan. - 127 - AMNZX 5.2 GUIZHOU: PROJECTION OF REQUIR EXPENDITURE FOR BASIC EDUCATION An 5.2 -128- Page l of 3 QuWtc Proecton of Reuired Ependiture For Basic Education (S-M200 (fRB. bil of 01988 Yuan) I. Psonnel cot (With dirnt grwth rae In teachers' salaries) Option 1: 3% Option 2:4.2%b Option 3&5.5%1 --- - - ---- -------- -------- - - - -a- - - --- Priay 2.68 &09 .33 Junlor Se. 2.3 2.5 2.73 Subtta S.18 5.59 6.06 Note: Teacher salary would grow at 3% In Zption 1, 4.2 in Option 2 and 5.5% In OptIon 3 The number Is teach required Is estimated by dhMing the number of studenXt by the stude tach ratio, which ls 25:1. 11. Other rcurrent exinditures. I)Admnsration a Option 1:3% Option 2:4.2% Option 3:5.5% Primay 0.069 0.074 0.08 Junit sec. Q143 0.155 0.169 9-Year. 0.212 0.M 0.249 Ii mateia b Option 1: 3% Opton 2:4.2% Option 3 5.5% Pimay 0.057 0.061 0.066 Junior Sec. 0.13 0.141 0.154 9-Year 8167 0.202 0.22 lii) Subtota Ic Option 1: 3% Option 2:4.2% Option 3:5.5% Primary 0.126 0135 0.146 Junior Sec. 0.273 0.296 0.323 9-Yea. 0.399 0.431 0.469 Notew I Adminisrain c-a awsme a contant per`entas of the teacwhes' salry, which Is 2.4% for pimary education and 62% or junir secondary education. t: MaWl ct asumes a contat mtal cost per student. which is Y$1.00 for primary student and Y4.8 fot juno secondar student, plus annual growth rate. h: Totld material cos is obained by muitpng the coat per student and the number of primary4unior secondary duents. .**.*,** ette.... be****** ...***** ...*.... ******** ******.. a...ec.e ********aceee ANNEX 5.2 -129- Page 2 of 3 ........ .......... ........ ........ ****...... *e*e*B**.. 0......O ....*.....* ...... ......... .... *. . .*.*** . ........ .. .. .. . In. ConstucXin: Pdmy 0.167 Junior Sec. 0.0 9-Year. 1.15 Note. Clmom pae needed Is calcuat by uWng the 1988 classoom sp per student and the projcted nunme of studenXt each year. In 196. Classroom space per student b L01m2 for pmary and 426m2 for Junr hih. If croom pace needed In the coming yu is more than this year. the gap Is to be builL The cost of construcn Is calculated using a construtn cost of Y$150.001m2Z This projction might not suit the reaity very well, Since srm repair Is not Included, ch Is vey cuca in Gulhou, and. when number of student ist decline then increase, the new casoom needd are overesilmated. ***** **e*.......... *.* ........ *.e*** h***O ........ *..... ......... ............ .......... ........ ......... ........ Pi. Total Option 1: 3% Option 2: 4.2% Option 3: 55% Primary 3.174 39 9.646 Junior Sec. 9.57 9.786 4.042 9-Year 6744 7.176 7.618 Source: Beijing University EsImates. AyNEX 5.2 - 130 - Page 3 of 3 Guizhou Public Expenditure on Basd E6ducatlon Comparison of Two Projoctlons *et***t ****Q* ***S4O* *Oe**# ***O*hO *0 ***0** *be* *0*0* @00* *00*4*00 *0000*0* Proection (A) Projectlon () Type of ExpWditure Government Estimate eijing Unl. Estimate (1067-2000 (192-200C Commerns Personnel Expniture 5.4 or 4.127 or Projectin () 0.415 per year 0.344 per ye undrestimatethe subside e tiremnt bft Other Recurnt Eenditure 1.44 or 0.31 or (AdministratIon 0.111 peryear 0.026 per year Projecton () Classrom esimateasumes Matera) fwr students enroled and highe pareta contributonsa Construction 0.152 or 0.26 or ProjecUon (A) Is 0.012 per year 0.082 per year basd on very low construcon cost. Total &31 or 5.4 or 0.639 per year 0.450 per year ________ -------- ------- -- -- - -- -- - ___ -- -- - --- --- ---- -- -- - -------_....._______ __._ ____ - 131 - ANNEX 6.1 HIGHER EUCATION STATISTICS AND FINANCIAL IN!OIMATION AlE 6.1 - 132- Figure I Per Capita Expenditure on Education by Province 70' so 40 30 20 10 0 o v w I 0 a z 9 * s t 1 c a F P a L T X K a A n j T t A-SICHUAN M-6UANGDONB V-BEIJING E-GUIZHOU N-GUANGXI W-TIANJIN C-YUNNAN O-SHANGHAI X-HEBEI D-TIBET P-JIANGSU Y-SHANXI E-SHAANXI Q-ZHEJIANG Z-INNER MONGOLIA F5LAU R-ANHUI #-HEILONGJIANG G-QINSHAI S-FUJ IAN $-JILIN H-NINGXIA T-JIANGXI *-LIAONING I-X INJ IANG U-SHANDONG J-H4ENAN K-HUBEI L-HUNAN Source: Department of Finance, State Education Commission of China - 133 - ANNEX 6.1 Figure 2 Per Capita Non-Budgeted Donations (Comunity and Private Donation) for Education by Province 7. 4 3 2 o S V* u p w K j X LRoY T z A F C I N 4 * G 1t t A-SICHUAN M-GUANGDONG V-BEIJING B-GUIZHL U N-GUANGXI W-TIANJIN C-YUNtAN O-SHANGHAI X-HEBEI D-TIBET P-JIANGSU Y-SHANXI E-SHAANXI o-ZHEJIANG Z-INNER mONGOLIA F-GANSU R-ANHUI *-HEILONGJIANG G-QINGHAI S-FUJIAN $-JILXN H-NINGXIA T-JIANGXI *-LIAONING I-XINJIANG U-SHANDONG J-HENAN K-HUBEI L-HUNAN Source: Department of Finance, State Education Commission or China ANEX 6.1 - 134 - Figure 3 The Increase of Hi1gher Education Enrol nt in Shsanxi and Guizhou Compared u)jXt All ChIA& (IqS6o m o) 1.3_ 1.S 1.7 1.6 1"0 10Z3 %" tS 4 two nez *s ;6o SaA + OMU o mN CF M Source: China Education Statistics Yearbook, 1988 Shaanxi Education Statisticg Yearbook, 1988 Guizhou Education Statistics Yearbook$ 1988 ANNEX 6.1 - 135 - Figure 4 The Increase of College Student Per 10,000 Population in Shaanxi and Guishou compared with ' U C-k;rcM 1*-.., 17 14- 13- 12 11 10 7 1960 1961 19t2 1933 1964 1 is" 16 1 a AM + GUQU 41 WHOE O am r Zn this Figure, the number or college students in Shaanxi does not include the students in the national universities located in Shaanxi, Source: China Education Statistics Yearbook, 1988 China Statistics Yearbook, 1988 - 136- hgure 5 .The Number of College-Educated Persons Per 10,000 Labor in Shaanxi and Gulzhou Compared with in the Whole Country 3.. 38 37- 3. 38 34 33 32 31 - 30 - 29 - 27 23- 22- 21- 20 197 198 so 8 1stt 8s2 tz83 1994 1985 tsft t987 I 0 aAMN + GuW4Cu oI WML OP CIA Source: China Education Statistics Yearbook, 1988 China Statistics Yearbook, 1988 All 6.1 - 137 - FANure 6 Changes of Unit Recurrent Cost in Current Price in Shaanxi and Guizhou Compared with 2.4 213 2.2 2- i,4 1,,. , _ . tsoct in igea2 1;s3 1#14 t_s Ie 1887 tos" a SHAMW + Gou o nh WHOE OF CMA Source: China Education Statistics Yearbook, 1988 ANNEX 6. 1 - 138- Figure 6 Changes or Unit Recurrent Cost in 19VQ constant Price in Shaanxi and Guizhou Compared with in the Whole Country 1.7 1.4 S IANS + OUHOU * De wNO OF CHA Source: China Education Statistics Yearbook, 1988 China Statistics Yearbook, 1988 Chinese Higher Education Structure of Unit Recurrent Cost in China Personnel _ 42% Non-personnel 58% a' Source: China Education Statistics Yearbook. 1988. Chinese Higher Education Structure of Unit Recurrent Cost In Shaanxl Personnel 43% Non-personnel 57% 0 Source: QuestIonnalre Survey by World Bank Mission, 1989 Chinese Higher Education Structure of Unit Recurrent Cost In Shaanxi (excluding national colleges) Personnel 68S_ Non-personnel 42%X Source: Questlonnalre Survey by 2 - World Bank Mission, 1989 Chinese Higher Education Structure of Unit Recurrent Cost In Guizhou Personnel 55% I Non-personnel Source: Questionnaire Survey by 46% World Bank Mission, 1989 Chinese Higher Education Structure of Unit Personnel Recurrent Cost In Shaanxl Salary of Researcher 3% Salary of Faculty 33% ............ r :...:.:.:: :::: . Sal-of Administrator 17% Salary of Librlans 396% r 1_ \ R _ R / ~~~~Student Aid 21% Sal ol Serv.Worker 10%_ Salr of Press Woiker 6%6 Sal Wy of TaStT3I6 2%* Salay ot Hospital Personnel 2%6 Salury of Affiliated Teacher 2%6 S0urce: Questlonnatre Survey by World Bank MlssIon, 1989 ANN 6. 1 -igure 13 Structure of Unit Personnel Cost in Higher Education Institutions in Guizhou ragS Pa (¶o.0 UPC O1 171 WE-SALARY LV. OF TESE FACLR A£-SiLT fr. OP UNIMISMA0 LIME--SLW LP. P LIAJAS SE-SALARY E. PSERVICE IVA= PUEU-SLMY E. OF III WISEY PME & FACTS? WE-sku LIP. a DuISmIY OSPITAL PS_ SE_-SALAV ELIP. If AFFIUATED PIML SCRlL PMRSOU fTIPE-SURY EIP. OF TEIPI EIPLOS SAPE-EIP. OF SPJDLNT AID Source: Questionnaire Survey by World Bank Mission, 1989 Chinese Higher Education Structure of Unit Non-Personnel Cost In Shaanxi Books & Journals 6% Research e% Instruction 27% Development 8% , t _ Research Match Fund 2% AdmInlstratlon 23% Other 13% Foreign Affairs 3% Foreign Student Fund IZ Bullding Maintenance 18% IF' Source: Questionnaire Survey by World Bank Mlssion, 1989 Chinese Higher Education Struoture of Unit Personnel Recurrent Cost In Gulzhou #Oliy of PaaftftS SaJUYofLDnNUIU 17% ita {,: ,-'~~.'. -... ... ... .. ... . . ..',-,.,"',''' .,''-..'i Source: Questlonair.. Suve ........... d B . :..............: , ::::::::::::::...... , : : :::-.:::::..!s 88dedOb(pi1 1W_k 1O Source: Questionalre survey byt*W World Bank Mlsslon, 1989 -147 - ANNX 6.1 figure 16 Changes or the Average Size of Higher Education Institutions in Shanxi* and Guishou Compared with in the Shole Country 1.4 - 1.3 1.2 1. I10s 1011 12 193 184 l0w 1 1 ts 9H"m + uLmou o M n¢ S OsF CHS * Please Note: The average size of the higher education institutions in Shaanxi shown in this Figure is the average of A" the universities and colleges including both nalional Wa- orgvincial universities. If if we only take the average of the provincial universities and colleges of Shaanxi, Shaanxi will be very close to the guizhou profile at the bottom of this figure. This is shown in Iabke I on page 24. Source: China Education Statisticis Yearbook, 1988 Shaanxi Education Statistics Yearbook, 1988 Guizhou Education Statistics Yearbook, 1988 148 - AMX 6.1 Figure 17 Changes of Student-Teacher Ratio in Shaanxi and GuiZhou compared with in the Whole Country oa 4. 4.8 4.7 4.. 4.8 4.4 4.3 4.2 4.1 4 low0 1661 162 Is3 164 two 166 19667 16 a A1 0 lOU 0 1XO CF CEA Source: China Education'Statlstics Yearbook, 1988 Shaanxi Education Statistics Yearbook, 1988 Guizhou Education Statistics Yearbook, 1988 - 149 - ANNEX 6.2 COSTS AND IEFRITTS Of IGII EDUCATION I1 TMIONhL MGS - 150 - ANNIX 6.2 Page 1 of 8 CHINA PROVINCIAL EDUCATION PLANNING AND FINANCE STUDY ESTIMATES OF THE COSTS AND BENEFITS OF INSTITUTIONAL MERGERS IN SHAANXI PROVINCE 1. Proposal to Merge Baoli Teachers College and Baoli University The provincial government of Shaanxi is currently examining a proposal to merge two institutions in the central Shaanui plain district: Baoji Teachers College, which offers three-year and four-year courses for middle and junior secondary school teacheri, and Baoji University, which offers three-year degree courses. In add. tion, both institutions have a small number of students taking specialized two-year courses. In 1989 the total number of students at Baoji Teachers College was 1,887 and at Baoji University it was only 505. A proposal has been put to the Shaanxi Provincial Government by the mnicipal government of Baoji City, that the two institutions should be merged to form a single comprehensive university. Table 1 shows the present number of students in the two institu- tions, which are organized into 20 specialities. The proposed consolidation would involve a mergor of 3 specialities, (Chinese, financial accounting and computer application, and industrial electric technique and automation) and the creation of 6 new specialities (Foreign languages, Biochemistry engineer- ing, Civil engineering, Food processing, Medicine and Population and Family planning). The specialities would be grouped into five broad subject areas: Arts, Humanitiee &nd Literature Science Engineering Education and Management Medicire 2. Benefits of the Proposed Merger After the merger the following staff reductions could be made: 1i) administrative staff 50 (il) teaching staff and assistant teachers 76 (iii) workers 54 Total 180 -151 - ANNEX 6.2 Page 2 of 8 This would increase the staff-student ratio from 1:3.1 to 1s4.4 and the teacher-student ratio from 17.4 to 1:6.5. On the basis of average staff costs of 2601 Yuan, the reduction in total staff costs would be 468,200 Yuan and unit costs vould fall from 1,927 to 1,732 Yuan (a reduction of just over 101). The situation, before and after the merger is shown in Table 2. After the merger the Baoji City government proposes a further expan- sion of the new comprehensive university, from the combined total of 2,392 students to 3,000 after 3 years and 5,000 after a further 3 years. This would mean that the staff-student ratio could be raised from 1s4.4 to 1X5.2 after 3 years and ls6 after 6 years. and the teacher-student ratio from ls8.5 to 1.10 after 3 years and 1:12 after 6 years. This improvement in efficiency is shown in Table 3. The unit costs would fall from 1,732 Yuan after the merger to 1,573 Yuan after 3 Years and 1,411 Yuan after 6 years, a total reduction of 271, compared with the unit costs of 1,927 Yuan before the two institutions are merged. This is illustrated in Figure 1. S. Costs of the Progosed Merger and Expansion of the new University The Baoji City authorities estimate that the following capital expenditure would be required. to facilitate the proposed merger and expansion. Project Yuan New laboratories 11,928,000 Computer Center 2,568,000 Library equipment 695,600 Medical College (including equipment) 5,200,000 Electrical equipment 2,174,800 Factory equipment 1,656,000 Other capital construction 7,160,000 Land 2,500,000 Staff Development (study abroad) 400,000 Total 34,282,400 -152 - ANNX 6.2 Page 3 of 8 4. Rate of Return Although these estimates of costs and benefits are very approximate, they perait the estimation of the rate of return net addition to the social to the proposed merger and expansion of the new university. If the capital costs are amortized over 25 years, student numbers are assumed to increase from 2,392 in 1990 to 3,000 in 1993 and 5,000 in 1996, and remain at 5,000 for the remainder of the 25 year period, and unit costs are assumed to fall as shown in Figure 1, the total recurrent cost savings over 23 years would be 55,535.000 Yuan, compared with the costs of teaching the sam number of students at the present level of unit costs. Table 4 shows the present value of the cost savings, over 25 years (assuming a discount rate of 10?) and the net present value of the savings, after amortization of the proposed capital costs. The addition to the social rate of return of the proposed merger and expansion is also shown in Table 4. On the assumption of a 25 year life for the capital and the proposed level of capital expenditure, the merger and expansion would show a positive net addition to the rate of return of 3.52. Table S shows the effect of alternative assumptions about the length of life of the capital and its estimated costs. If the capital costs could be reduced by 5oZ, the net addition to the rate of return would rise to 9.72. On the other hand, if the equipment is amortized over 15, rather than 25 years, this would reduce the addition to the rate of return to 1.9?. These estimates of costt and benefits are only very approximate at this stage, but they demonstrate that the capital costs necessary to permit the consolidation and merger of Baoji Teachers College and Baoji University and the expansion of the new camprehensive university, could be recovered, over a 25 year period and the economies of scale generated by the expansion would yield benefits sufficient to increase the social rate of return to expansion of higher education by at least 2 to 4 percent. -153- ANEm .2 Page 4 of 8 Table Is NUIMEM 0 SSTDNT,S BY SUUBJCT SPECIALITY IN BAOJI TEACHERS COLLDGE ND DAOJI UNIVIRSITY 1989 Saoti Teachers College Deo1 University Subject 4 year 3 year 2 year 3 year 2 year Speciality course course course course course Political Instruction 103 96 - - a Chinese 209 92 - 89 History 75 81 - a - English 132 102 - - _ Mathematics 146 40 - - - Physics 139 40 - - - Chemistry 141 39 _ _ a Applied Physics 31 18 - - - Applied Chemistry 3o 12 - - - Economic Management 31 14 - - - Technology - - - 119 - Industrial Automation - - - 39 - industrial/ electrical technique - - - 49 - Computer Application - - 8 41 - Applied Electronic techniques - - - 78 - Education - 70 - - - Geography - 97 - - - Arts - 30 - - Finance - 31 - - Industrial Management - - - 90 - Sub-total 1,117 701 69 416 89 Total 1,887 505 -154 - ANNX 6.2 Page 5 of 8 Table 2: NUMBER OF STUDENTS AND TEACHERS, STAFP-STUDENT RATIOS AND UNIT COSTS BAOJI TEACHERS COLLEGE AND SAOJI UNIVERSITY BEFOR AND AFTER POPOSED MERGER Before Mer8er After Merger Students 2,392 2,392 Teachers 324 280 AUl Staff 765 545 Staff-Student Ratio 1l3.1 1:4.4 Teacher-Student Ratio 1:7.4 1:8.5 Unit Cost (Yuan) 1,927 1,732 -155 - MMNEXG.2 Page 6 of 8 Table 3: NUMBER OF STUDENTS, STAFF, STAFF-STUDENT RATIOS AND UNIT COSTS IN BAOJI COMPREHENSIVE UNIVERSITY (After merger and expansion) After After 3 After 6 Merger Years Years Students 2,392 3,000 5,000 Staff-Student Ratio 1:4.4 1:5.2 1s6 Teacher-Student Ratio 1:8.5 1:10 1sl2 Unit Cost (Yuan) 1,732 1,573 1,411 -156- ANNU 6.2 Page 7 of 8 Table 4: ESTIMATED COSTS AN9D ENEFITS o0 MERUER OF BAOJI TEACHERS COLLEGE AND BAOJI UNIVERSITY, AND EXPANSION OF IAOJI COHPREHENSIVE UNIVERSITY Before Merger Unit Costs (2,392 students) 1,927 Yuan After Merger Unit Costs: (2,392 students) 1,732 Y"an (3,000 students) 1,573 Yuan (5,000 students) 1,411 Yuan Cost Savings (Assume 25 years, student numbers expand to 3,000 in 3 years and 5,000 In 6 years.) Total Cost Savings 55,535,000 Yuan Present Value 16,558,000 Yuan (at 101 discount rate) Proposed Capital exuenditure 34,282,400 Yuan Net present value of cost savings -17.724.000 Yuan (at 1O0 discount rate) Net Addition to the Internal Rate of Return 3.5Z - 157 ANNEX 6.2 Page 8 of 8 Table 5s USTIMATED COSTS AND RNEfITS Of MIERGER AND EXPANSION (Alternative Cost Estimates) Option A (Assume capital expenditure of 34,282,400 Yuan, amortized over 25 years.) Net present value of cost savings -17,724,000 Yuan (at 10 discount rate) Net Addition to the Internal Rate of Return 3.51 Option B (Assume capital expenditure of 34,282,400 Yuan, buildings amortized over 25 years, equipment amortized over 15 years.) Net present value (102) -26,187,000 Yuan Net Addition to the Internal Rate of Return 1.91 option C (Assume capital expenditure of 17,141,200 Yuan, amortized over 25 years.) Met present value (101) -583,000 Yuan Net Addition to the Internal Rate of Return 9.72