Document of The World Bank FOR OFFICIAL USE ONLY Report No. 12461-YEM STAFF APPRAISAL REPORT REPUBLIC OF YEMEN EDUCATION SECTOR INVESTMENT PROJECT FEBRUARY 01, 1994 MICROGRAPHICS Report No: 12461 YEtM Type: SAR Population and Human Resources Division Country Department II Middle East and North Africa Region This document has a restricted distribution and may be used by recipients only in the perfonnance of their official duties. Its contents may not otherwise be disclosed without Worid Bank authorization. CUlRRENCY EQU1IVALENTS Currency Unit Yemeni Rial (YR) Official Exchange Rate: US$1 = Y.". 12 Market Rate (October 1993): US$1 = YR 48 ABBREVIATIONS cc Community College CDD - Curriculum Development Department CBG - College Board of Governors BAG - Expert Advisory Group ERDC - Educationsl Research and Development Center GER - Gross Enrollment Rate IDA - International Development Xssociation MlS - Management Information System MOE - Ministry of Education NAB - National Accreditation Boa-d NCCC - National Community College Council PAC - Program Advisory Committee PCP - Planned Change Program PDMA - Project Development and Monitoring Agency PDMC - Project Development and Monitoring Council PDU - Project Development Unit PHRD - Population and Human Resources Development PIU - Project Implementation Unit SOEs - Statement of Expenditures TA - Technical Assistance TEVT - Technical Education and Vocational Training Faisry -I Year January I - December 31 FOR oFFICIL USE ONLY REPULIUC OF YEMEN EDUCATION SECTOR INVES01ENT PROJECT STAFF APPRAISAL REPORT Table g Contents CREDfT AND PROJECT SUM3YARY ............................ I 1. INTRODUCTION ........................... . 1 A. Country Backgound ............................... 1 B. Development Prospet ............................... I IL TEF, EDUCATION SECTOR ............ ................... 2 A. Present Stucture ............................... 2 B. Major Sectorss .......I........................ 3 Access and Equity ............................... 3 Quality of Education ............................... 4 Manpower Training ................................S C. Government Education Policy ................................S D. Financing Educational Development ............................... 6 Cost Estimates ............................... 6 Sources of Finance ............................ 7 E. IDA Stratg and Lending Experience .............. .............. 8 III THE PROJECr ............................... 9 A. Project Objectives and Scope ............................ 9 B. Policy Framewrk ............................ 9 C. hIstitutional Framework ............................ 11 D. lhe Planed Change Pogram . ............................... 11 Objectve 1: Enhancing Learin Achievement at the Secondary School Level -, .......................................... 12 12 Physical Faciities .............12 Teacher Peormace.12 Curricuum Development .......................... 13 School Management ............. ............. 13 Learming Resources ........... ............... 13 Evuadon ....................... 14 Objective 2: Improving Female Access . .......................... 14 School-baed sbrojes........................... 15 Objeive 3: Esublihme of Po Sondary Education Programs ..... ......... 15 Govenance Framewok for the Community College System .... .... 16 Sana Commnity College ....... ...................... 16 Aden Conmmuy Coflege ............................... 17 Technica Teacher Educaton Progm ........................ 17 lbio seport is bed a tdo findip of appI miion that visted Y_m n Ochm e I to 1. 1. Minion nnmbe issbide Yogndin lmatn (ruk bmoff4er.MN2) L. bagasiu (HR soaondmst-M2M), P.MzOgan (Opeatoas Assltmt- MN ), Lloyd Brigp M PA Spouia-EC4P, Rymon me (reebric ftdator-ECP; PID C_osuztw - ato Mai, Py MeNA Sam Mh4 Bhlu i _ubmaamas. G.s. Cadtn. Vemon Taffoid ad MunTsn. Jon Avinn, Evelyn Viatom, hobhm Soaik. Iqbul (MNPRaied with zeot pRepao and p g tthetb th znoplenuuA1400voVdUM. Pew R:ewE Ad Vempoor, Svmr Siuduo (ESP) This document has estrictddistrution and may be used by rcipients only In the PConce of their ofcial dutieL. ts contents may not otherwse be dsclosed without Wordd ank authodzation. REPUBIC OF YEMEN EDUCATION SECTOR INVESTMENT PROJECT STAFF APPRAISAL REPORT Table Of CtenXSq (contd/-) IV. PROGRAM MANAGEMENT, IMPLEMENTATION, COSTS AND FINANCING PLAN ..18........... ....... I A. Program Management . 18 B. ProgramImple.enta.on . 19 C. Statusof?ojectPreparation . 20 D. Monitoring andEvaluaon ..20 E. ProjetCots andFnancing .......................................... 21 F. ProcurementArrangemeMn ..24 V. BENEFITS AND RlKS .27 A. Benefits .27 B. Risks .27 VI. ACTIONS AGREED AND RECOMMEDATIONS .27 During Negotiadons ..27 ANNEXES 1. Teachxer aT.ning. 29 2. SectorDevelopmentPolicyStatement .32 3. Subproject Summary Shots .39 4. Implemenaion Volumes .66 5. School Based Subprojects .70 6. Community College Component: An Overview .75 7. Summary of Technical Assistance Requirements.... 88 S. Project Management and Implementation Afrangements .90 9. SupevsionPlan .98 10. Monitorng andEvaluation .99 11. Mfid-Term Evaluation Plan .110 12. mpactAssessment .112 13. Disbursement Schedule .114 REPUBIJC OF YEMEN EDUCATION SECTOR INVESMENT PROJECT SrAFF APPRAISAL REPORT Table of CMInin (contd-) TABLES Table!: Secondary Enolment by Grade and Gender, 1990/91 ................. 116 Tbl IA: Secndary Emollment by Grade and Gender,19192 ...... ............ 117 Table2: Projected SewndaryEducationEnrollment, 1993/2000 ....... ......... 118 Table3: StudentAcce to Educaion, 19912 ...................... .. 119 Table4: No.ofClasses-PaPutcipationbyGender ... 120 Table 5: Fenale Padcipation Rat ................ 121 Table 6: Breakdown of MO recurrent budget ......................... 122 Table7: Overcrowdng Insecondaryclasses ....................... .. 123 Table 8: bremental recunent s .......................... 124 Tables In Text Tablel. EducationandTraining,1991/92 ......................... 2 Table2. TheCostofEducation 1992-2000 . . ....................... 7 Table3. FnancingRoemmetExpnditures . ........................ 8 Table4.1. ProjectCostSummarybyProjecttm .. . . 22 Table4.2. ProjectCost SummarybyCAW"oyofExpd ..u.... . ... 23 Table4.3. FlnnngPlanbyDsbursementCategory . . .24 Table 4.4. Procuxzent . .Arngents. . ... 25 Tables In Annexes Table 1: Projected Secondary Education Enrollment & Teaher DemandI 2 .....1. 30 Table2: No.ofteacbersrequiredtosupport subprojects .. . ................... 30 Table3: Sduents registed infouryear educadonprograms ...... .............. 31 Table3a: Graduatsfromfour yeareducationprogrms ................... . . ... 31 Table3b: Studentregiteredin diplomaeducationpwgrams ... .31 Table6.1 Maite eBudgetDttlon Scheme............. . 82 Table6.2 Employment inthe278 Sampled Firms.... 85 Table 6.3 Typical Monddy Saaries of Highly Skiled Workers and Tecicians . .. 85 Table6.4 JobVacancies IntheiFv Ser,1991192........ . .86 Table6.5 TypesofMiddle-Levl Manpower,9 I.. . . 86 Table6.6 PoffiesofForeipEmployees .. . . 87 Table6.7 Dlstrbution ofEmploymentinYeme 1992 .. . . 87 Table 12.1 impact Indicators. . .113 FIGURE Figure: Project Monorn Struture ................. 100 . i - REPUBLIC OF YEMEN EDUCATION SECTOR PROJECT CREDrr AND PROJECT SUMMARY Borrower: Governent of the Republic of Yemen Beneficjry: Ministry of Education Credit Amount: SDR 23.9 million (US$ 33.0 million equivalent) Terms: Standard IDA Desrition: The project would assist the (Governnent to implement policy reforms in the education sector, and to improve Yemen's capacity to develop human resources to meet the emerging needs of the economy. This would be achieved through a Planned Change Program (PCP) designed to: (a) enhance the learning achievements of secondary students with special emphasis on science and mathcematics education and quality of teaching; (b) improve the access of girls to secondary education; and (c) establish labor market oriented two-year post- secondary education programs covering business, commerce and industry. The project includes national and school-based subprojects designed to address the broad policy objectives in eight Change Areas: physical facilities, teacher performance, curriculum development, school management, learning resources, student evaluation, female access and community colleges. The reforms pursued under the PCP have a long-term perspective which requires evaluation and adjustment at different stages. Ihe sector approach provides the necessary flexibility for making adjustments as the Program progresses, promotes the application of objective criteria for the allocatP.n of funds to subprojects, and encourages cooperation and coordination among beneficiaries through an Intermediary Agency. Bnefits: Project benefits would be wide ranging and would improve the quality of middle- level manpower, for which demand is strong and growing in the Yemeni economy. Quality improvements in secondary education would directly benefit a student population projected to rise from 563,000 in 1992 to I million in 2000. The establishment of a national Community College system would provide occupationally oriented middle-level manpower training to approximately 3,000 student per year in business, commerce and industry. Female access to education would be increased, particularly in rural areas, and career advancement opportnities for women educators enhanced. Biska: Ihree main risks exist. Eist the Intermediary Agency (PDMA), would contain one new opeatg unit which would be inexperienced. This would be mi igated through technical assistance provided in a twinning arrangement and through the central role played in the PDMA by the well experienced Project Inplementation Unit. Scn.d, interrelationships between subprojects could cause delays in subproject implementation. This would be mitigated through representation of interrelated subprojects on Change Area Policy Boa&ds. Ihird, majority private sector participation in the governance structure of the Community College system may be difficult for the present bureaucratic structures to accommodate. This risk - H - has been minimized Ihrough agreement on the composition of the Goverance structre, which inmludes a majority private sector partcipadon. Libom Ed.lg Cm (US $ million): I-mponeais |CLca Poreipg Total 1. Soonda Eduaion 5.2 12.8 17.9 L. FPoes Parioip 2.0 2.9 4.9 H. School Bod Subproja 02 0.6 0.8 m. Comniy Coleges 7.5 7.3 14.8 IV. Proect Monioring & Managmt 0.1 0.3 0.5 V. Futur Su&bojoct 0.7 3.3 4.1 Tota BasCoat 15.7 27A 43.0 p?yaica Coiencies 1.6 2.7 4.3 Pries Condige"Cis 1.1 1.3 2A Total Pojet Cost 18.3 31A 49.7 Ebmi.al Plim a(JS$ million): Financie Local Foreig TOWa IDA 7.6 25.4 33.0 OPEC Fund 2.0 6.0 8.0 Govemeot 8.7 0.0 8.7 Total 18.3 31A 49.7 EsItho h Disbemets (US$ mUllion): F|sa dYer 1995 1996 1997 1998 1999 2000 2001 201M2 IAnmnu 1.0 2.3 6.6 11.6 4.9 3.3 1.7 1.6 C owAve 1.0 3.3 9.9 213S 26.4 29.7 31.4 33.0 P_retg 0 10 30 65 80 90 95 1O0 Naow- Fusma not add up du to tounding - 1 - REPUBLIC OF YEMEN EDUCATION SECTOR PiVEST f PROJECT I. INTRODUCTION A. Cmmta Rug d 1.01 Endowed with limited natural resources, Yemen belongs to the group of least developed countries. Its per capita GNP in 1991 was approximately $540. Scant rainfall and desert conditions in many areas severely restrict agriculture while manufacturing is still at an infant stage. Ihe average life expectancy is less thaa 50 years; fertility and mortality rates are high as is illiteracy among adults, especially females. 1.02 Modem economic and social development on a national scale started only in the late 1960s, after both the northern and southern parts of the country achieved political independence. During the 1970s and early 1980s, Yemen experienced rapid economic growth financed largely from remittances of emigrant laborers working in neighboring oil exporting countries. Foreign assistance supported the development of infrastructure and social services, including education. 1.03 With the sharp fall of international oil prices in the mid 1980s, the flow of remitances and foreign aid to Yemen slowed down significantly, creating serious imbalances in foreign trade and government budgets. These problems were exacerbated by the Gulf crisis which caused large numbers of Yemeni emigrants to return to their country at very short notice. In addition, political tensions in Ethiopia and Somalia drove successive waves of refugees into Yemen. Together, these dislocations increased the country's resident population by over one million, or close to 10 percent. These pressures have resulted in widespread unemployment, growing poverty and declining real incomes. With natural population growth ex,: eding 3 percent a year, the basic needs of many people, especially in rural areas, are not met. 3. r - = 1.04 In May 1990, the northern and southern parts of the country united to create the Republic of Yemen. After a transitional period, general elections were held in April 1993 and the first democratic government of Yemen was formed in May, 1993. Unification has resolved previous border disputes between North and South, and opened the country to foreign investors. This has led to a surge in oil exploration which is expected to result in a substantial increase of domestic oil production and exports during the mid and late 1990s. Additional oil revenue supported by urgendy needed policy adjustments could provide a basis for sustained economic growth and could broaden the tax base for public expenditures. Economic prosperity and the recent renewal of emigration to Arab oil countries could ease unemployment and improve living standards for large segments of the population. Programs for human development, including education, would be able to grow at a similar pace, making it possible to address present limitations in access and quality. 1.05 Economic recovery would lead to an increase of demand for trained manpower in a variety of categories. To meet this demand and to support possible productivity gains in agriculture, fisheries, industry and services, effective programs are needed to upgrade the quality of Yemen's labor 2 - force. A determined effort will also have to be made to slow population growth, so that the benefts from fiture development are not dissipated among an ever increasing number of people. 1.06 Yemeni authorides are krcenly aware of these issues and have consistently given priority to human development A National Reform Progrm approved by Parliament in January 1992 articulates the broad oudines of a development strategy for the united Yemen. The Program emphasizes the need for an active population policy, and calls for a more effective education system. A National Population Council zhaired by the Prime MinisW and supported by a Technical Secretariat was established in July 1992. The Council supervises the implemettation of an inter-sectoral acton plan addressing population issues in the current decade. With respect to edu'cation and training the Program gives priority tuJ increasing female pardcipation; reducing illiteracy among the adult population; and Improving the quality of outputs to meet present and future human skdll requirements. IH. TE EDUCATION SECTOR A. Present 2.01 Present education and training in Yemen includes all major elements of a modern system: primary and secondary education, teacher training, vocationa and technical training, and higher education. In 1991192 some 2.5 million students were enrolled in the system, a tenfold increase since 1970171. In addition, some 70 thousand adults received literacy training that year. Ihe rapid build-up of education facilities gives testimony to the priority assigned this sector by the authorities. Major support also came from foreign donors who provided teachers and financed school construction and equipment IDA was heaviy involved in the sector: since 1974 fourteen education projects have been approved for Yemen. Table 1: Education and Training, 1991/92 marfments (1,m) Teahes No. Of Total Malo Fenule (1, schods Prima Educaion 1873 1,370 503 53 9=2_ SocondaryEducation 563 461 102 6 855 Teacher TrIning 49 42 7 1 120 Vocatioalfrechnical 13 11 2 ... ... Higsherd 1io b\k 29 24 5 ... 10 Eonmal EdugWim Totala 25 182 Non-formal Education rA 73 32 41 d% Includ unity school b\ E1cun tche tanuing. c\ LIkera and caft aining. -3- 2.02 Prior to unification, generad education In the norhern governorates was based on the 6-3- 3 system, I.e. six years of primary school followed by three years preparatory and three years secondary education. In the South, uniq schools covered the first eight years, followed by four years of secondary schooling. In 1992, a new education law was passed introducing a 9-3 system, nine years of compulsory basic education and three years of secondary education. However, due to present financial constraints the basic education requirement is temporarily limited to t)- fist 6 years. 2.03 ITe Minisr of Education (MOE) is respunsible for developing and implementing the Government's education policy. Its organizational structure includes five major departments: Planning and Finance, Management and General Services, General Elucation, Training and Qualifying, and Supervision and Evaluation. The Ministry is headed by a Minister and a Vice Minister who are supported by seveal Deputy Ministers and other senior staff. Directorates-General of Education are responsible for local adminisraon at the governorae level. The Ministry of Higher Education was recentiy abolished; its former functions arm now performed by the Ministry of Education. The key providers of vocational trai ing are the Ministries of Education and of Social Services and Labor. B. Malor Sedor Isues 2.04 The past emphasis on quantitative expansion has led to imbalances and quality deficiencies. One major imbalance can be seen in Table I above: male enrollment in the system is three times aS large as female enollment. The only exception is adult literacy training where female students exceed males. Present education facilities are il equipped to train the needed manpower for the economy. Moreover, inadequate teacher qualifications, overcrowded and poorly maintained school buildings, insufficient instruction materWis and the absence of reliable testing have led to low achievements among students and graduates. 2.05 Aetion needs to be focused on three major issues: access and equity, quality of education, and manpower training. Present imbalances and deficiencies in education and training would continue without major improvements in these three areas, and the effectiveness of the system remain suboptimal. 2.06 Accessand Equt Virtually all boys are attending school at the primary level. In urban areas, especially in Sana'a Aden and Taiz, participation of girls is also high, although it still lags somewhat behid that of boys. Ihere may be some renote areas where access to prmim education remains difficult, but the mber of boys wot in school is insignificant. The situation is very different, however, for girls. In rural areas, enrollment rates for girls are much lower than those for boys. Ihis is partdy the result of traditional attitudes which discourage female education. It also reflects the shortage of female teachers, who are more acceptable to parents for girls' education. 2.07 The under-representaton of girls continues in virtually all other streams of education (see Table 1). In teacher training, for example, the share of female enrollment is as low as 14 percent. This is all the more regrettable as the avaiability of female teachers would be essential for greater participation of girls in genal education. Other crucial areas where female representation remains inadequate are secondary education, vocational training, training of health workers and higher education. Increased female access to seondary education is a precondition for enabling more women to continue career preparation in these areas. -4 - 2.08 Zuat of Euon. improving the quality of educaton shoud be a priority objective for the coming years. The principal factors contributing to present low levels of achievement and efficiency are: (i) a shortacge of well-qualified teachers; (ii) outdated curricula and lack of teaching materials; (iii) unsatisfactory student evaluation; (iv) weak school management; and (v) inadequate physical facilities. 2.09 The rapid expansion of general education resulted in a surge of demand for teachers. Until recendy, this demand has been met largely through recruitment of teachers from other Arab countries, particularly Egypt and Syria. Twenty-five percent of teachers in primary and unified schools, and as many as 47 percent in preparatory and secondary schools, were expatriates in 1990191. The foreign exchange cost of employing these teachers became excessively high. Moreover, expatriates have come to occupy positions which could eventually be filled by Yezuenis. Training of local teachers is therefore a high priority for the Government. However, the system of teacher training in Yemen is still evolving, and the quality of graduates remains uneven. The rapid replacement of expatriate teachers following unification, often with untrained high school graduates, exacerbated the problem. As a result, the quality of teaching has further declined. 2.10 Curricula and learning resources are generally inadequate for most educational streams, including the training of teachers. More emphasis needs to be given to math and scienee teaching in geea education; to the updating of instruction programs in technical and vocational schools; and to the interrelations between the two. Teacher support mat-ials, audio-visual aids and student libraries are rarely available. In addition, textbooks are in short supply and poor condition. 2.11 The existing system of student evaluation is outmoded and of doubtfil reliability. Most examinations set and administered by MOE are valid as curricula based assessments. However, the reliability of MOE's Grade 6, 9, and 12 examinations has not been evaluated and the level of difficulty of various tests has not been standardized over time. As a result, pass rates on these examinations fluctuate greatly from year to year, significantly reducing their utility for evaluating the impact of educational policy changes. Improving the quality of examinations prepared by MOE requires greater technical experse in tests and measurements, and additional resources for routine statistical analysis of examination results. 2.12 Another area of concemn is school management. The absence of qualified Yemeni professionals, together with local political pressures, often resulted in the appointment of unqualified community leaders as headmasters. Additionally, 25% of schools are without headmasters. Weaknesses in school administration are becoming severe as a result of these factors. Training of headmasters and preparation of guidelines for school management is a high priority. These programs should focus on academic leadership, school management and community involvement in school administration. More fully trained headmasters will facilitate educational planning through contributing to a systemwide educational database to be established and operated by MOE. 2.13 Support systems for decision making and planning also need attention. Absence of a dataase and decision support system for guiding planners on alternative options has led to a prevalence of ad hoc decision making, affecting the efficiency and quality of the system. An effective system of plamning, supported by a continmously updated database, would be instrumental in developing norms and standards with regard to teacher loads, class sizes, and physical facilities and would facilitate coordinated decision making at all levels. -5- 2.14 Physica facities are genemBy indeqa ad in poot condition. aasroom e ovrcrowded, especily In urban area. Funite Is often damaged or in ihort supply. Laborades ad teacher' accommodaions are indequate. Ihere is little maintenance of existing buUding, causi rapid detation and eating health hazards for student and teachers. 2.1AS n g re. Formal tical education and vocational training (IEVB ) begn in 1970 with the establishment of a Technicad Secondary School in Sana'a. In subseq.,e t years, as the needs for skilled manpower increased In the industi, commercial, griculul ad heldth sector, additional instituons were established by a variety of agencies, both public and private. However, despite this epansion, the TEVT system remains small and does not come close to meeting the demand for silled manpower. 2.16 The situon is eveni worse for post-secondary education. Very few middle-leve manpower tranng facilities exist, yet demand for such sklls appears to be strong and is likely to grow as the economy diversifies and expands. A few post-secondary insttes curreny exist to train pimary school btachers and health cre workers. However there are no community colleges which cater to the demanis of other minists or to the needs of private firms for accountants, technicias, computer oeators, middle-evel managers, etc. Thi type of education could be expanded with the active particpation of the private setr and its quality enhanced through cost recovery mehanisms including stdent fes. Prvate enterprises must often recruit expatriates who have appropriate skis and periene, at much higher wages than Yemenis are normOlly paid. Recetly, there has been a small but growing umber of Ymenis with univeasity degrees who cannot find employment in the public sector and therere tun to the private sector. Such candidates are usualy overqualified acadically while lacking the more practical training which is actually in demand. C. aflfnmmLdi mdQDI.oilt 2.17 The National Refotm Program (para. 1.06) emphasizes the need for changes in the education and traing system. Acknowledging present shortcomings in the sector, the program calls for improving the quality of basic and secondary education; increasing the enrollment of girls; evnding education fiaities in underserved areas; strengthening vocational taig and technical education; and diversifying the output of higher education.' 2.18 In the cur decade, the Government's strategy for education and training is therefore concentrang on meeting the basic education and literacy needs of a growing populaon; str hening and diversifying programs for human capital formaion to genera needed labor skills; and Impoving gender equt in access to education and aining. As In other sectors, much of the emphasis in education development will be placed on Instiution building, policy formulation and promoting Involvement of the private sector. Unlike in the past where education was viewed as the sole responsbilit of the public sector, the government now favors the establishment of private educadon fcilties inluding schools, communty colleges and universities which are linked to the needs of local labor market. j Itinistry of Planning and Development, General Economic memorandum, Round Table Confeence, Geneva June/July 1992, page 37. - 6 - 2.19 Specific programs in support of this strategy are being articulated in the Government's annual investment programs, and will become the focus of the first medium-term development plan (1996- 2000) for the united Yemen. D. 1FSnanding Educational Development 2.20 Financing recurrent expenditures and investments mandated in the Government's strategy fbr education and training will require major additional resources. The broad magnitudes of these expenditures until the end of the current decade have been estimated and reviewed with the Government, and are shown in Table 2. Assumptions underlying the estimates are discussed below. 2.21 Cgst Estimates: Future demand for basic education will be determined by population growth; increasing enrollment rates for girls; and government policy to expand education facilities in underserved areas, including a more active adult literacy program. Taking into account these factors, enrollment in primary education between 1992 and 2000 would increase by about one-third with higher growth rates for girls than for boys. To meet this demand, and to reduce overcrowding in urban schools, more than twenty thousand classrooms would have to be built at a cost of US$250 million. Recurrent expenditures would have to be increased in step with the student population; in addition, allowances would have to be made for quality improvements and maintenance. Enrollment in non-formal education programs could be doubled at relatively little expense. 2.22 Secondary education (grades 7-12) is critical to the development of skllls relevant to the economy. Given the secondary education GER of 32%, total enrollment should grow at a higher rate (about 7% p.a.) than for primary education (3.3% percent p.a.). Moreover, the quality of secondary education needs to be improved, and a stronger focus on science is required. Recurrent expenditures could almost double during the 8 year period, and about US$300 million would be needed to construct 14,000 new classrooms. 2.23 To support the expansion in primary and secondary education and to replace expatriate teachers, the number of Yemeni teachers will have to almost double. The capacity for teacher training, developed under two completed and two ongoing IDA supported projects, is adequate to meet the requirements for the coming years (Annex 1). There is, however, a need for more in-service training and for a larger share of trained female teachers. Recurrent expenditures for teacher training would not increase much, and no new investments would be needed. 2.24 Attendance in the present TEVT programt is low because of poor quality and lack of labor market relevance. To meet the growing demand for skilled workers and technicians in production and service sectors, a major effort is required to strengthen these programs and make them more attractive for potential participants. The number of students enrolled in TEVT is projected to double by the year 2000 with female enrollments increasing more rapidly than overall growth. In view of the planned quality enhancement measures and increased enrollment, recurrent expenditures would more than double and US$100 million would be required for capital investments. 2.25 Higher education at Sana'a and Aden universities expanded rapidly during the 1980s. Excluding post-secondary teacher training, there were about 29 thousand students enrolled in 1992, most of whom studied social sciences and humanities; this number is projected to double by the year 2000. .7.- Demand for higher education is strong, partdy because it is free, but also because admission requirements are not rigorous. In view of the difficulties university graduates face in finding employmnt wPlh solely academic qualifications, and the acute shortage of middle level manpower in the emerging modern sectors of the economy, the Government has decided to develop labor market oriented two-year education and training programs. Including these programs, recurrent expenditure in higher education would rise to YR2.2 billion by 2000 and US$220 million in investment cost would be required over the same period. A move toward two-year labor market oriented programs would ease the unit oosts of post-secondary education. Table 2: The Cost of Education, 1992-2000 Sdt PoAtion Remuut Cost a\ _vatunt (in 1000 (Yr mlion) (US$ Wiltion) Puy Educapoo 1,873 2,500 4,920 7,350 250 Non-formal Educet= 73 IS0 100 230 30 Saoday Education 563 1,000 2,950 5,820 300 of which: ESIP bN (63) (33) Teacher Tmining 49 50 960 1,070 - TEW PrVauI 13 25 150 320 100 HIghor Educat on 29 60 1,020 2,210 220 of which: EP (73) (17) TarAL Cost A100 I= 0 of which: ESIP (136) (50 a& 1992t pPaM b\ Education Seawr Nomatu Poect c\ Excludi Toah Tining 2.26 ou f . If the plans oulined above are pursued, recrent ex dit for education and trainipg would rise from YR 10.1 billion in 1992 to YR 17 billion in 2000 (constant prices). 'Ihe increment could be financed from three sources: First, an increase in government revenue, mainly from the oil setor, most of which is expected to materWize during the second half of the 1990s. Second, some savings could be generaed through cost efficiency gains. Ihis would include phasing out student subsidies; streamliing programs for teacher training and vocational education; better utilization of education facfiities; and improvements in school management. Tird, additional re ces could be mobilized through use fees or other forms of commmnity participation. For communt colleges, uitdon fees are expected to cover about 40% of recurrent expenditures. Local communities will participate in school maintenance, and multiple use of textboobk will be encouraged. Table 3 below illustrates the magnudes involved. f for any reson some of these resourcs do not materialize, priority ought to be given to quality Improvemen over farther physical expansion, especily in secondary and higher education. -8- Table 3: FInancing Recurrent Expenditures Sources of Funding YR Bllllon aM Increase in Recurrent Expenditures for Educadon and Training, 1992-2000 6.9 Financed fom - Govermet Revenue Growth 6.0 - Efficiency Gains .4 - Community Participation .5 a\ 1992 pric 2.27 Investment reuiremets for educadonal development are estimated to reach the equivalent of US$ 900 milion during the eight year period of 1993 - 2000. Much of the finding needed to finance these bestments Is likely to be provided by foreign donors who in the past have strongly supported human developmet in Yemen. Durng the tr years 1989 - 1991, disbursement of foreign assistance for education averaged US$54 milion per year. Similar if not greater support can be expected for the coming years. Another source of finace would be contributions ftom local communities which, in the past, have played a najor role in the construction of rural schools. Private fimding for all stages of education has been expanding in recent years, and represents another vein of resource for the education sector. A private community college has already been started in Sana'a. In Hadramout a private University project is In an advanced stage of preparation. Several private schools for basic education have recently opened, and more are expected for the near fute. Remaining investments requirements would have to be funded through the govenment budget. IL IASun4ILningJslma 2.28 MDA's lending strategy in Yemen has supported government plans to establish a moden edu6ation and training system, and has been closely associated with the development of appropriae sector policies. Educadonal objectives and staegies were reviewed in a recent IDA study on human development and the fdings were discussed with the Government in February 1992. As a result of this review, IDA's assistance stegUy Is focussing on helping the Yemeni Government to: (I) improve Ieaing achivements In prima and secondary schools and increase access at low costs, especily for gils, in primary and secondary education; (ii) expand the TEVT system with special atention to quality ehacement through participation of industry in program planning and management; and (iii) make highe educaton responsive to labor market needs and slow its expansion in order to reverse the decline In educatonal quality 2.29 Over the past two decades, IDA has supported 14 education projects in Yemen with a tot fnacial commiment of US$150 million. Ten projects have been completed and four are at various stes of implemeion. Ihe focus of IDA lending has been to promote: primary and secondary teacher training with specil emphasi on women teachers; quality improvements and equity in basic education; 1 Republic of Yemen, Human Drveloments Societal Needs and Human Canital 3a0Mg, June 23, 1992, Population and Ruman Resources Division, Country Department IX# Middle Bast and North Africa Region. -9 - the developmnt of skilled manpower through vocational training, techician training and engineering education; the expansion of non-formal education, particularly in rural areas; public administraon training; and the development of planning and research capabilites in MOE. The earlier projects focussed on literacy, teacher training, capacity development In tfie MOE and other aspec related to the quantative expansion experienced throughout the 1970s and 1980s. Only recendy have the government, IDA and the donor community been able to shift their attention to access and equity, quality enhancement of education and development of skdlled manpower. 2.30 The completed projects have generally been successfild, achieving most of the stated objeives. Ongoing projects are being implemented as planned, although some serious delays in disbursements began in 1989. The Government's reaction to IDA supervision and country portfolio performance review initiatives since 1989 has resulted in marked improvements in the pace of both implementation and disbursements over the past three years (disbursements increased from US$4 million in FY91 to US$8 million in FY92 and US$12 million in FY93). 2.31 From the experience of ongoing and completed projects, the following lessons have emerged: (i) project design must be flexible enough to allow for changes in priorities due to unification (Education m, Cr. 915-YAR); (ii) cofinancing must be confirmed prior to project effectiveness (Education IV, Cr. 1203-YAR); and (iii) prior Government commitment must be obtained for appropriate levels of technical assistance (Education m, Cr. 915-YAR). I. THE PROJECT A. rJedt QWjj and Sam 3.01 The proposed project would assist the Government in implementing its education sector policy reforms and in improving Yemen's human resource development capacity to meet the emerging needs of the economy. This would be achieved through a Planned Change Program (PCP) described in paragraph 3.11 below, for implemendng the following major sector policy objectives: (a) enhancement of the leaming achievements of secondary students with special emphasis on science and mathematics education and quality of teaching; (b) improvement in the access of girls to secondary education; and (c) establishment of labor market-oriented two-year post-secondary education programs, cnvering business, commerce, and industry. 3.02 To support the PCP the project would finance a portion of the Government's overall Investment program under a sector investment credit (see Table 2). B. ,, o SI 3.03 The policy framework for secondary (grades 7 - 12) and post-secondary non-university education is based on Government priorities established in 1992 (para 2.17) and has been designated as the Planned Change Program. The Program has been careflly developed in a participatory manner with the actve involvement of teachers, headmasters, supervisors, MOE officials and pnvate sector repr Ives n order to genmrae the commitment needed to implement cmge. IDA, with assistan from lapamese PEIRD &uds, played a catalytic role in developing the Program. 3.04 The Program for secondary education originated in a National Workshop held in Sana'a - _ - - *. *.. . __ . . . . SA. . * _ _ f _ _ r_ _ .s. _ _ _ C - Ca._.m- *1.a - 10- postsecondary education Program were also held in July, 1992. Similar Workshops were held in Aden and Taiz In order to gain greater paticipation and commitment, and all Workshop findings were prested to senior MOE officials for validation and refinement. A final Program was presented to IMA duing the preparation mission in November, 1992. Working groups were established for each Change Area and subprojects developed jointy by teams of Yemeni professionals, IDA staff and expatriate consultants. Tne Program was formally submitted to IDA during the appraisal mission in the form of a Sector Development Policy Statement (Annex 2). Assmances were obtained during n'iabons -b : (i) the Government will implement the policies articulated in the Policy Statement and that it will seek IDA ageement to any changes in these policies during the implementation period; and (ii) that a line item for quality improvement will be established in the MOE budget starting in 1995, to be continued througbout the life of the project, and that IDA will be informed of the amounts allocated. 3.05 The PCP consists of eight Change Areas. The strategies for implementing the policy objectves wiftin each Change Area, at the national as well as the school level, are summarized below. Objective 1: Enhacmet of secondary student learning. 3.06 At the thinal Wag, this would include: (a) Phyial PaUitie Improvement in the learning environment through reduction of overcrowding, provision of equipment particularly for science and mathematics, provision of furniture, maintenance of school buildings and equipment. (b) Teacher Performance: Improvement of teacher performance through development of training modules and provision of summer schools and school-based training. (c) Curculum Del2gg=: Development of curricula, textbooks and teacher guides in all subjects, with a special focus on science and mathematics, to promote active learning and creative thking; esbshment of a condnuous curriculum renewal process through strengthening of instiutional caacity. (d) Sool Maaeet Upgrading the skills and effectiveness of headmaters, inspectors and spevisors through training programs and manuals and improving sector policy development through establihment of a Management Information System (MIS). (e) L:ning R : Improvement in leaing resources through development of science kits and provision of books to school libraries, and tirough pilot projects for introduction of computers (Grades 11 and 12), use of TVIVCR for teaching, and strengthening audio-visual aid facilities. (t) Envaataon: Improvement of student evaluation and measurement at the school level and development of quaeonritem banks through strengthening of institutional capacity. Objective 2: Improvenent of female access 3.07 Improvement of female access to secondary schools in underserved areas dtrough provision of additional schools and classrooms, development of home-based learning programs, a media campaign, and insdttung career advancemen opporhtties for women teachers as counsellors, hmi_Mm and supvisors. v 11 - Objective 3: Provion of labor market oriented post-secondary programs 3.08 Provision of labor market oriented post-secondary educaton and training programs to meet community and regional needs for middle-level manpower through establishment of a countrywide communty coUege system governed by a National Community College Council (NCCC), establishment of community colleges, and establishment of a teacher education program to meet staffing needs of the system. 3.09 At the sdocl lel the Program would support school-based initiatives for enhancing secondary school students' learning achievements, with an emphasis on science and mathematics education, improving the quality of teaching, and expanding female access to secondary schools. It's scope would include subprojects in one or more of the areas addressed at the national level. C. butl, h 3.10 Capacity to plan, implement and sustain reform and change is built into the project through the following instittional framework (further elaborated in Chapter IV, paras 4.024.09): (a) Establisent of the Project Development Monitoring Agency (PDMA), which will perform the traditonal IDA functions of appraisal, supervision, monitoring, evaluation and allocation of credit fmds, based on agreed criterha and procedures (pan. 4.034.06); (b) Institutional development of concerned subsectoral entities to enable them to achieve the overriding objecdve of the project, better planning and management of change, and ensure institionalizaion of reform (para. 4.07, 4.08); (c) Establishment of a governance structure for the community college system through the creation of the NCCC with representation of the private and public sectors (Annex 6); (d) Establishment of mechanisms for the identification of key sectoral issues and problems in each Change Area, formulation of strategies for addressing these problems, and design and implementation of relevant subprojects with the involvement of concerned Yemeni teachers and professionals at national, regional, and school levels. D. The lPlaned Change Pro&m 3.11 TIheProgram Includes national and school-based subprojects designed to address thebroad policy objectives desced above (paras. 3.06-3.09). During appraisal, 25 subprojects were appraised joinly by IDA staff, MOE representadtves and designated PDMA staff (see Annex 3, Subproject Summaries and its Attachment, Sample Implementtion Schedules).3 Interdependencies between subpwrojec, both witin and between Change Areas, were taken ino account during the planning and scheduling of subprojecs. Ibis was done through network planning strategies which identify critical paths le n Volume I, for contents of Implementation Volumes see Annex 4) to be used during l/ A complete Set of implementation schedules may be found in Implementation volume 1. - 12 - implementation for monitoring and rescheduling of subprojects. Inplementadon Volume It contains the appraised subproject proposals. The rationale, objectives, scope, strategies, expected outcomes, time frame, action plan, monitoring and performance indicators and required resources for each subproject are included, As new subprojects emerge, the scope of the overall project would expand within the scope and framework of the PCP. Objecive 1: Enhancing Larning Achievement at the Secondary School Level (Base Costs: US$17.9m) PhysIcal Failitie: mBas Cts: U1S 11.0 m) 3.12 The objective of this Change Area is to improve the physical conditions necessary for effecdve teaching and learning in secondary schools. Ihis would be achieved through the strategies described in paragraph 3.06(a). 3.13 Two subprojects which would contribute to the improvement of physical facilities have been appraised. The first is aimed at reducing overcrowded classes, which are found primarily in urban schools. t will also provide additional classrooms and/or schools for girls to expand female enrollment in urban areas. In addition, it will promote the use of double shifting and will redistribute pupils among schools so that primary and secondary pupils are served by separate schools. The second subproject will provide science and other school equipment, as well as furniture, to secondary schools. A third subproject for mainenance of school buildings and equipment, with contributions from both government and non-government sources, is under preparation and is based on a maintenance study recently completed under the Teacher Training Project [Cr. 1773-YEM]. 3.14 The major outcomes of these subprojects would be: reduction in class size to 50 or less in urban coeducational and boys schools through the addition of some 250 classrooms; expansion of girls enrollment in urban schools through the addition of some 80 classrooms (or 160 classes using double shift); provision of essental and cost-effective science equipment for grades 10 - 12; ptovision of furniture and other school equipment to all secondary schools; and establishment of maintenance procedures for all secondary schools. Teacher Perfirmance: (Bs Costs: US 0.&m) 3.15 The objective of this Change Area is to upgrade the effectiveness of teachers in secondary education to enhance the leaming achievements of students. ITis would be achieved through the strategies described in paragraph 3.06(b). 3.16 Three closely interelated subprojects have been appraised. The objective of the first is to produce a comprehensive range of training modules for use in various training situations. The modules would focus on the development of general pedagogical skills required of all teachers. The two other subprojects would establish inservice training systems through the provision of summer schools for teachers and by developing a school-based system of inservice education. 3.17 The major outcomes of these subprojects would be: a comprehensive system of inservice staff development for all teachers; the devolution of responsibility for staff development to schools through a system of school-based inservice training; the production of training resources for inservice - 13 - education of teachers; and the establishment of summer sdhools for teachers to enhance professiona development and disseminate innovations. Curriculum Developmen: Bae Costs. USN .lm) 3.18 The objective of this Change Area is to establish a sustainable curriculum development process responsive to changing needs, particularly with regard to science, mathematics, environmenal education, and the development of textbooks and teacher guides. This would be achieved through the states described in paragraph 3.06(c). 3.19 Three subprojects in this Change Area have been appraised. The first would strengthen insdtutional capacity of the Curriculum Development Department (CDD) of the Educational Research and Development Center (ERDC) in order to establish an effective curriculum development process. Ihe second and third subprojects would initiate and complete the first cycle of curriculum renewal and produce prototypes of textbooks, teacher guides and laboratory manuals, by applying the processes developed through the first subproject. Science, mathematics and environmental education will be dealt with in the second subproject and remaining subjects in the third. 3.20 The outcomes of these subprojects would be: a curriculum development model for sendary education appropriate to Yemen; a pool of resource persons with expertise in curriculum developmen processes including instructional materials development; an educational resource centar; stregthened instituonal capability in the CDD; and renewed curricula, textbooks and teacher guides for al subjects. Sdool Mgment: (Base Con: USS 1.6m) 3.21 The objective of this Change Area is to improve the effectiveness and efficiency of school adminitat In order to improve policy making, resource utilization and students' learning achievements at all levels. This objective would be achieved through the strategies described in paragraph 3.06(d). 3.22 Three subprojects in this Change Area have been appraised. The first would establish a computer-based information system to serve the planning and development needs of the Ministry of Education and to provide required baseline and contemporary data for monitoring progress of the PCP. Ihe second and third subprojects would focus on improving management skills of headmasters. Management mamuas would be produced and distnbuted to all schools and a system of training and supervision would be developed to ensure that these are used effectively. All present and prospective headmaters and deputy headmasters would attend training programs. At least 20% of places in training programs would be reserved for females. 3.23 The major outcomes of these subprojects would be: the availability of data for effective decision making and planning; better leadership in schools, resulting in a more eftive and efficient teaching force; greater community participation in school management; and increased capacity of secondday schools to directly contribute to the PCP. Inng _aoc: MBase CoSt 1S 2.7m) 3.24 The objective of this Change Area is to expand students' access to a wide variety of AhMfAlh1. Iwn;no rnnriw and tn kntnm* thrnuah nilot subnroiects. the viability and sustainabiity of - 14- providing emerging education technology applications In the Yemeni context. This objective would be achieved through the strateies described in paragraph 3.06(e). 3.25 Four subprojects in this Change Area, with a main focus on science and mathematics, have been appraised. Affordable resources would be made more widely available through upgrading the facilities of the Media Resources Production Center to develop science kits, posters and models. Three pilot subprojects would concentate on introduction of computers in 10 schools; use of educational TV and VCR in 25 schools in addition to enhancement of production capacity for TV teaching programs; and improvement of school libraries, including additional books in 40 schools and the development of 10 model school libraries. The pilot subprojects would be evaluated by the PDMA to determine the viability, efficiency and sustanabiity of the widespread adoption of materias or strategies tested in the subproject. 3.26 Ihe major outcomes of these subprojects would be experimentation with a variety of modern learing resources and installation of teaching methods appropriate to these resources. Additionally, the Government would be able to direct investments as appropriate after reviewing evaluation studies of pilot subprojects. Development of a capacity to design low cost leaming resources and deliver these to schools would meet the need for materials which schools are presently unable to afford as these materials are currently available only as imports. Evakuaion: MM Cost: US,1.&ml 3.27 The objective of this Change Area is to improve the reliability, comparability and validity of the student asm t system and to introduce Comprehensive Achievement Tests (CAT I & II) in grades 9 and 12. These objectives would be achieved through the strategies described in paragraph 3.06(t3. 3.28 Three subprojects have been appraised in this Change Area. The first would strengthen the institutional capability of the General Directorates for Evaluation, Guidance and Supervision in order to develop and implement an effective model for evaluation. The second would provide a student sessment mamual for teachers, supervisors and headmasters and would establish a national system of anual tests (CAT I & II) in grades 9 and 12 to provide continuous feedback to schools. The third would develop a questionritem bank to facilitate quality improvement of in-school student assessment through testng higher level abilities as opposed to rote learning. 3.29 The outcomes of these subprojects would be: a pool of resource persons with expertise in different aspects of evaluation; an assessment scheme emphasizing application and enquiry; establishment of a process for analWyzing results and providing feedback to schools; an integrated system of inschool assessment and related training handbooks and manuals; trained personnel for inplementng the intgrated system; and a pmcess for writing, processsing, banking and tetrieving items. Objetive 2: llnproving Female Access (Base Costs: US$ 4.9m) 3.30 The objective of this Change Area is to expand female access to secondary schools in underserved areas. This objective would be accomplished through the strategies described in paragraph 3.07. 3.31 Tbree subprojects in this Change Area have been apiraised. The first would provide new schools, equipment and furnhre for girls, according to agreed criteria, in currently underserved areas - 15 - learning program for girls in rural areas who have completed primary education but are unable to continue with secondary schooling. The third would initiate a media campaign to facilitate and promote the education of girls. Trainig of female headmasters, supervisors and counsellors would be accomplished under the school management Change Area (see paragraph 3.22). 3.32 TMe main outcomes of these subprojects would be the design and implementation of interventions for girls, which could be adopted nationwide as appropriate. These interventions would include development of new courses and relevant learning materials for girls in rural areas; an increase in female participation at aU levels beyond Grade 6; and greater work force participation of rural women in the long-term. School Based Subprojects mBase Costs: USS 0.8m) 3.33 The objective of school-based subprojects would be to encourage teachers and communities to adopt innovative development approaches in schools in order to: (i) take maximum advantage of the physical and material resources; (ii) implement curricula using innovative approaches; Ciii) foster improved teaching methods; (iv) encourage better school management; (v) support expanded access of girls to education; (vi) upgrade learning resources; and (vii) improve assessment procedures. 3.34 The scope of the program was developed in a national seminar with the participation of headmasters and supervisors during the preparation phase. An outline of the objecdves, scope, criteria for selection and organizational arrangements for school-based subprojects is provided in Annex 5. Schools may submit requests for funding from a pedagogic find established and administered by the PDMA. 3.35 Support would be provided for the purchase of equipment, materials, technical assistance and relevant local costs. Criteria for approval would include: (i) relevance to needs of the school; (ii) feasibility of capacity, time-frame and resources; (iii) ability of the school to transfer experience gained; and (iv) sustainability of the outcomes. 3.36 On an average US $10,000 could be allocated for each subproject providing for 14 or 15 subprojects per year. Proposals would be accepted twice a year for appraisal by PDMA, which would allocate funds against agreed criteria detailed in the PDMA Operating Manual. 3.37 The major outcomes of the school-based subprojects would be to encourage school based hmovation and widespread dissemination of best practices. Teacher based initiatives within the scope of the seven Change Areas mentdoned above would mirror, at the school level, national activities supported by the PCP. This tewacher initiative would enrich and contribute to the sustainability of the PCP. Objective 3: EstablUshent of Post-Secondary Education Programs for the Preparation of Middle-Level Manpower (ae Costs: US$ 14.8m) 3.38 The objective of this component would be to establish a national community college system to meet community and regional needs for middle-level manpower, while concurrently meeting the needs of young adults (secondary school graduates) in preparing for employment and long-term career development. lhe proposed community colleges would offer occupationally oriented two-year, post- secondary education and trainig programs which culminate in a post-secondary diploma. The colleges would be closely linked to local and regional employers through business and industry participation in . 16 - curriculum and program planning and institutional management. The programs they offer would therefore be appropriate and relevant to the needs of the respective communities. 3.39 Because the country is currently at a critical stage in its economic development program, this component is an especially high priority for education sector investment. Employers in the commercial, industrial, and social sectors, while striving to expand, update, and upgrade their operations, are limited by the serious shortages of adequately trained middle-level manpower (i.e. computer applications specialists, unit managers, technicians, accountants, and other such paraprofessional persomel). Several labor market studies and surveys which give credence to the employers' verbally reported needs have recently been completed (Annex 6). There Is therefore considerable justification for establishing a post-secondary education and training system to meet identified needs. 3.40 Curricula would be designed to prepare graduates for a cluster of job opportunities within a broad discipline area, thus enhancing job selection prospects and providing flexibility for individual career development and job mobility. The program specializations would vary from one institution to another, and would reflect the needs of the area which the respective college serves. To ensure continued relevance, program specializations would be added and/or deleted in each institution as the regional labor market changes. In addition to diploma programs, these institutions would also provide short-term training (both individual and industry sponsored) to range from a few days to several weeks or months, to upgrade or update employed persons, as a means of increasing their productivity and promotion opportunities. Such short-term training would also be used to introduce new production proces-es and technical applications, including the use of new computer software. 3.41 Four subprojects have been appraised and a fifth would be considered by the Government at a later date for possible inclusion. All are directed toward establishing the proposed national community college system. A general description of each subproject is provided in the following paragraphs and a more detailed description of the community college component is included as Annex 6 to this report. 3.42 Govnn Framework for the Community Collee System (Base Costs: USS D.2m}. This subproject would support the development of a national famework and governance structure for operating the proposed community college system. The key element in the governance structure would be the NCCC, with membership selected from among recognized leaders in both the private and public sectors. The NCCC would be established outside the bureaucracy of the Ministry but remain administatively linked to i. 3.43 The Council would formulata policy and set academic and operational standards and guidelines for the CC system. These policies and standards would apply to all two-year post-secondary institutions in the country, regardless of their sponsoring/funding ministry, including private colleges which are beginning to develop. An Executive Directorate would serve as the NCCC's executing agency or operational arm to transmit and carry out its policies and directives. The project would support required office equipment in the new Directorate and TA support summarized in Annex 7. 3.44 Sna Community Cle Base COt: U 6.7ml. The Sana'a CC would be established in a facility presently occupied by the Sana'a Technial Secondary School (TSS). The TSS would, in effect, be upgraded to post-secondary status. The college would be established in three phases with the first third of the program beginning in 1995, the second third beginning in 1996, and the final group starting in 1997. The specialization areas would be organized under two major categories: Euznnd&I TehnIg with programs in electronics and computer technology, construction managemen_ and automotive technology; and Business md Mmagement with office management, entspris management, computer software applications, and hospitality and tourism management progms. Business and industry linkges would be established through local business leaders serving - 17 - on the College Board of Governors (CBG) and local specialists serving on the program advisoty committees. 3.45 Project funds would be provided for renovating and equipping the existing buildings and adapting them to the special needs of the community college. Fu.nds would also be made available for consultant services and fellowship training abroad (Annex 7). This subproject would be implemented concurrently with the Aden CC subproject, so that technical assistance consultants would be shared and fellowship training grouped for economies of scale. 3.46 Aden Community College fBase Costs: US$ 7Snmi'. This subproject would establish the Aden CC in a facility currently being used by the Commercial Institute in the Kormaksar area of Aden. Ihe facility is being converted from a mixed secondary/post-secondary to a solely post-secondary institution. The Aden CC would be established and operated in the samne manner as the Sana'a College and would also be implemented in three phases. It would establish the same types of linkages with the Aden area, regional business and industrial leaders and technical specialists, as are described above for the Sana'a CC. The two subprojucts would be implemented in parallel, with equipment specifications and tendering for the two institutions to be carried out simultaneously. 3.47 Project support would be provided for building renovations, instructional equipment, and technical assistance. Technical assistance (consultants) would be shared by both institutions (Aden and Sans'a) and there would be collaboration between the two on fellowship training arrangements in order to enhance the effectiveness of training and achieve greater economies of scale. 3.48 Techical Teacher Education Program (Base Costs: USS 0.4m). This subproject would support the establishment and development of a technical teacher education department and program in the Faculty of Education at the University of Sana'a. This would be a key element of the community college component as successful implementation of the community college system will depend in great measure on the availability of qualified teachers and administrators for leading colleges in their formative years. 3.49 Because the community colleges and the type of post-secondary, occupationally oriented programs which they provide would be a new concept for education and manpower training in Yemen, there are presently very few teachers who understand the philosophy of community colleges and could provide appropriate instruction. It will therefore be necessary to establish a teacher education program designed specifically to provide the required technical and instructional skills needed by the commun1ity college staff. 3.50 The proposed technical teacher education departnent would offer both Bach-'ors and Masters programs, accepting selected graduates from the community colleges and other similar post- secondary institutions for admission to the Bachelors degree program. The proposed department would establish a cooperative arrangement with Sana'a Community College to teach some of the Bachelors advanced technical course-work in the CC laboratories, and with other relevant departments at the University to teach advaned course-work for the Masters program. Graduates from the Bachelors program could teach at the vocational and technical secondary schools or go on for a Masters program and ultimately teach in the community colleges or other post-secondary occupationally oriented instiutions. 3.51 The subproject would include instructional equipment appropriate for the teacher education program and TA and fellowships summarized in Annex 7. 3.52 Durn nenU asurances were obtained that: (i) a governance structre for the Conmumnitv CllWege evtem. with maioritv 1rivsatA sctor renresentation- would be established by March - 18 - a fee structure would be in operation by June 30, 1995; and (iv) technical teacher training programs for Community Colleges would be initiated at the University of Sana'a Faculty of Education by October 1, 1994. IV. PROGRAM MANAGEMENT, IMPLEMENTATION, COBS AND FINANCING PLAN 4.01 The Government's Planned Change Program (PCP) is a comprehensive long term strategy for the development of human resources and skilled manpower. The Government is committed to carrying out the PCP (pam 3.03-3.09) but realizes that it will require more than the life of this project to accomplish the Program's objectves. The proposed project therefore represents Phase I of the PCP. Any reform program with such a long term focus requires evaluation and adjustments at different stages. The sector approach provides the necessary flexibility for making adjustments as the Program progresses, promotes application of objective criteria for the allocation of funds to subprojects, and encourages cooperation and coordinadon among the beneficiaries through an Intermediary Agency, the PDMA. A. Pram lMgone 4.02 Manaement Structure. Design of the management structure of the proposed project is shaped by three key factors agreed with the MOE: (a) to avoid bureaucratic practices and to increase accountability, Subproject Directors should be professionally qualified individuals from within or outside of MOE; (b) successful implementation of the program would not be possible without ensuring management of the project according to MOE policy and developing ownership of the project at various levels of the MOE; and (c) present expertise in the education sector is dissipated and there is no critical mas relevant to any Ch2nge Area in any single institution. The management structure of the proposed project would ensure ta the best expertise in the country is utilized on a consulting basis, ensuring effective and efficient Implementation of the project. 4.03 An Intermediary. the Project Development and Monitoring Agency (PDMA), for which an Operadng Manual4 has been developed, would contain as its core implementation unit the well functioning Project Implementation Unit (PIU). The PDMA would be the key institution for planning, implementing and coordinatng the Program. It would be responsible for subproject supervision, monitoting and evaluation and would appraise the remaining national and school-based subprojects under preparation, and future subproject proposals. Eight professionals would be recruited to staff the new units of the PDMA and to strengthen the existing PIU (Annex 8). 4.04 A Hiher Council chaired by the Minister of Education and including representatives from the Mistries of Planning and Development and of Social Services and Labor, and the Secretary of the High Tender Board, wil set policy and be responsible for: (a) approval of proposed subprojects; () reviewing progress reports and recommending actions; (c) authorizing resources for subprojects; (d) evaluatig progress of the Program and determining appropriate changes of the Program's scope or emphasis. The Higher Council will have an Executive Secretary whose key responsibility wou. ' be to coordinate the work of the technical units of the PDMA. While the Executive Secretary has already been A/ The Operating Manual may be found in Implementation Volume I. - 19- appointed and Is initiating start-up operations, the full PDMA will be established upon issuance of a Government decree. 4.05 In addition to the existing well staffed PIU, one addidonal technical unit, the Project Development Unit (PDU), would be created within the PDMA.' The PDU was established by the Minister of Educadion prior to negotiations. The PlU will continue to be responsible for civil works, equipment, fiurniture and technical assistance procurement and the maintence of accounts. Its additional responsibility would include subproject supervision, for which two staff r-ould be added. The g2U, to be composed of four professional staff, would be responsible for: (a) scrutiny of subproject proposals to the Higher Council; (b) assisffng subproject proposers and resubmissions of referred subproject proposals; (c) monitoring and evaluation of subprojec; (d) coordination of data collection and analysis to prepare option papers for the Higher Council; (e) publicadon of a Planned Change Newsletter; and (t) submission of progress reports to the Higher Council on program status. 4.06 Durint negytiations assurances were obtained that an adequately staffed Intermediary Agency, designated as the PDMA, would be established by Government decree and would be maintained throughout the life of the project according to terms of reference satisfactory to IDA. This Agency would include the Higher Council with its Executive Secretary, the PDU, and the existing PIU. The organizational structure of the well functioning PIU will be maintained and two persons added to its staff. B. PronImlmentation 4.07 Subproiect Directors would be responsible for the Implementation of their subprojects following authorizadon by the Higher Council (Annex 8, Attachment 1). However, as stated above, all procurement actions would be performed by the PIU. To ensure effective implementation, Subproject Directors would: (a) execute action plans as approved by the Higher Counci; (b) manage resources allocated to the subproject; (c) direct the acivities of subproject working groups and review their products; (d) monitor outcomes to ensure consistency with subproject objectives; (e) prepare and deliver biannual progress reports on subproject activities, outcomes and finances to the PDMA; and (f) liaise with the PIU on all procurement and financial matters. A short-list of candidates for Subproject Directors has been identified and the Minister of Education has made final appointments for subprojects starting in CY94. Expert Advisory Groups (EAGs) composed of eminent professiona!s would normally be established for each Change Area, or for individual (or clusters of subprojects where appropriate. Composition, size and frequency of meetings would be detennined by Subproject Directors, but EAGs would normally consist of no more than four persons. Ihese groups would advise Subproject Directors on subproject designs technical aspects of implementation, and evaluation methods but would have no formal role in subproject management. 4.08 A Policy Bo consisting of four members would be established for each Change Area. Boards would be chaired by a Deputy Miister of Education for the sector relevant to the Change Area, or other emient professional, ar- would include nominees of Policy Boards from italatd Change Areas. The Mnister of Education has appointed all Policy Board Chairpersons. The Boards would ensure congruence of subproject activities and outcomes with MOE policy, and would serve as a forum to ensure timely coordination of interrelated subprojects. While the Boards would have no role In subproject f/ Detailed Termo of Reference, responsibilities and operating procedures for the various units of the PDMA, an well as general criteria for subproject appraisal, are given in an Operational manual developed with the Government. - 20 - management, they would play an important role in eliminating bottlenecks in implementation through providing a direct avenue for coordination of closely related activities in separate subprojects. 4.09 During negotiations assurances were obtained that a subproject management structre consisting of Change Area Policy Boards, Subproject Directors and Expert Advisory Groups will be established and maintained throughout the life of the project. Subproject Directors for subprojects starting in CY94 have been appointed. C. antus of Prle Prepration 4.10 Status of epaaion. Twenty five national subprojects have been appraised by MDA with the involvement of MOE officials and other Yemeni counterparts. Any future subproject proposals would be appraised by the PDMA. Criteria for appraisal of subprojects have been included in the PDMA Operatig Manual. With regard to Community Colleges, curriculum and equipment lists are being prepared for identified courses and will be completed by January 1994. Equipment lists for secondary schools already exist and have been reviewed by IDA. 4.11 Architectural Design and Sites. Design services for renovation and expansion of existing buildings designated for the Sana'a and Aden Community Colleges would be handled by architectural and engineering consultants who would collaborate with the PIU's engineering and architectural staff. Design fees for these two colleges are covered by a Japanese PHRD grant. Future additional design work for commaunity colleges would be done by architectural and engineering consultants in accordance with IDA guidelines. All other school design work for urban and rural schools would be the responsibility of the architecture/engineering department of the PIU. All construction supervision would be handled by the PIU. Community college facilities would be housed in existing available sites. Acquisition of sites would only be required for new schools in rural areas, if existing acceptable sites cannot be identified. 4.12 Maintenance. Project costs include funds for maintenance of equipment and buildings. A subproject proposal on maintenance will be completed by December 1993 (see para. 3.13). 4.13 Technical Assi=e. Six Technical Assistance packages were designed by the Change Area working groups. The packages and detailed terms of reference were reviewed by IDA at appraisal and a summary is given in Annex 7. D. Monltorlnf and Evaluation 4.14 S}ervio. The PIU would be responsible for supervising implementation of subprojects. Individual subproject progress reports and financial statements would serve as the basis for biannual reports to the Higher Council of the PDMA and annual progress reports to IDA. IDA's supervision missions (Annex 9) would have access to supervision reports on each subproject and would also undertake joint supervision with the PDMA. An integrated action plan of key implementation activities was agreed during negotiations. ASrMan were obtained during negotiations that annual progress reports would be forwarded to IDA by June 30 of each year. 4.15 Eiject Monitring. Monitoring of the project as a whole, and of individual subprojects, would identify delays and the causes of delays in accomplishing targets and would determins appropriate actions for rescheduling activities. The PDMA would be responsible for overall project monitoring on the basis of performance indicators shown in the Integrated Action Plan (Annex 2, Attachment). hdividua subprojects would be monitored by the PDMA on the basis of performance indicators given in Amex 10. Overall project monitoring will be undertaken annually. More frequent monitoring would - 21 - be undertaken for pilot projects and for projects fcing delays in implementation. Data obtained through monitoring would be furnished to Subproject Directors, the MOB and IDA. The PDMA will be provided technical assistance for the design of the monitoring system. 4.16 Subproject Directors would monitor their own subprojects on the basis of indicators provided in subproject proposals to ensure accomplishment of targets. The PDMA and Subproject Directors would rely on the MIS for data collection to monitor subprojects. The project monitoring structure and subproject specific performance indicators have been agreed with the Govermment during appraisal. 4.17 Mid-Term Evaluation. A mid-term evaluation of ;he project would be conducted jointly by IDA and the Government no later than December 1997 and would be based on an initial review conducted by the Executive Secretary of the PDMA. The review will use the reports mentioned in para. 4.14 and IDA supervision aide-memoires and other PDMA documents to determine: (i) the progress made in achieving the PCP's ob*jectives; (ii) the contribution of subprojects to their respective Change Areas; and (iii) the effectiveness of the PDMA. Through the mid-term evaluation, the Govermment and IDA will identify examples of best practice for adoption, existing problems in the overall management of the PCP, and the effect of Government policies on the education sector as a whole. Based on an analysis of the results, a work program for the remaining life of the project would be implemented according to a schedule satisfactory to IDA (Annex 11). Assuamnc were obtained during neggiatiom that a joint evaluation would be conducted before December, 1997 and its recommendations incorporated in an action plan for Project implementation. 4.18 Imact Assesn. In order to assess the project's impact, baseline data and data obtained during the life of the project would be compared with post project data. The PDMA would establish baseline data and trends by coordinating with the MIS in the MOE to gather, analyze, and ntepret data relevant to identified impact indicators (Annex 12). TA would be made available to the PDMA to assist in this exercise. The impact indicators were agreed with the Government during appraisal. 4.19 Proect Suainablity. Various project features would contribute to sustainability of the Program. 'Te participatory approach adopted for project preparation has engendered a high degree of ownership and commitment at all levels, which is being continued in project implementation and management through coordinating and decision iraking structures involving different subsectors. Institution building processes in the different Change eas such a. curiculum development, evajuation, teacher performance and the community college system would have continued benefits. A well planned project monitoring system linked to final impact assessment and delineation of impact indicators in advance would allow policy formulation in future. Finally, policy and funding commitment of the Government to the project is strong and the increment of recurrent expenditure during and beyond project completion is minimal. The increase in recurrent costs therefore does not threaten project sustainability (see para 4.25). As a processes oriented initiative, the main determinant of sustainability would be the internalization and adoption of innovative practices by various subsectors in the MOE. E. Proet Costs and Flnandng: 4.20 gmma= f of Ej= Costs: Project costs are estimated at YR2,384 million or US$49.7 million eqvalent and include construction, site development and professional services for new buildings; rehabilitation and expansion of existing facilities; provision of firniture and equipment, books, training matrials and software, and specialists services and fellowships for the project items shown in Tables 4.1 and 4.2. - 22 - Table 4.1: PROJECT COST SUMMARY BY PROJECT ITEM -RialaMilijon--- - USSNillion - Baa. Foteign Lsii Emin 12111 Lal Foreha I1 gg Exohanse SECONDARY EDUCATION 1. Provision of Facilities 167.3 362.6 529.9 3.5 7.6 11.0 26% 68% 2. Teachers' Porfomiance 10.1 12.9 23.0 0.2 0.3 0.5 1% 56% 3. Curriculum Dev.lopment 20.2 32.3 52.5 0.4 0.7 1.1 3% 62% 4. Education Muisgemmat 14.3 62.2 76.5 0.3 1.3 1.6 4% 81% 5. Learning Resources 22.8 10.9 131.7 0.5 2.3 2.7 6% 83% 6. Evaluation 13.0 33.4 46.4 0.3 0.7 1.0 2% 72% Sub-Tat Secondaty Education: 247.8 612.3 860.1 5.2 12.8 17.9 42% 71% FEMALE PARTICIPATION 1.Phys.FacilitiesandPrgma 94.5 141.4 235.9 2.0 2.9 4.9 11% 60% Sub-Tot Female Paiticipation 94.5 141.1 235.9 2.0 2.9 4.9 11% 60% SCHOOL BASED SUB-PROJECTS 1. Miao.Ilaneaus Sub-projects 8.5 29.7 38.2 0.2 0.6 0.3 2% 78% Sub-Tot School Based Sub-proj. 8.5 29.7 38.2 0.2 0.6 0.8 2% 78% COMMUNITY COLLEGES 1.CCOovemmnceFsumework 3.6 8.1 11.7 0.1 0.2 0.2 1% 69% 2. Sana'a Conununily CoIlog. 171.1 149.9 321.0 3.6 3.1 6.7 16% 47% 3. Men Community Collage 181.0 176.9 357.9 3.8 3.7 7.5 17% 49% 4. Technical Teacher Education 2.7 17.8 20.5 0.1 0.4 0.4 1% 87% Sub-Tot Community College. 358.4 352.7 711.1 7.5 7.3 14.8 34% 50% PROJ. MONITORING & MANAGEMENT 1.Proj.Dw.&Mon.Agency 5.7 16.4 22.1 0.1 0.3 0.5 1% 74% Sub-Tot Proj. Mon. & Mgt. 5.7 16.4 22.1 J.1 0.3 0.5 1% 74% FUTURE SUB PROJECTS 1. Complanentasy Sub-Projects 33.8 160.7 194.5 0.7 3.3 4.1 9% 83% Sub-Tot Comp. Sub-piojects 33.8 10.7 194.5 0.7 3.3 4.1 9% 83% TOTAL BASE COSTS: 748.1 1313.2 2061.9 15.6 27.4 43.0 100% 64% Physical Contingencies: 74.9 131.3 206.2 1.6 2.7 4.3 10% 64% Price Contingencies: 51.3 64.2 115.6 1.1 1.3 2.4 6% 56% TOTAL PROJECT COSTS 875.0 1508.7 2383.7 182 31.4 49.7 116% 63% a) Includes taxes in the amount of: $1.7 million. b) Figure. may not add up dug to rounding. -23 - Table 4.: PROJECT Cosr SUMMARY BY CATEGORY OF EXIENDfTURE Ria _ Mion - USS Mion- % of % of Bass Foeig L EarFora Iat L Eomm , l cm Ex heU BUILDINGS Constructo 326.8 374.6 701.3 6.8 7.8 14.6 34% 53% Desp 11.0 13.0 24.0 0.2 0.3 0.5 1% 54% Sub-Tolw Buidin: 337.8 387.5 725.3 7.0 8.1 15.1 3S% 53% GOODS Purntu 18.0 102.2 120.2 0.4 2.1 2.5 6% 85% Equipment 264.7 428.2 693.0 5.5 8.9 14.4 34% 62% Books 24.4 20.7 45.1 05 0.4 0.9 2% 46% Manuals 1.8 7.1 8.9 0.0 0.1 0.2 0% 80% Tub*ing Matrial 2.8 11.1 13.9 0.1 0.2 0.3 1% 80% Softwae 0.4 1.4 1.8 0.0 0.0 0.0 0% 80% Sub-Total Eqt & Softwa: 32i1 570.9 882.9 63S 11.9 18.4 43% 65% TECHNICAL ASSISTANCE Fdowahip 0.0 256.8 2S6.8 0.0 5.4 5.4 12% 100% For.Consultat 30.7 92.2 122.9 0.6 1.9 2.6 6% 75% LocalConsulta 54.5 0.0 54.5 1.1 0.0 1.1 3% 0% Saminar 13.6 5.8 19.5 0.3 0.1 0.4 1% 30% Sub-Total Tehnial Assist_ne 98.9 354.8 453.7 2.1 7.4 9.5 22% 78% TOTAL BASE COSTS 748. 1313.2 2061.9 15.6 27.4 43.0 100% 64% Physical Contingencies: 74.9 131.3 206.2 1.6 2.7 4.3 10% 64% Ptioe Conigencies: 51.3 64.2 115.6 1.1 1.3 2.4 6% 56% WTrAL PROJECT COSTS 87S.0 15067 2383.7 18.2 31.4 49.7 116% 63% 4.21 Basis of Cost Estimates: Estimate costs for construction of school faciities are based on reviews of recent bids received by the PIU for comparable facilities. Costs of renovating existing facilities are based on mission estiaes of the work involvdd to bring these buildings up to acceptable standards. Furiture costs are based on existing fwrniture lists. Equipment costs are based on specifications for about 80% of the new equipment for workshops and laboratories. For the remainder of the faclities, equipment cost are mission estimates. Technical assistance costs of US $8,000 per man- month of specist services and US $2,500 for fellowship trainig have been esdmated on the basis of recent prices for comparable technical k sistance to Yemen. Base cost estimates reflect prices as projeced at the time of negotations. 4.22 Custo: Project costs include an esdmaed US $1.7 milion in indirect taxes on locally procured cvil works and goods. Equipment and goods imported directly for use by government agencies are exempt from duties and taxes. - 24 - 4.23 =w Project costs include a contingency allowance for unforesee physical additions (US $4.3 million), equal to 10% of the estimated base cost. Price condngencies between negotiations and the end of project implementation are estimated at US $2.4 million equivalent, or 6% of the base cost plus physical contingencies. Total contingencies represent 16% of the base cost. 4.24 Foreign xhagc.C=pnn: The foreign exchange component is estimated as follows: construction and rehabilitation of existing faciities - 53%; fiuriture - 85%; equipment - 62%; training materWl and software - 80%; specialist services - 75%; fellowships - 100%, and; local training - 30%. The resultant foreign exchange component of the project, including contingencies, is estimated at US $31.4 milion or 63% of total project costs. 4.25 r= 'MThe incremental recurrent costs of the Program include personnel cos (YR112 million), mainnance costs (YR13 million) and other operational costs (YR10 million). The project, when completed, would therefore add a total of YR135 milion annually to the recurrent costs of the MOE (Tables 8a-d)), which represents 1.3% of MOE's 1992 recurrent expenditures. 4.26 Mect Encg: The proposed IDA credit of US$ 33.0 million and OPEC fund co- financing of US$ 8.0 million equivalent would finance 100 percent of the foreign exchange component (US$ 31.4 million) of the project and 52 percent of the local costs (US$ 9.6 million). The Government would finance 48 percent of local costs which amount to US$ 8.7 million (18 percent of the total project cost). During negotiations assurances were provided by the Government that co-financing agreement with OPEC would become effective by July 1, 1995. The financing plan is shown in Table 4.3 below: Table 4.3: FINANCING PLAN BY DISBURSEMENT CATEGORY US$ Million Tolal viB_o ~~A % m n Gdmu of E"MdiI AAmm1 I Anmont Ik Ah A Ik Bulding 8.4 49% 5.6 33% 3.3 19% 17.3 35% 1uip, Softw & Punkur 15.8 74% 2.4 11% 3.2 15% 21.4 43% ToohncaAaaita 8.8 80% 2.2 20% 11.0 22% Toga Fmoing 33.0 66% 8.0 16% 8.7 18% 49.7 100% Noe: Fips mqy not add up due to ronding. F. frmraXnm 4.27 For civil works contracts and major packages of goods suitable for Intnational Competitive Bidding, the relevant standard bidding documents issued by the Bank, with modifications agreed by IDA, will be used. Goods including equipment, furniture, books, manuals, training materas ad software esdmated to cost US$100,000 equivalent or more per package would be procured in acordance with the *Guidelines for Procurement Under IBRD Loans and IDA Credits" (May 1992). In the evaluation and comparison of bids for goods, domestic manufacturers would be granted a margin of preferce of 15%, or the relevant duty, whichever is lower, in accordance with Appendix 2 of the Guidlnems. Mme anounts and medhods of procurement are shown in Table 4.4. All contracts will be uect to IDA's prior review. - 25 - 4.28 Expions to OIC. The following exeptions to ICB would apply: (a) I C ete Biddin a&H. Civil works contracts estimated to cost the equivalent of US$ 2.0 million or less per contract up to US$10.0 million in aggregate would be awarded on the basis of LCB procedures since the contracts are small, widely scattered geographically and unlikely to attract foreign firms. Standard bidding documents agreed with IDA will be used. LCB procedures will: (i) incorporate explicit statements to bidders of qualification, bid evaluation and award procedures; (ii) be adverdsed widely in local papers, with bid openings in public; and (iii) not exclude the participation of interested bidders from other IDA member countries. (b) Internadona Shoping MS. Bid packages for goods estimated to cost less than US$100,000 up to an aggegate amount of US$3,000,000 and containing small quantities of a great variety of items, which would not be expected to interest volume suppliers, may be awarded under IS procedures based on comparing price quotations from at least three suppliers from at least two countries elegible under the Guidelines in accordance with procedures acceptable to IDA. TABLE 4.4: PROCUREMENT ARRANGEMENTS (US$ Million) Cary of Expenditu ICB LCB Other NBFt N/A TOl Coiludoiw Rhlit atio 6.7 10.0 16.71 (4.0) (4.0) (8-0) Ahitecur ad Engnering .6b 0.6 FeeP (0-3) (0.3) Pw*. iOM Sw Fumnilur 2.3 0.6 2.9 (1-6) (0.5) (2.1) E _uipmnt 13.5 3.4e 16.8' (9.4) (2.9) (12.4) Boob, Manuals, Tning 1.7 1.7 Matdias & Sofwa (1.2) (1.2) To3h.fical AsdoUmm ll0 11.0 (8.8) (8.8) Tol Financing Reiepme 22.4 10.6 16.6 0.0 0.0 49.7 Total DA Fincing (15.0) (4.5) (13.3) 0.0 0.0 (32.9) Noes: Fgur in brachk are the respective amounts iuced by the IDA Crdit. Fgures may not add up due to rounding. a. Non-IDA fiaced categores b. Prourwme in acconane with the Guidelines for the Use of CoIuwltuftb by World Bank borrowers and by the Wod flana Exee1 Agey (Augut 1981) o. US$ 0.4 mlion in lcl shppng, USs 3.0 million in interational shoppig. d. Dir cotactig tugh coprih ownen. 0. of which US$2.4 mIlion woud be ffinnoed by the OPEC fund. f. of wih US5.6 million wud be finned by th OPEC fund. - 26 - (c) LOl Shopun OM. Bid packages for goods esdmated to cost less an US$50,000 up to an aggegate amount of US$400,000 and containing small quantities of a great variety of items, which would not be expected to interest International suppliers, may be awarded under IS procedures based on comparing prices from at least three suppliers eligible under the Guidelines in accordance with procedures acceptable to WDA. (d) Technicad Assistace. Technical assistance under the project would be used for project preparationand implementation support (US$8.1 million) and instittional development (US$ 2.9 million, including locally finded training of US$0.4 million). Most international TA (US$ 9.2 million) would be procured through "twinning arrangements' with centers that have experience in providing consultants as well as fellowship training. Local technical assistance (US$1.4 million) would be procured through contractual arrangements with institutions such as the University of Sana'a and the ERDC. Ihese arrangements will be in accordance with the "Guidelines for the Use of Consultants by World Bank Borrowers and by the World Bank as Executing Agency' (August 1981). During negotiations a shordist of poteal Twin Centers was presented for IDA review. 4.29 Disuements h Ie proposed project would be disbursed over a period of about eight years in accordance with the disbursement profile of eight and a half years for the education sector for Yemen as stated in the Standard Disbursement Profiles of August 1993. Assurancm were obtained ddng negotiafions *hXall contracts financed by IDA wiUl be denominated in foreign currency. Disbursements would be made against: a) 85% of civil works contrats. b) 100% of foreign expenditures and 90% of local expenditues for equipment, vehicles, books, training materials, manuals and software. c) 100% of foreign expenditures and 90% of local expenditures for consultants services and fellowships. 4.30 Disbursements from the proposed credit are expected to take place on an average of about 4 months after expenditures are incurred. A disbursement schedule reflecting this and providing a comparison with the above mentioned profile is shown in Annex 13. The closing date is September 30, 2001, and disbursements are expected to be completed within four months of this closing date. 4.31 Disbursements against contracs for goods and services exceeding US$ 50,000 equivalent would be made against normal docmention. Disbursements against contcs below that level would be made on the basis of Statements of Expenditures (SOEs), available for examination by IDA missions. To facilitate tmely project implementation, the Government would establish, maintain and operate, under teams and conditions satisfactory to IDA, a special account in The Central Bank of Yemen, to which IDA would make an initial deposit equivalent to about US$400,000. The special account would be replenished on a monthly basis. Withdrawal applications would be supported by appropriate documentation. 4.32 Ac t Eand Audits. The PW would maintain separate accounts for the project and woud prepare all documentio required by IDA. Project accounts, including the special account, would be adit in accordance with the March 1982 Bank "Guidelines for Financil Reporting and Auditng of Projects Financed by the World Bank". IDA would be provided within six months of the end of each fisc year with an audit report of such scope and detail as MA may reasonably request, including a separate opinion by the auditor on disbursemens against certified statements of expenditures. The Government provided aL%lLam to this effect during negotations. - 27 - V. BENEFIS AND RISKS A. Benets 5.01 The principal benefit of the project would be an improvement in the quality of middle-level manpower for which demand is already strong and likely to increase further in the coming years. This would be achieved through improvements in the quality of secondary education and the establishment of a national community college system. In addition, the project would increase access of females to secondary education, especially in underserved areas, through provision of schools for 5,000 girls, incentive programs to recruit female teachers and headmistresses, and specialized courses for female students. 5.02 Improvements in the quality of secondary education would benefit a student population rising from 563,000 (1992) to an estimated one million (2000). Quality would be enhanced through: (i) internalizing innovative processes, enhancing the ability of MOE to plan, implement and manage change, principally through the PDMA but also through various other agencies; (ii) sustained curriculum, evaluation, and learning resources development and renewal processes; (iii) dissemination of improved teaching thniques to replace the current focus on memory-based learning; (iv) development of capable school leadership through provision of headms' training, and dirough establishment of an MIS; (v) active community participation in schools through school-based subprojects. 5.03 Community colleges would provide labor-market oriented two-year post-secondary programs enrolling some 3,000 students of business, commerce, and industry. The colleges would work closely with private sector employers ascertaining relevance of training and engendering community support. Over time, graduates are expected to meet the demand for middle-level positions in the areas served by each college, including replacement of expatriate employees. Establishing a network of community colleges would also help to relieve pressure on the universities in Sana'a and Aden. B. ER3la 5.04 Ihere are three main risks to be addressed: First, the new unit of the Intermediary Agency (PDMA), the Project Development Unit, is inexperienced. This rsk will be mitigated by the provision of technical assistance through a twinning arrangement which will provide PDMA with advice from a similar Institution, and by the core role played in the PDMA by the experienced and efficient Project Implementation Unit. Second, b.cause many of the subprojects are interrelated, delays in implemaon of a subproject could resull. !n bottlenecks in others. This risk will be mitigated through representation of intrelated subprojects on common Change Area Policy Boards and through careful training provided to PDMA staff in fadiitu ing subproject implementation. Third, bureaucratic systems in Yemen may not adjust to private sector participation in the community college system. This risk will be mimzed through prior agreement on the structure and composition of the NCCC, the govening body of the system, to include a majority of private sector representation on the Council. VL ACTIONS AGREED AND RECOMATIONS 6.01 DWIng assurances were obtained from the Government that: (a) The policies articulated in the Policy Statement (Annex 2) will be implemented and that the Government will seek IDA agreement to any changes in these policies duing the *Imo4r3,q. nerindAA fna.r. 2 ALl -28 - 0) An adequately staffed PDMA would be maintained with terms of reference saisfctory to IDA during the life of the project (para. 4.06). 'he PDMA will be established as a condition of Board Presentation. (c) A subproject management structure consisting of Change Area Policy Boards, Subproject Directors, and Expert Groups would be established and numahtined throughout the life of the project according to tenms of reference satisfactory to IDA (para. 4.09). (d) A goverance structure for the community college system would be established by March 31, 1994 (para. 3.52). (e) Interim Directors for the community colleges in Sana'a and Aden would be nominated by January 31, 1994 (para 3.52). (f) Technical teacher training programs for Community Colleges would be initiated at the University of Sana'a, Faculty of Education, by October 1, 1994 (para. 3.52). (g) Technical assistance would be procured through twinning arrangements with appropriate institutions (para. 4.28 [dl). (h) A line item budget for quality improvement would be included in the governents budget starting in 1995 and would be maintained throughout the life of the project. !DA would be informed of the amount of budgetary alocations for quality improvement upon request (para. 3.04). (i) Annual progress reports based on individual subproject reports and financial statements would be prepared and forwarded to IDA by the PDMA (para 4.14). j) A joint mid-term evaluation would be conducted before December, 1997 and based on its recommendations, an action plan for the remaining life ot the project would be implemented according to a schedule satisfactory to IDA (para 4.17). (k) IDA would be provided within six months of the end of each fiscal year with an audit report of such scope and detail as IDA may reasonably request, including a separate opinion by the auditor on disbursements against a certified statement of expenditures (para 4.32). 0) Contracs to be financed by IDA will be denominated in foreign currency (para 4.29). (m) Key project activities would be inplemented in accordance with an intoegrated acdon plan (para 4.14). 6.02 Subject to the above conditions, the project would provide a suitable basis for an IDA Credit of US$ 33.0 mIlion equivalent to the Govemment of Yemen. -29 - AN&PX 1. ADEQUACY OF CTT TEACHER-TRAINING CAPACITY A comparison of the number of additional teachers required for supporting the program (demand) and the mber of additional teachers trained according to the current capacity (supply) is necessary in order to assess currat teacher taining capacity for the Planned Change Program. Demand: Consider the number of teachers required for secondary education (Grades 7-12) by the year 2000-01. There are two sources of demand: (1) Additional teachers to support the enrollment expansion between 1991-92 and 2000-01 (due mostly to population increase): Annex 1, Table 1 indicates that between 1991-92 and 2000-01, there will be an increase of 504,078 secondary students. Assuming a student/teacher ratio of 40:1, 12,602 secondary teachers will be required to support the enrollment growth. Thus, a total of 13,112 secondary teachers wiU have to be added between 1991-92 and 2000-01. (2) Additional teachers to support the various sub-projects in the Planned Change Program: Table 2 shows the number of teachers required to support the various sub-projects. It shows that, by the year 2000, a total of 510 secondary teachers (of which 263 are female) will be needed to sustain the sub- projects. Supply: Secondary teachers are trained in four-year and two-year post-secondary teacher-trainig program. Table 3 shows the number of registered students m four-year programs in 1990-91 and 1991- 92. Table 3(a) shows the number of graduates from four-year programs during the 1988-89 to 1990-91 period. Disussions with admIni rs of four-year programs indicate that about 70% of fourth-year det graduate from their programs each year. If the enrollment pattern is maintained at the 1991-92 lvel, then there wfll be 1,690 four-year graduates per year, or 15,210 such graduates for the 1992-93 to 2000-01 perod. Table 4 shows the number of registered students in two-year programs in 1991-92. Again, assuming a 70% adution rate for second-year students, there will be 730 two-year graduates per year, or 6,570 suh graduates for the 1992-93 to 2000-01 period (actual number may be higher since new two-year pgams are being added). Comparn demnd and supply: The total supply of secondary teachers for the period 1992-93 to 2000- 01 wI be 21,780 and the total number of secondary teachers required by 2000-01 will be 13,112. Thus, if al the graduates remain in teaching, the projected demand will be more than covered by the projected supply. Even if only 60% of these graduates remain in teaching, the projected demand will stll be met. Curently, 24% of secondary teachers are females. 29% of fourth-year students of four-year programs and 30% of second-year students of two-year programs are females. If 29% of graduates are female and they stay in teaching, hen, by the year 2000-01, there will be 1,089 additional female teachers retative to the current level. ITese addional female teachers will more than cover the 263 female teaching posts required to support the Sub-projects in the Planned Change Program. -30 - Table 1: Projected Semdary Education Enrollment' & Teacher Demand 1992-2000 1991-92 . M19_ _ 1993-94 1994-95 19S5-96 1996-97 199798 1 1998-99 199 200001 Male 419558 44061 463656 488680 5592 S45773 57837 614024 653113 696000 FaaBa 93964 106818 12t678 138894 158882 18238 209257 240947 278045 321600 DaIotant-Secoodary 513522 547499 585334 627574 674854 727911 787614 854971 931168 1017600 Tfaabstr DEmw d2 12838 13688 14633 15689 16871 18198 19690 21374 23279 25440 Some. Missn adma V Aamampoios: GEC for boys 60%, gOirl 30% 2V Sdnut-tembhe Ratio aswmd to be 40-1 Table 2: Number of teaies required to support subprojects 199S 1996 1997 1998 1999 2000 ISubpoj R1du;iva overcrwding Malb Tewets 0 100 225 245 247 247 Pe.uml teobm 0 30 7S 82 82 83 Subtotel 0 130 300 327 330 330 Fangd aacocuusea Mfale ebaza 0 0 0 0 0 0 FaMUh otealw 0 20 40 60 80 80 &aSubtal 0 20 40 60 80 80 Maletabsa 0 0 0 0 0 0 Fea}altab tera 0 0 30 60 60 60 Subtotal 0 0 30 60 60 60 Hommuedeu NWletaeob= 0 0 0 0 0 0 FPuab tceUceb 0 4 4 4 4 4 SubUtoa 0 4 4 4 4 4 Mfafrtaachse 0 0 0 0 0 0 F.mdaleaeobm 18 36 36 36 36 36 Sutbttal 18 36 36 36 36 36 AR subpzujeoa_ Mals tesdca 0 100 225 245 247 247 PaeA. teachm. 18 90 18S 242 263 263 Totl 18 190 410 487 510 510 -~ ~ -,_ .,.g, -31 - Table 3: Students regtered In four-year education programs , D0 _ _ 1991192 mle fa1. toa leyear aysdea 5 1420 6504 6179 1403 7582 2nd y eudai 4780 1006 m6 6179 150I 67O0 3d y.aadai 1536 657 2193 5225 1065 5471 4th yoa se 1289 477 1766 4406 703 2415 LA fou yen 12689 3560 16249 1712 4676 22198 Sources: Statis(cal Yeabok 1220 Table 9 & 10) and Stistical Yearbook 1991 (rable 9 & 10) Table 3a: Graduates from four year education programs ____________ ..mal female total 1988/89 575 240 815 1989190 528 222 750 1990/91 742 340 1082 Table 3b: Students reitered in diploma education programs _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ~1991192 _ _ _ _ _ male female total Ist year sdent 1727 326 2053 2nd year studet 818 225 1043 Souce: Mtil YSbgoc 1221 (Table 10), and Univemsity of Sana h/ The first batch would graduate in May 1994. - 32 - ANEX 2 SECTOR DEVELOPMEN POLICY STATEMENT October 16, 1993 H.E. Dr. AbuBakr Al-Qirbi Minister of Education The Republic of Yemen Sana'a, Yemen Mr. Caio Koch-Weser Vice President, Middle East & North Africa Region The World Bank Washington, D.C. Dear Sir, I am writing to confirm the policy framework of the Goverrnent of the Republic of Yemen with regard to secondary education and post-secondary middle-level manpower training. The Government has a long term policy for the ensuing decade and a half for improving the quality of education, enhancing the access of girls to secondary education and establishment of labor-market oriented post-secondary education. The first phase of this long term program has been formulated as a 'Planned Change Program' through a highly participative approach involving a large number of educationists, officials and representatives of business and industry. This program has the commitment of the Government and comprises eight Change Areas. The strategies planned within each Change Area for accomplishing the policy objectives of the Government are outlined below. 1. Physical Facilities, Equipment & Maintenance Reduction of overcrowding in classes, provision of equipment, particularly for science and mathematics teaching, provision of furniture and establishment of school and equipment maintenance -ograms. 2. Teacher performance Development of a comprehensive set of pedagogical training modules, establishment of a system of summer school training programs as well as school-based and school cluster-based in-service training programs for teachers. 3. Curriculum Development Strengthening of the Instittional capacity for curriculum development, development of textbooks, teacher guides and lab manuals, with special attention to science, mathematics and environmental science teaching, thus establishing a dynamic and sustained process of curriculum development. 4. School Management Establshig a Magement Informaion System for assistng planing and decision-making at all levels, development of management manuals for use by headmasters and their deputies and offering of ining programs for their benefit. - 33 - S. Learning Resources Provision of science kits to schools for use in science teaching, provision of equipment for development and production of science kits, undertaking innovative pilot projects for introducing computer-assisted learning and using Video and TV for teaching as well as the provision of library facilities in selected schools. 6. Evaluation Improving the reliability of tests and examinations, providing feedback to schools on student performance in national examinations, improvements in school-based assessment, administration of comprehensive achievement tests at preparatory and secondary levels to act as a moderating as well as a quality-monitoring system and the establishment of question/item bank for improving the quality of tests and examinations. 7. Increasing female access to secondary education In the areas of Physical facilities, Teacher performance and School management, the strategies include special attention to girls' schools for improving access in urban areas as well as development and areer advancement of female teachers. In this context, the strategies include provision of additional classrooms in existing girls' schools and construction of new girls' schools in the presently underserved rral areas, offering home-based learning facility for girls and media ca1paigns for educating parents and girls on the need and benefits of secondary education. 8. Community College System To meet the need of middle-level manpower in business and industry, the establishment of a Community College system in the country is included in the program. This would be accomplished through a National Community College Council with majority private sector represenion, for the Govemance of the system. lhe establishment of Community Colleges at Sana'a and Aden, and possibly at Taiz as well as the offering of Technical Teacher Education Programs by the Faculty of Education at the University of Sana'a are included in the Planned Change Program. The actions to be taken for implementing the Planned Change Program, under the different Change Areas, the time-frame for such actions, the targets planned, and the key performance indicators for monitoring the implementation and the accomplishment of the objectives of the Planned Cbange Program are appended. The Planned Change Program has the firm support of the Government of Yemen. We are committed to the implemeion of this program in such a way that the benefits derived from its implementation are sustined, laying the foundations for a long-term educational development in the country. We look forward to working with the International Development Association in implement this program. H.E. Dr. iAbuBakr Al-Qirbi Minister of Education Republic of Yemen Encl: As above - 34 - ANNEX 2 AU aebmenlt ITEGlRATED ACTON PLAN TARGES AND KEYICA ______A-. A_dow_and__________ Tages & PeRoruaceacator (Pe 1.0 PysiUa . Reducing oveonwdizg in casroom Target: 250 additi classoms; Facities, in utban ara thoug: PIs:- No. of addiiond dasoms Equipment and - costuatio of addial - No. of schools chaging to double Maintenance clasasoms; shifts - changing to doubl shft; - No. of schools rearranged by lwe - reSainS chools by level. - Clss with size mme than 50. (1994-200m Improving female accs in uda Targee 80 clasoms; M thouh constuction of additional Ph: caoom in gi s addi l - No.of new giels schools girl shools. (1994-2O00 Percenage iz.rease in faile enrlmen . Pvision Of science & otd equimen and funtur to secondary Target Apox. 160 schoob out of hich school. (1994-1999) 50 wIll be girs second schoo Pl:- No.of schools povided with equipment and furniture. .oprovi nS_aiennc of bafldings and equipment. Target: To be bsd on the findinp of tho Mainteance Study. P1:- No. of c ool with improved _ainnanc procedu and facilitis. 2.0 Teacher .Irving twah perfommnc Target 40 madules Pesfonnme thduogh: Pi: - povision of training module to - No. of modules produed, thdir quality teache (199S-997) - Poporton of teacher usig modu - mme schools for _nevic Target: Participation of 210 teach ttaining of teachers (1996-199) annually in 7 sunmmer schools Ph: - No. of tacher paticipating - Qualiy of programs - seoUbchoot cluar basd Target: SO whool clbut coveing 50 inv training (1997-1998) shools Ph: - No. of school cluter - No. of progrms and qualiLy. CAL - Computer Asste Learing; CC - Conity College; HIM - HeadmasterN; NAB - Natonda Acdedia Dowd; CAT - C _oe Aceveme TesTs; EMPC - Education Media Prodactiono Csw, NCCC - Natioal Community College Councl PEI - Performn Indic - 35 - 3.0 Cwuim . trgtheing institutional capaqy to Tart:-16 professional leadets and 72 Duvolopat undetak podic cculum rewal resosce persons by 04196; (1994-1996). -Educational Resoue Center by 12/94; -A new curicuum stmcture by 06/94. Phn: - No.and % of pesounnl developed as:- profesional laden -esuma pona. -Adequacy of reour in Educ.Roc. Ceer - Quality and adequacy. Dev e of deted curricul, TarSe:-Deuad curiula developod by textbooks, teachr gude., lab manuals 03/95; in scice maths, eiomentl scien -Textboob, teacher guides, lab mau in and anl maDnig subp cts of Grades all subjects developed ad printed by 04/98. 7- 12. (1995-1999) -Now cunicula itroduced in stage from 09/96 to 09/98. PIh: -No.of subjecs in which 1nig mteials (tebooks, teacher guides) devloped; -Quly of leaing marials. 4.0 School , Impvg efiiay of plning and Taget: MIS operatnl at nanal and deision-makg at aU lvel by govorawo lv by 12/97. delping and installing a Maagemen Pis:-No. of field stato opeional; Infonnation System (1994-1999). -No. of uers of MIS; -Iwpovemets in plann & deiaon . ~~~~~~~~~~~~~~~aig. . Imprvin manaeia ompetee of Targw:-M iAg_mnt manual produced by headmasters/deputia through trining 03/96. Pmvwm. u8as till wd manul -720 Headmastr trained. deoped for th purpose (1994-2000). Ph: -No. of manamt manals gv to HMsidepuis; -No. of HMs tanng proms; -No. of HMs/deputies participating; -Quality of Managent manual - 36 - 5.0 Learning Im cienc teachig in schools Targets:-EMPC pvided aitional Reoure though povision of sien kits to equipntd by 1996; scoo ad developing capability for Profeia dwelopme of science kits prduction. (1994-1998) EMPC personnel by 1998; -25 schools provided science kits by 1998. Pls: -No.of science kisb produced; -No.of schools provided scince kits; - No.of techers trained; -Leaning Gain of students. Inoducing efficiet and effective . Targets:-40 schools prvided CAL education technology in selected schools facilities by 1997 through pilot projects i -15 schools povided videofrV teaching - Coapxtr asstd laning facikies by 1996. (1995-2000) .Pls:-No. and quality of CAL pokages; - Tehing using video/TV -No.of schoo;s provided CAL (1995-1999). facilitylvideolTV facility; -Learning Gain by stdats. Imp. vinp g libay faciltes in selected .Target: 40 schools equipped with librury school. (1996-1997). facilities by 1996. .PIs: -No.of schools provided libray facilities; -Library use - perod per week; -No.of books used by - teachers; - sudents. -37 - 6.0 Evabiaton S.nthening isiutiona capacity to .Targets: eform the evaluation system. (1994- 4 professional leaders by 1996; 1996) -210 resoutce persons by 1996; -Reference library ad up by 1996; -Computer facilities augmented by 1996. .Pb: -New assessntid system rady by 12194; -No.and % of personnel, professionally developed; Adequacy of: -computer facilities -reference libtasy. bnpoving school-based assesmen by: .Targets: providing teacheb with a manual on -Assessment manual developed and stdent assessent; distributed by 1995; - inroducing Compsehenve -CAT I and CAT 11 adminitered by 1996. AchievementrTesT (CATs I & 11) as a .PIa: modeatg ad quaity monitoring -No. of schools/teawher using assemnt systm manal; -Student performance in CAT I & II; -Improvements in school-based assesment. . Developing a Quesiontiten Bank as a .Target: tesource for improving test -Question/Item Bank sct up by 1997; examina±ions. -A pool of reource pemons 120) developed by 1995; -500 question/items (edited) per subject per two yea. .PIs: - No.of Questionstitem: - vritten; * edited and accepted; - banked; - utilized in teUss/eination. 7.0 Poanl . Inpoving acces of girls to education .Target: 6 new girls schools by 1997; Educao though: PI: - constuction of new - Girs- enrollment in new schools; schools/additionalClassrooms in wral - Percentage inctease in respective area. (1994-2000) Govemorate over previous year. - offering home-based laning .Trgets: prorams (HELP) in slecd l aras -Leanig materials, equipment and (1995-1998) vehicles; -HBLP set up by 1995; -HBLprogranm st in 1995. .Ph: -Adequacy/Quality of tainig maaL; *No.of tachen trained; -No.of subjects for which leaning matdal produced; -No.of girs enrolled/repetitiont dropout/graduation rate. - media campaign (IEC Program) for .Target: Media campaign in 6 girls on secondary educadon geographical areas-comunnities - by 1996. .Ph: -Quality of survey report; -Qaliy of campain material; -No.of girls enrolled in the 6 schools. Iii I :R - , ,~~, .i I *L t ! i t t z! i S ! t fl S S ~~~~~i $1s -39- ANNEX 3 SUDPOJECT SUMMARY SHEErS Summaies includes sub-projects appraised by MDA mission with participation from Yemeni counterparts. Annex 3 includes summaries of the followig subprojects. Change Area Subproject 1. Physical Facilities, Equipment and Maintenance 1.1 Physical Faciites l ______________________________________ 1.2 Provision of Equipment 2. Teacher Performance 2.1 Training Modules 2.2 Summer Schools 2.3 School based Inservice Training 3. Curriculum Development 3.1 Strengthening Institudonal Capacity 3.2 Dev. of Curricula, textbooks, teacher guides in Mathematics, Science & Environmental Studies 3.3 Dev. of Curricula, textbooks, teacher guides in Islamic Studies, Languages, Social Studies & Practical subjects 4. School Management 4.1 Management Information System 4.2 Management Manual _____________________ 4.3 Headmasters' Training 5. Learning Resources 5.1 Pilot Project for Provision of Science Kits 5.2 Pilot Project for Introduction of Computers 5.3 Pilot Project for Introduction of Television in Teaching 5.4 Improvement of Library Facilities in Selected __________ _________ __________ ________ Schools 6. Evaluation 6.1 Strengthening Institutional Capacity 6.2 Improving Student Evaluation at the School level 6.3 Development of Question/ltem Bank 7. Improving Female Access to Secondary 7.1 Physical Facilites Education 7.2 Home-based Learning Facility - Pilot Program 7.3 Media Campaign 8. Community College Component 8.1 Govemance Framework 8.2 Sana'a Community College 8.3 Aden Community College 8.4 Technical Teacher Training Program ° For details of Subproject proposals refer Implementation Volume n, MENA Information Center. Also on file in MN2PH. -40- IhO.ffSUMMAR NO. 1.1 :UANMAREA Physical Facilities, Equipuant, and Maintee SUB-PROJECT Physical Faclities xmi R: October 1993 to December 1999 R* apid expanon of prepatory and seoduy educaton has resulted in overcowded classroom, with negtive effects on the quality of teahig and leanng G Gids enrollment rates lag far beyond those for boys :*Reduce overcrowding in urban areas Expand giS' enrollment inl uban ars QUp to 330 clasooms built to keep class sin at or below S0 in wban areas * Up to 60 additional classrooms for gids' enrollment expansion in udr areas ORGANIZATIONAL Subproject Diroctor: To be confirmed befote negotias ANUMMUM Poliy Board Chaiperso: Mr. Ayub Taher, Director General, PI CM iff us ~~~~~TOTAL BAREcor Civil Works 6.000 m TA 0.013 m EqnipametlGoods TOTAL 6.013 m MOIORING Ur committees to submit progress reports to national committee & ALII[: for rNiew on a binnual basis * Nationa committ to conduct on-site monitoring and evaluation on an annual basis 1 omprovements in physied conditions for taching and lIg in uban sools * Effecdveness of other qualiq impvement subprojects increased eased uliatim of physical facilities * Ird aces for gids Opertion of schols rnalized (by levels of schoolig) Cla size not kept t or under 50 4 Deay in cnstucton of clssooms * No priority give to expanded acoess for gids 4 Low parental deand for gds educaton @nforcent of guideines on class size ' Pmviso of additnl taches Overall sWanabiity of the aional iovestment plan for educton / Time-frame reflects subproject pre-effectiveness preparation time in addition to actual start date -41 - EUBePItSUECrARY NO, 1.3 AREA: Physcal Facilties, Equipment, and Maintenance SB-PROJECT TLE: Provision of Equipment illlE: ~Dax 199.4 to May 1999 RATWXAIX: * Rapd expason of prepaawty and secondary educaton has exceeded the supply of science and other school equipment, with negative effects on learning and teaching in school 9BIEVESE: * Provide esstial and cost effaective science equipment to seonday schools 4 Provide other school equipment (typewr-rts, duplicating machine, et.) to prepartoly and seoday schools D2UIT.Qfr1ES: * List of esseal and cost effective science equipment * Science equipment provided to eligible secdary schools * Other school equipment provided to schools with grades 7 - 12 * Guidelines and procedures for mair enance of science equipment ORGANIATIONAL * Subproject Director. To be confi aed before negotiations ARBANGIaME: * Policy Board Chaires: Mr .yub Taher, Director General, PIU cm in DIM TOTAL BASE COSTS civi Wodm - TA 0.028 m Equipment/Goods 4.000 m TOTAL 4.028 m MOTORING * Annual on-site monitoring and evaluation &s EVALUAJO: * Annual progress repors and reviews MEFlTS: * Impovemets in quity of science educadon in secondary schools * Inceased cost effectivens in science education * Srengtaing of instuctional support in schools with grade 7 - 12 * Equipment not distrbuted according to criteria * Delays in procurement * Equipment not utilized * Resources for maintenance of equipment required * Trnng on using and maing equpment -42 - Teacher Performance SUB-PR0JECT TIE Developmnt of Traiing Modules July 199S to Docembr 1997 RATIONALE:, * Qualitaive deficency in teache Performance due to rapid expanson of taffing over th past decade * bndequate resoure for insevic traing, especially a shoolbased uevce education 0 Inadequate provision of inservice taining oppotnites * To provide resources for inmce twaing with special focus on school-based staff deveopmet * To upgrade the pedagogical skill of all teachers in prepartory and secondary schools * Use by all preparato and seconday schools of matias for self-directed insoico education * Imrvements in th opportunities of tesching and quality of leaning ink al prepatory and seoday schools ORGANIZATIOAL Subproect Dircor. To be confirmed before negoiations ARINIGUMM: ° Change Area Pohicy Board Cbaiupson: Mr. Ahmed Sallam, Director Genal, inservice Trainig Istitute * Host Insti-ition: Tranig Sectr of MOE t'in lI= TOTAL UsE COSTS c:vil Wodz - TA 0.090 m Equipment/Goods 0.013 m TOTAL 0.10t m MONiTORING 4 Editorial Board to monitor development of module kMEV LQI: * ILservioe htitue to monitor use in schools * Editoa Board and Inservice Instituto to ntroduce a sysem of long-term evaluation and rnwal BEWEFlrS: * More effective and efficient delivery of inie tachaining ° Improved acces to enhanced trng materials at lower cos than are presty posile * 4Iadequate policy suAdort for school-based inservice education * hadequate provision for emsion and repriting aiu AINABILTY:, * MOE support for upgradig and itig moules as needed * MOE commitmnt to supervise the efficient use of modules -43. SuknC SfMDg= NQ. 22 C Teacher Pedromn !XflL' Summ Schools far Tehes * lauy 1996 to Deember 1999 R& :QNW : Quaitiv deficiec in pefonc due to apid epason in school sm_tafg over the pgat decade * Indqut capact of the Inrvice Traiing Institute (1) of the Taiing Sector of MOE to provide insrce courses for echens *M rapid changes in priority aes of the curriculum i.e., science, mathemaics and so scieaces, rqe that teo s be upgmded in hes ars On-CIVES: * To t 1gt the capacity of Ibe Tnining Sector of MOE * To improve knoledge and professinal sills of slected Yemeni prepary and secondary teahs, esciy in the ama of scince, mathem cs and social sciene A susTainble syAsem of summer schools for the inservice taining of pepartory and secondary school teachers Impoved effvens of tachig and learing i science, mathematics and wsoial scwience in selectd ppratoy and scdry schols 40 Imprved counse of gl stnts ORGANIZATIONAL * Subproject Dieor: To be confied before negodations ° 0 Cangb e Am Poliy Board Chapon: Mr. Ahmed Sa11a, Diector General, evice Trnig ;bEw * Host I1tiutin Trining Sector of MOE cmU5 la 1B M TOTALi BASE COSrS civil Wolks TA 0.212 m Equpnuatioods 0.080 m TOTAL 0.292 m MONITORING 0 Training Sector of MOE to monitor desig and implementaion & R :UjU=-. of th summr schools 0 Ibervice Trning Institute and MOE Depatmet of Superviion and Counselling to monito applicats of knowledge and skills in classm * Suec Director, aided by the Workig Group, to doveop a system of evduation of summer school and to determine contiuty of the mme schools after conclusion of he spoct J* EnhIoad capciy of MOE to prvide inserco taining for preparatory and seoday school tachers * Imoved qulity of teacing and leaniing in most preartory and secondary schools * Lack of policy to suppor smmor schools, especially in regard to provision of fiuds for tasubsistoem * Lack of e om of inentive to encourage tachers to eoll in summer schools * ndequat provision of resoure for the continuing dein and developmet of summr schools * 0 MOE to find alteavo maS of supporting residen and transport costs of patcipnt e Close interaction betw he Currulum Sector of ERDC and the Traning Seowr of MOE to ee tht scope of summer scools is co_nsi with newly developed curiculum and textbo - 44 - PRMO.ECT YlWM NO, 2.3 Cff&= AIM: Teaher Performance SW}PROJECT I1Thl: School-based Iaservice Education RAME: Jamnary 1997 to December 1998 RIONALE: * Qualitative deficiency in teacher performance due to rapid expansion in school stffing over tb past decade * Need to complemet national level initiatives in inservice trining with initiatves at thde school level * Desirability of fostri cooperaton between local schools in providing for their own staff development OBCCflS: * Promote inutiative and inovation in staff development at school level * Develop a nation-wide system of school-based inservice education * ove the professional sidlls of prepauatory and seondary school teachers * Enhance the quality of teaching and learning in prepanrty and secondary schools ouTC ) * A sustinable system of nation-wide decentralind inservice education at school level *A teaching force willing and able to accept responsibility for their own staff development * Improved levels of competency of teachers in most preparatory and secondary schools ORGANIZATIONAL * Subproject Director To be confirmed before negotiations ARRANGEMESIS: *Change Area Policy Board Chaisperson: Mr. Ahmed Sllarm, Director General, Inservics Traing Institute * Host Instit tion: Training Sector of MOE ° Qr SIN $: M aA TOTAL BASE COSTS Civil Works TA 0.044 m Equipt/Goods 0.051 m TOTAL 0.095 m MONITORING * Training Sector of MOE to monitor design and implementation of a system of school-based insvice training * Supervisors in Goveoates to monitor scope and effectiveness of school-based insevice activities * Project Director and expert group to develop a system to evaluate the longer-tm effectivens of school-based inservice activities BENEELTS: * Enhanced capacity of the education sector to provide staff development oppornities in praratory and sendary schools * A suitable low cost ssem of decentralied inservice traiing for teachers * Coopeative interaction between schools in the provision of staff development * Impvme in standards of taching and lerning in most preparatory and seody schools J: * Inadequte long-tem supervision and guidance to ensure effectiveness of the system * Inadequate eoue support 23M&MU * Reserves for staff development activities to be continually strengthened Inlad schools of clustes * Contug lnks srengthened between school clusters and other inservice institues st Regnal Governorate and National level -45 - MQUECrSI IM&BXQJ. 3.1 Curriculum Development (CD) SUB-PROJECT mL:: Strepghening istudonal Capcity Januay 1994 to March 1996 lER&l:NA * Cunicula stati for more dan a decade * Absnce of a dynaic Cuniculum Development Process * Need of professional experise in CD * Goverment policy stipulaig penodic curnculum rewal ONZOBEC E: * To strengtl the capability of the existing CDD witbia ERDC to establih a scientific and dyamic CD pocess a g pnority to Science, Mathematics and envoment educatio * A CDD with capability to periodicaly renew curicula to cater to the changing national, socieal and personal development needs * Appreciaon of the dynamic proces by a CrOSS section (120) secodaly school educazorslad inisao * A pool of profesdional leaders (16) and resource person (72) with expertise in differn face of deveopg mcula including textbooks, teacher guides, lab manuals 4 Strtened ctural facilites to include equpment, furniture and an educational resur center to meet the needs of curriculum development ORGANIZTIONAL Subprojet Director: To be confirmed before negotiations I Cbange Area Policy Board Chairpe : Dr. Ahmed Al Hubaishi, Retd. Dean, Facty of Education & Science, San'a Uiversity Alternate: Mr. Mohawmed Al Makhlafl, Head, Curriculum Development Dgparument, ERDC Rost Institutiow ERDC CM IN US $: IM TOTAL BASE COST civil Works TA 0.234 m BquipenGoods 0.280 m TOTAL 0.514 m MONITORIPG TMe PDMA will monitor implemntation of salient acdvities and outcomes, eg. developmet of staff vwthin and outside CDD, incease in CD programs and projecs sine project inception and udlization of equipment and material provided through the * CDD with capability to undake penodic curculum renewal adequat a sttion to: staffing of CDD; policy and anding support; acesson plning within CDD Strengthened capacity wiU contribute to sustainability as the is Govenment Policy commiten j/ Time-frame reflects subproject pro-effectiveness preparation time in addition to actual start date -46 - SUB-RQ.CT MARx NQ 3.2 CEANGE ARF.&- Curiculum Development SURD-OJECT Development of Curicula Inluding Textbook and Teacher Guides : for Science, Mathemadcs and Evironmental Science Subjects March 1995 to August 1998 RAT IONALx: Eisi textbooks hv many deficiencies Inadequate rlevance, patulary of scieace and mathematics education, to the preset and futue context of Yemen and the needs of students. * Being the oly nce avadable to stdents and tachs, deficient textbooks adversely affect the quality of instruction 4 Some of the science textbo adopted from Egypt long ago are outdated. BIMECrtf : * To develop curricula, textbooks and teacher guides (lab manuals where needed) for science, mathemacs and envronm tal education wich provide flexibility to relate to locd sidtuations through creative and nnovative learning experience * Daiiled curitcula for science, mathematies and envimetal service * Development of expertise in Curculum deiling and textbook wuiting 3 Approximately 21 textbooks with accompanying teacher guides * A contin_u feedback system for anually reviewing textbooks * Shift to a new eo with multiple support material for tacher, away from the current situation where deficiet and outdated textbooks are the sole reference ORGANIZATIONAL * Subproject Dimector. To be confitmed before negotiations A :UM MUNM * Change Aea Policy Board Chairpern: Dr. Alhmed Al Rubaishi, Retd. Dean. Faculty of Edtion & Science, Ssoa'a University Alente: Mt. Mohmmed Al Makhlafi, Head, Curriculum Development Departzait, ERDC * Host Instio ERDC i:Q=$1N$ UQ TOTALBASECQS cavil Wod TA 0.294 m BqumeuaGoods - TOTAL 0.294 m MONITORNG * The PDMA will monitor implementation of salient activides and out=oms, e.g. number and quality of curricula detailed and textbooks/teacher guides developed, and the number of authm/rviewers trained BENWUAUS: t* Teaching en these subjects will become relevant, meaningful and esting * Delays in prining * LAck of teaher orientation progms JIMADIABNJMI * High degree of participation in plnning, simultaneous reforms on all fronts contrbute to susainability - 47 - 8 ZANGE AMA: Curriculum Development SUD-PROJECT Development of Curculs, Textboob and Teache Guides in Islamic TITE: Studies, Languages, Social Studies and Other Pracal Subjects rm-FRtA=E March 199S to August 1998 R IlQ~j~: 4 Existing textboos bave many deficiencies 4 Thee ae no curicular documents 4 Textbooks do not reflect the social, cultural or economic contexts of the country nor the changing global contxts Informafion curntly preented is loaded, promotes rote memoizaion and lak fleibility 4 Government policy and directivs on aims of education necessitas a complet revision and rnewa of existing textbook QBJE~fl~ECl: 4 To develop curricula for Ilamic Studies, Languages, Social Studies and other pactical subjects 4 To develop textbooks and teaches guides for teeching and learning of the above sutjects * Ddailed ciula for slmic Studies, Languages, Social Studies and other practical subjects * Deveopment of expete in curiculum detailing and textbook wrting * Approximately 57 textbooks with teacher guides for each textbook or a number of boob relating to an area 4 A coant us feedbackl system for annually rvewg textbooks and tang follow-up actins * A shift to a new era with multiple support material for tachers from the current situation in wbich deficient textbooks are the sole refern ce matedal ORGANIZATIONAL Subprject Diectoor To be cofirmed before negotiations 4* Cange Area Policy Board Chairperson: Dr. Ahmed Al Hubaishi, Retd. Dean, Faculty of Education & Scienco, Sana'a University Alternate Mr. Mohammed Al Maka, Head, Curriculum Development Department ERDC * Host Institution: CDD of the ERDC COST IN J![$: h TO>TAL BASE COM Civil Wods TA 0.309 m EquipmenlGoods TOTAL 0.309 m MONITORJNG * The PDMA will monitor implementation of salient activities and outcomes, LYE:gUAW&TIQ: eg. number and quality of cunicula produced and textbooks and teaches guides developed, and the number of auos and teviewes tainLed * Teaching in these subjects will become relevant, meaniul and interestn * Ddays n pritg * Lack of teacher orientaton programs Su TAINAlEM: * High degree of participation in planning and simultaneous reforms inl lareas will contnrbte to aUsaablty -48 - ROSEA SUM1BRY SQ4.1 :gmm ARFA, Schol Managemnt SUB-PROJECT "E Maagent Informan Sysem for Minisy of Education 70d&F :. imJay 1994 to D _cember 1999 * Apresentt pn otnal f hifmion needed for policy decisions and day to day _ is available witbin the Ministry of Education The same catego of informaion ae at pteet colleced fom different sources and date a often contdictory * lhere ame no computet lib between the MOE Division of Planning and the Governr or between the Goverorates and the Districts * Peset methods of collecting, procesing, and interpting data ae iadequa and inaccua QSMAUM: 4To provide MOE with an effective infonmation system for the formulation of policy and the maggenwt of phaned educaional change 4 To sr_gth:n m serial capability at all levels by znproving communications wiich facilitate decision making OUTCO;: * An effctive and comprehensive Management Information System for the Ministry of Education * Enanced caacity of the Ministry to plan and manage the educational system as a whole ORGANIZATIONAL * Subpect Director, To be confirmed before negotiations ARRANGENW M ¢* Chage Ar Policy Boad Chaiperson: Dr. Ahmed Alvi, Deputy Minister, Schol Educaio MOE * Host tion: Planning Sector of MOE COSTSr IN 04 km TOTAL BASE cosTs Civil Wods - TA 0.232 m Equipment/Goods 1.000 m TOTAL 1.232 m MONITONG * Planoig Seco of MOE to upervite and monitor design and j EVAUAIQH: imple_nato * Natidonal, Govrnoa and Distri:t level petsonnel to monitor data collection and proessing * Plaming Sector to evduate short and long-term policy for expanson and refinement *Provision of accurate data on all aspeocts of the educational system Quatve improvement in policy detminstion, decision makng and day-to day manage_mt in the education sector * inadequate maintenance of ite system *Lck of polcy andlor tesOure to extend the system to the school level 5All A peonne involved in managing the system to be continually trained in new procedus and * Bqum and other rs to be contnually maitaed and upgaded as required *Acto plans to expnd the system to the school level in a phased progrm of development dend and imphemnted - 49 - JSQB-RCr SUMMRY NO, 4.2 g :fANO ARFW School Mnagement SUN-PROJECT mTLE: Magement Manual for Schoob November 1994 to December 1996 R&MNA U: °Beu of rapid expansion of the number of schools in the past decade, many schools do not bave adequ y trained hamaser * At preset there awe no orientation courses for headmasten prior to tieir appointmnt * Pl ovi4o for on.tb-job btainig of headmasters is prstly inadeqae QBlECBES: * Development of a training mnual for headmasters and deputies of all prepatory ad scondary schools suitabl also for use by superiors t Qualittive imprvemnt in the organiional and pedagogical management shdls of hool leadem and sueviso Q llT: lImproved managment capability of headwasters, deputies and other school leaders * Iprovemet in teaching and learning in all preparatory and secondary schools resulting from more effective leadership at school level ORGANIZATIONAL * Subproect Director: To be cenfirmed before negotiations A RANG AN * Change Area Policy Board Chaiperson: Dr. Ahmed Alvi, Deputy Minister, School Education, MOE * Host Istiton: ERDC cm INU-t m TOTAL BASE COSTS -vil Work TA 0.181 m quipment/Goods O.OOS m TOTAL 0.186 m MONITORING * Author Team to monitor development of manual & EhU Q * Govemorate supervisor to monitor use in schools * lIsenrice Institute to develop a system of long-term evaluation and renwal BENEFITS: * Upgrading of managemnut sds in the schools * Resources for the proapp ent trainig of headmster and deputies * Improved school supervison * MOE inability to identify, select and trin all headmasters quied for prpatory and secodary schools * adeate povision for revisiou and reprinting S rA]NA lUXrY.- * MOE support for upgrding and reprinting the ma1 an needed * MOE comtment to supvise the effective use of the manual -50 - 9S-ROJET SMMARY No. 4.3 CIA A: Seo Maupe SUEB-PROJEC TITLE Tminin CM"gs for iiesdm" 1RczAME June 1996 to Deceme 2000 R&339NMZ: * Tnh rapid expsson of gm number of schools over the past deade has not been mated by th appi 'ntaimtof adeqat numbers of tained headmaster * Thels no syste of PTptraining for h asts * 1adequat capacity of the traning sector of MOE to provide on-dejob trainig to b_s 0EIIVE[SYf: * To rge t leadership and oter mageial skils of headmast of coday schools e To establis a suble system of staff development for headmast and depies of preparatory and seondry schools * To improve the qualit of hg and laning in secondary schools by improving the quality of school mnem QUZrQMU: * mroved admniton i most secondary scools * Impoved school climat and enhancemnt of taching and lning in secndary ools ORGANZTIONAL * Subprqject Directnr To be confirued before negodations *6Change Area Poliy Board Chpersn: Dr. Ahmed Alvi, Deputy Ministr, School Education, MOE * Host nsitution Training Sector of MOE ZQ=S RCUSI Ha TOTAL BASE COSTS civi Wodss - TA 0.130 m Eqipmen/oods 0.060 m TOTAL 0.190 m MONTORING * Trining Sector of MOE to moitor the design and implementaton of the jhI~A JQ~: triig coluses * Goveruorat mviora to monitor effctiveness of administton at the school level * Trainiag sectw to design and implement an evaluaton study of the impact of taining coutse aon the qual of swhool administato * Improved efficiency of ecoday school admuitron * A su ble ysom establihed for onthoejob tran of headmases * That MOE will be unable to ex the system of traiing to badmasten of prepaatory smbools * That not all newly edablishod secnday schools will have quaified h1admat who could beaefit from taing comses * MOE commimo needed to extend tring to all newly appointed hedmte in pratory and oo scools * System rquired to idetfy potentia headmas nd to provide Pi n-ing. al8-Q.IECT Mani= S1 CS:A ARE ecag ourcz SUB-PROJECT TLl: S _ Education Media Poduction Cent (EMPC) & Prviding Scic Kits to School :BV.-ERAMR. October 1994 to Septembe 1999 RUflQ~IhLl: ° Limted number of scienced bts in schools in relaio to demand * jusufficent productio capact of EMPC to mee demand * Contwt and qulitq of science kits need improvement * Need for faibility stdy of sciedco kits for schoob * Science Manual made of locally available science materias needed OBIECflYlVE * Produce an evaluated pla for the introduction of new type scence kits into pptory & secondary scools Commence development of Yemenii teachers in the production & use of of bet science kit ° Stengt prodution capacity of EMPC Poduce & disibute a maual on role of materals in science teaching MOE in a bet posidon to make decisions on the effectiveness and efficiy of introducing scien kits into rades 9-12 * Raise quality of science edtucation * Pro p to expand and mag the implemetaton of practical science a Develop tachers and MOE staff for imnovative science teaching ORGANIZATIONAL * Subpeoject Director. To be onfirmd before negotations NGEPdlum: 0 OCa Area Policy Board: Dr. Daoud Hedabi, Faculty of Education, Sanaa Univesty a Host Instiution To be selected -C0 NI: Dan TOTAL JAM Cor civil Wodrs TA 0.128 m EquipmetGoods 0.409 m TOTAL 0.631 m MONITORING a Moitorig through sool visits to amsse pogress with the target & fLQ N: items * Evaluat of stdet peformc before and after subpoct a Monioriug on a contiuing basis- evauation afte 1, 2, & 3 yeas of operation 1 Establishnt of a wormble model for practical sciec education in Yemen Enhace standards of sciee ducatio n i selected schools a Science lits produced may not be ued effactivy in schools Susinabity not be a major problem as the, pilot proect is of smai scale and teaher training has been inopoated into subptoject -52 - OlECr SUMMARY NO.QJ Cwf = rZ e mig Rsur:em SUB-PROJECr IWIK: Pilot for Introduction of Computers Into Gudes 11-12 of Schools TRE-RAME: Ocob 1994 to Moy 109 RATIONA:S * Limited placement of computers schools has relied on local initiatives * No overall plan in plae * Need for feasiility study of computer itroduction into schools MBIEC=IVIN: * Produce an valud plan for the introduction of computers into seconday schools *Commence trinig of Yemeni teachers u the use of computes in education, and thus create a core of trainers for the force as a whole OI1Z~.QT1i: * MOE in a bette position to make decisions on the effectiveness and efficiency of intoducng compute into seonday level education * Riise quality of education, particularly in sience, mhematics and Englih lagag * Prototype for expansion and magement of implementation of computer education ORGANIZATIONAL * Subproect Dietor To be confinned before negotations AR ROGNO - * Change Amea Policy Board Chaixron: Dr. Daoud Hedabi, Faculty of Education, Sana'a Universty * Host nsitWio To be selected CM= IN US km TOTAL BIASE COMr civil Works TA 0.174 m EquipmmntlGoods 0.398 m TOTAL o.S72 m MONXTORING * Monitoing through sool visits to asess progress with the trget itfVltflQON: items * Evaluatiom of studt peforma before and after computer assisted learning * Monitoing on a condming bais; evaluation after 1, 2, & 3 years of operation * Establishment of a workble model for computer education in Yemen * Raise standaids of sc e, mamaics and English language education in selected schools BJ~: e C 08omputs purased might not be used effectively in the schools * Sustoainabiity not be a major problem as the pilot project is of small scale and te tan has been incrpot in the suiproject - 53 - SUB-PROJR SUMMARY $ QANGE AREA . aig eor SUPROJECT TILE: Improving Use of Tl/VCR for Teag : October 1994 to July 2000 RATIONALE: * TV progams at pret produced maly for extension educatioz * Not used ina schools as thbe ate no VCRs * Productio capacity of EMPC insufficient * Cott and quality of TV progrm need improvement * Need for fesbility study of TV/VCR use in schoob * Neod for taiing TV production tm OBlECrIVES: * Produce an evaluated plan for thd itroduction of TVIVCR aided teacling into prepartory & seconday schools * Commence development of Yemeni teacbers in the production & use of of TV/VCR teaching of science, maths, & languag * S _trghe TV production quality & capacity of EMPC a Produce & distibuto high quality VTPs to schools OITCOQ : * An educational TV production team tained to produce high quality VTPs in scienoo, malhs & language teaching a Enhanced quality of education in science, mth & languages * Prtotype to epand and manage the implementation of TV assisted teaching * Teachess tained in the use of VTPs as a teaching resource ORGANIZATIONAL * Subproject Diuector To be confirmed before negotiations * Change Area Policy3 Board Chaipeson: Dr. Daoud Hedabi, Faculty of Education, Sanas'a University * Host Isttion: To be selected OSIN US; Q DM TQTAL BASE COSI Civil Wodrs - TA 0.302 m Equipment/Goods 0.806 m TOTAL 1.108 m MONITORING a Moitong drough school visits to asse progr with the target ALUAlION: items * Evaluation of studeat performance befr and after subproject * MonitoriDng on a cotiuung basis; evaluaton after 1, 2, & 3 yeua of opeatio * Assment of extt of use of TV as an aid for tehig in schools & number TVPs produced * Establishmet of a worcable model of TVP suppored education in Yeanen * Enhad standard of ducation in 25 selected schools * Determne efficiency of public TV educatona progms * TVPs produced might not be used effedively in the schools a sustiabii not be a mgdor problem as the pilot proect is of small cale and teacher trining has been inorporat into the supret - 54 - SUB~-P1ROlEC SUBIARY S.4 C:pANGE AREA. Learning Resoures SUB-PROJECT TI l:E Pilot Subproject to IMprove School Ublrares 1DWK-FRAM: October 1994 to August 1999 RATIONA-LE: * Only 6% seconday & 0.4% prepaatory schools have libraries * Number and quality of books need unprovement * Need for feasibility study of library use in schools * Need to train libraias OB 1ECT * Produce an evaluated plan for tie introduction of libaries into prepaaory & seconday schools * Commence development of Yeznni teachers in use of libraries as a teaching resource for science, madhs and languages * Improve students aelf-earning by establishing 40 school libraries * Train 100 librris and 20 supisor & ehanced ahers perfomance QOUCQMES: * 40 school libaries provided with 1000 books and furnitue * Raise quality of education in science, maths and languages * Prtotype to expand and manage the implementation of libay asted teachig * 10 model school libraries provided with additional books & photocopiers ORGANIZATIONAL * Subproect Director: To be cofirmed before negotions ARRANGEM E: * Cbage Area Policy Board Charperson Dr. Daoud Hedabi, Faculty of Education, Sanal' Univerity * Host itutow: To be slected COSTS IN US S.Ihn TOTAL BASE COSTS civil Works TA 0.050 m Equipment/Goods 0.390 m TOTAL 0.440 m MONITOIUNG * Monuitorng through shool visits to assess progress with the target tALU I: items * Evaluation of student peforance before and after subproject * Monitoring on a conting basis; evaluation after 1, 2, & 3 years of opeion *Assessment of exent of use of libraries in schools & number bools used BENEFITS: * Establshment of a worable model of libnuy supported educaton in Yemen * Raise stndards of education in 40 selected schools * Deem efficiency of lbrary proviion and plan for extension of service * Librares might not be used effectively in the schools *Sustainability not be a major prbtem as the pilot project is of small scale & libarianlteachr aming has bee ino a into the wsubproject lSe I 0 1 ;| j gl .ll .I. . 1 J5t * - **§§ **. >" , *~~~~~~ i t i4f0i$XEl,i't,xii,t[ R | t X .x 0 gt24|} t ii d000 |~~ ~ | } |g l ttX W | } E t ~~~~i3 111 -56 - S : ~~~~Evaluation SU3l-PROJECT mJE: Improving Sudt Evaluation at the School Level TOWIFAMIO Apt 1994 to WUy 1997 R Teachers in schools bave Uteo ptso il stdent evluation * Abse of an integrated approach to studet evalustion at school level 4 Snficat varition between schools and regions i school basedt * No syslem of andysis of dsts to provide feedback * No ystem of moderation betwoee schools OBlECCIVFS : * To prepae a mn for student assessmt for use by supervisors, headmters and teacbr * To develop a core group of resource persons in this area b To esabis a systm of annual national objective tosts in clas 9 and 12 to ase proge in quality, provide contunuous feedback to schools and iunouce a system of modesatin betwe schools * A student m nual * A pool of 120 resource persons troduction of aual objectve tests - comprehensive acdievement tosts CAT I and H in classes 9 and 12 - to prvide both infonnation on annual progress and a basis for moderaion betwe schol ORGANIZTIONAL ° Subproject Director: To be confirmed before negotiations N 0Chane Area Policy Board C narpero: Mr. Fateh Gamal, Deputy Minise, MOE Haost Insfta To be selected am IJN . Jln TOTALDAM COM civil Work TA 0.099 m Equipuient/Goods 0.133 m TOTAL 0.232 m MONflORJNG *The PDMA w:l mitor implmentatin of saient activites and outcomes. e.g. quality and utiaion of the student asessment anual, number of tachers trited in the area and the rliabflity of the CAT I and H tests over time *C Gadual rduction in the differnes between schools 0 A igh pecentage of tacher developing in this area * Lak of spport fiom CDD *Lack ofpolicy supp to CAT I & tes C Expertise will be cquired by loc experWscountrpr - Hence stainability J,9/ Time-frame reflects subproject pro-effectiveness preparation til in addition to actual start date - 57 - SU3-PROJECT SUMMARY NO. 6.3 CRAM AREA: Evaluation SUB-PROJECT Development of Question/Item Bank llMEURAMX3:: Jun. 1995 to November 2000 RATIONLE: * Shift in the as sytem from the testiag of rote learning to the testing of higher level abities is impertive for quality improvement * A systematic test development is essential for imnproving reliability, validity and comparability of stident as _ * A scientifically established question/item bank will facilitate quality improvement of std assessment as well as instruction ORMCTIMS: * To develop question/item bank at the national level, maling available to governorates and schools a pottion of the banked items OUT(:OMI S * A core group of 120 resource persona with expertise in questionlitem writing, editing, reviewing and banking * Test specifications for all subjects of grades 7 - 12 * Orientation of teachers and students to the new scheme through sampie question/item booklets * About 700 question/items per subject banked during the first two cycles of the bankdng opeation ORGANIZATIONAL * Subprqoect Director. To be confirmed before negotiations ARROMM=:* Chang Anea Poliey Board Chairperson: Mr. Fateh Gamal, Deputy Minister, MOE * Host Tnstitutiom To be selected cm INDYs km TOTAL BASE COSTS civil Woii s TA 0. 174 m EquipmentGoods 0.313 m TOTAL 0.487 m MONITORING *The PDMA will montor implementation of salient activities and outcomes, A& VfLQTj: e.g. number of questions and items written, number accepted after editing and mview, percentag of questions and items at levels higher than recall and improvement of reiWait and comparability of tests BZEBEFIT: t Tests and examiations of better quality testing higher level abilities *Improvemen in the teaching and learning process * A ptability to tdents and teachers ° Govaenment commitment to policy and fnding M9ffAM&WU=, ; Enhanced professional expertise and infratuct will make the subproject sustanable -58 - R O h2 1ABX 10.7. CHN AREA: Pemalo Access SUB-PROJECT lULl: School Constrcion for tura Girls TV4r1IjVAM KS August 1993 to Januay 1998 RAT10MA1z * Insufficient number of guts' scltools, insufficient classms and cmwded faciliies * Iog distanes frm home to school * Lck of transportan * Female gross eno_me ntios under 25% of that for males * Provide new seconday schools for gids in rural areas * Include dildcar centers i ebh schoo built *Provid r otation to facilit Sirs' paricipation MES:* Increased girs paticiptio i secondary education * Ieased fcii to enhce girs erllmetratios ORGANIZATIONAL * Subprect Diuector. To be cnfirmed before negotdaion ° Change Area Policy Board Qron: Dr. Eimaf Kassim ERDC * Mst Instituton: PIU & MOB COslRi NM s : OAIBASSM Civil Wors 4.000 m TA 0.016 m Equaop nt/Goods 0.600 m TOTAL 4.616 m MONITORNG * Th Program Devopmt and Impo Committe will monitor and & WMUA1ION: evaluate th subproject at each stage BENIM- Improved access to scondaoy l education for nual gils I Unwilgn of pans and girls to parcipat in schooling oprnities Su NAlBIlKllsY: Suat will be onsured by: ° CmM selection Of dtas * An lEMCMedia cmpW to pomoto schooling for girs * E3nS th uvailabilit of fmale teahes at he new schools U/ Tim-fra ,e reflects subproject pre-effect. veness preparation time in addition to actual start date - 59 - MM=lOEC SIRAY NO, 7-2 Cff&WR AM. Femle Acces flThE: HHom-Based Learing Prgm for Rual Girls (Pilot) DeeDbeor 1995 to Deceobr 1998 Lgat number of dpa d commnities in some of the Governorat whor seondy schools for gids are few in nunmber ° A home-based learnig program for rural girls would be acceptable to the cultur noms of a rura cmmuity QBIiEIfl!5: * Provide acces to girs at the prep_aro and seconday eoducaon lovels tlu ou ba learning progrms * Design and offer relevant crwork for nual gids * nuction supplomented by radio, cassettes and other learning tools * Pilot program initiated in two govenorates with about six commities fom each gverorse participating in the pogrm * Manuals for sbts nd taine with specialized courses in environment vetenay and agicultura aa, family health and childcardesigned for rald guls ORGANIZATIONAL * Subproject Directw: To be confimed befre negotiadons * Change Aesm Policy Board hairpson. Dr. Einsaaf Kassim ERDC COSTS IN US S : TD BASE C=Q civi Wors TA 0.030 m Bquit/entlGoods 0.170 m TOTAL 0.200m MONIONG * Ibe PDMA & The Sub-pject Dirctor wil moitor progrss. he Subpoject Dirctor wil pepar quarteldy rports, as well as a mid-tem evaluation of the project and an end-of-prect rport IMUM: *Facilte the testing of an talnattve model for umproving femae aorn to whoolag (ades 7-12) i dipesed co_mmities; if proven efctivo could be replicted nationwide *Permit imprved soia equity and social mobiity of women in rnu are creased Saees for girs in remote ares, to secondary ewl eduaon, who do not amendy have the porty to paricpate in seonday level schooling *Schooling made available to seral commuities at h sme tim 3JXfl: " Soci resiae at h village lvel to tie idea of women being educated beyond basic schooing *Premate dr*p-out fm the progrm due to fily commitments ad sil pressu Sstibility will bo enurd by. ° Aequat governmm fmding for contued project implemeati " Graduates of the prgrm becoming future ties for a follow-on prgram -60- SOBQ=UMbNARN. 7.3 CfAGE AMEA Female Acoes SUB-PROJECT TrILE: Medi" Campaign (IEC'2 Program) for Gids Secondary Educaion M EM M: Decembr 1995 to December 1996 R&'llC: * Media widely used in Yemen, oven in dispersed communities * A media program to promote secondary school taining is a viable method for promoting oontinued education at the secondary levels * Promote parts and community acceptance of girls' secondary education through a pilot informaiou, education and communication program in about six districts where gis enrollment in seconday schooling is low QUTCOMES: Six govemomates wbere girls seconday eucation enrollment is low surveyed for their cultal and other sociological beliefs on girls post-prmary education * Based on rsudts of surveys, an appropriate media campaign to change negaive atitudes toward girs education at higher levels developed ORGANIZATIONAL * Subproject Diwector- To be confirned before negotiations AIRIANUMEMTS: * Change Area Policy Board Chairperson: Dr. Einsaaf Kaim, ERDC co IN us: ha TOTAL BASE COSTS ias wors TA 0.050 m Equipmt(Goods 0.050 m TOTAL 0.100 m MONITORING * Ihe Sub-ect Director would be responsible for ensuring efficient preparation of the ommuty EVALUATION survey rports, te progm srategy report and an end-of-program report to facilitate t of prgam effeetivenes BENTS: * Ibe succe of the media progam would contribute to two other sub-rjects in the Chage Area (School contucto program for runal irls & Home-sed leaming pilot pogram for rmal girs) * Pomote govemet's policy of equal access and equity for girls education * lmpoved labormket access for women * lmpoved standards of living and health for rural Yenui women * Prmote of institutional development at the MOE, Deparent of normtion R:E * Lack of receptvity to the campaign approach at the village lve likely to lead to failure of prgm and ultmaely discourag pes and village leaders from prmng girls' education nd spillover effects of limited receptivity on success of related sub-projects Sustainablity wiU be ensud by: * Prticipa"ve ap to progra implementation from local and central MOE persom el, community rsenatives, parnts and oter Govrnment agency personnel. Participative program implementatio will foer nstional development of MOE, Departmet of Ination =/ Inforsation, Nducatlon and Communication -61- SUBYROJECT SUMM1Y NO, R,l CMA E AUCA: Development of a Community Collego System in Yemen SUPIOJECT A Goveance Famwotk for die Communty College System m=: in Yemen k oR.: November 1993 to Decmber 1995 Quantitative deficiency of apprpately educated and trained middle-level peronn for th modeen sectors of the Yemai economy * Lack of familiarity among govenmnt planners and officials with te concept of co_nm ty colleges b Need for a govenace struchue to ensure ordetly and susable grwth of public and pivate community colleges OBIhB[1!ES: * Establish an organizational stucture, bylaws, terms of reference, opeional proeutr and constuea bodies for the govenace of a c,)mmuity college system in Yewen D1zLcQ=ME: * Estabmet of the prposed governnce, strucu and finaliztion of by-laws and term of efeece for its constiuent bodies * Appoinerts made to the constituent bodies and their members oriented and inducted ORG9MA TIONAL u Supoect Direcr To be confirmed before negotiations NGENM EflS:. * Cbange Area Policy Board Chairper: Dr. Majid Gbanem, Deputy Minister, Teacher Trainn CMRE INUS S: tkmOTAL BASE COSTS Civil Works TA 0.219 m Eq-ip n=Goods 0.025 m TOTAL 0.243 m MONITORING 4 A joint team consisting of NCCC Executive JL 1. Dirctorate personnel and long-tem international consdtant to monitor progs in th edabishment and opeili of other constituent bodies JENEl1U: * Development of a govenanc capty for the newly estabhed commuity colleg qstm * Development of national norms and standas for post-secondary insitutios (and assocated prgms) including the community colleges * Govement acceptance of the autonmy of community colleges, participation of the privat secto and the itoducto of student fees might not be realized * Adequate ovment support for additional recurt costs MErUNAlBIL9 Y: * Conintmet from MOE to establish a commuty collge division which wod aow ffectwve Hnk to tho proposed govemac sucture * Commimnt fiom the private soctor to provide effective participatien in aU pwposed govemac bodies -62 - SUB-MI!R0E SMaMAY NO, 8.2 M M A : Development of a Commnity Colloge System in Yemen SUPROJECT The Deeopmet and Establihmen of the Sana'a Community fXTLE: College : November 1993 to May 1998 RAT1LONALE: * The proposed Sana'a Commity College will respond to the growing needs of the Northen Govemoraes for engieerins tec.nicians and middle-level management personnel * Prepae gSaduate as middle-level personnel for employment n tie growing modern sectors of the economy in the Northern Governorates IUTCOQ1EM: * Educaton and kaing programs in technology and business & management, for approximately 2,500 stuents at full operaton OllRDZATION: * A College Board of Governors wo develop the policy framework and overse te managemm t of the college * A college Director, and acdemic and amistrtve management staff to manage the opetion of the college * Program Advisory Commiuees to provide advice on the relevance and quality of academic programs ORGANIZATIONAL * Subproject Direcor To be confirmed before negotiations .hRRANGEAWMEN: * Chag Area Policy Board Chairpen: Dr. Majid Ghanem, Deputy Minister, Teacher Training com JM TOTA BASE COSrS civilWorks 1.820 m TA 2.250 m EquipmentoGoods 2.619 m TOTAL 6.688 m MONITORING e The NCCC Executive Direcorate operting units in jjsJW fLUSQ~: coopertion with the Intermediary will monitor progress in the implementaton of the various sub- projec activities BeNEFw S: * Development of capacity for the design, delivery and evaluation of rdevant programs in engineeing tehnoogy and businew mangement * Ability to provide flexible and reponsive progrms and services to public and private enteprises * Avaability of qualified Yemeni candidates to fill the proposed teacing positions * Inadequate local finding to cover anticipated recumrret Costs, in particular the proposed manenan progra * Lack of capability or wilgnes of MOE bureacracy to cooperate with and effectively use input from the PVa sector SU ITAINABEEITY: * Support from private and public sector employers and their participation in CBGs and PACs * The use of studeat fees to support a community coUege maince and equipment replacement programs - 63 - MPROJECT SUMMAY NO, 8.3 CHANGE AREA: Developmeat of a Community CoUege Systm in Yemean SUB-PROJECT The Development and Establishmt of the Aden Community lTME: CoUege T -EWFR : November 1993 to May 1998 RATIONAU: * The proposed ten Community CoUege will respond to the growing needs of the Souther Govemorates for egeering technicians and middle-level maagement personnel OB11CT1VE: * Prepare graduates as middle-level personnel for employment in the growing modem sectors of the economy in the Souther Govemorates OllTCM ES: * Educaton and taining program in technology and business & maagement, for approximately 2,500 students ORGANI ZAON: * A College Board of Governors to develop the policy frmework and oversee the maagement of the college * A coDege Direcor, and academic and administativo management staff to manage the operation of the college * Program Advory Committees to provide advice on the relevance and quality of academic programs ORGANIZATIONAL * Subproect Director To be confied before negotiations AEBANGRH , 4a* Chn e Ara Policy Board Chairperson Dr. Majid Ghanem, Deputy Minister, Teacher Training COSTS IN Mm TOTAL BASE COSTS civil Wors. 2.791 m TA 2.286 m EquipmentGoods 2.379 m TOTAL 7.4MM m MONITORING * Ihe NCCC Executive Dicorate opeating units in & EVALUATI: cooperatn with i Intmediay will monitor progress m the implementation of the various sSb- prjet activities MEWE: * Delopment of capacity for the design, delivery and evaluation of televant programs in engineering tanloagy and business magemet * Ability to prvie flexille and reosive programs and servces to public and private enrpris :M ° Availabiity of qualified Yememi candidates to fill the poposed teaching positions * Inadequate locd fnding to cover anticipated recurrent costs, in particular the proposed mtenan progmam SESTAINABILITY: * Support from private and public sector employers and their paticipation in CBGs and PACs * TI use of sudent fees to support a com_mnity college maintenance and equipment replacement proa - 64 - SUB-PltOECT SUMMARY NO. 8.4 9ffA AREA: Development of a Commnity College System in Yemen SUPROJECr The Developmet of a Tehnical Teacher Tmaining Program at the TIHE: University of Sanaa Toy,-M&&M: May 1994 to May 1998 R l^ONAIR: 0 Because the Commnity Collego systm is new to Yemen, a program will need to be eablise in order to prepre quwlified teachers for servce in the CcUeges QDhjCITI: * The proposed Technical Teacher Training Program will provide qualified teachers for tie developing Commuity College system in Yeme and to other post-secondary institutions operating in Yemen OUTC O: * BSc. and MSc. pogme providing pedagogic training in Technical Teacher Education with an output of approxismately 30 teachers per year at full operation > During the start-up phase, 1994 and 1995, taining would be provided to university gradats mainly from engnering and businss programs; for normal operations, starting in 1996, training would be provided nany to selected graduates of the Community College system * A Technical Teacer Trining Educaion Department will be established in fte University of Sana's Faculty of Educaion with linkages to the NCCC Executive Directoraze ORGANIZATIONAL * Subptojct Director To be confirmed before negotiations * Chage Ara Policy Board Chairperson: Dr. Majid Ghanem, Deputy Minister, Teacher Training * Host siuion Faculty of Education (FOE), Sana'a University CM IN US S: It TOTAL BASE COSrS Civil Works TA 0.192 m Equipment/Goods 0.235 m TOTAL 0.427 in MONITORING * Th NCCC Exncutive Directorate will monitor development of kN thAL6fQN: te program during fte figst pbase, 1994-1995 3 For normal option, darting in 1996, the NCCC Exeoutive Directorate will monitor the extent to which teacher eoducatin reqrements are being fulfilled MF1 TSh * Development of a traiing capacity to provide an ongoing supply of qualified teachers for Community Coleges and other post-seodary two-year institutions operating in Yemen 1:M * The number of applicants for the progrm is expected to exceed both the capacity to trnin and the demand for teachersm Limits will be placed on admission to the program to ensure thst the integrity of the program is maintained MWAJNABIUIwY Sust3inability wil be depndant on the demand for teachers, which in tn will depend on demand for middle-level manpower in the emergig modern sectors of the Yemeni economy -65 - ANNEX 3 SANPLE IMLEMENTATION SCHEDULES" Sample Implementatfon Schedules (page 96) include 1. Implementation Summary of sub-projects 2. Sub-projects in Change Area # 3: Curriculum Development 3. Headmasters' Training Courses in Change Area # 4: School Management 4. Improving fimale access to secondary education 5. Sub-projects in the Community College Component: (1) Governance Framework for Community Colleges (2) The Sana'a Community College (3) Technical Teacher Training Program w/ Por Inwplmntation sumary of sub-projects, schedules for PDMA and all stb-projecto refer Implmentation Volume I. -66- ANNEX 4 IEPLEMUENTATION VOLUMES" Tablt of Cmones MUMMA= VOLUME 1 I. INTRODUCTION P icdpatory hmplenentatlon Sub-project Implementaton Commitees Planned Change Newleter Joint Meetings of Interdependen Sub-project Professionals involvement at different levels EL THE INTERMEDIARY AGENCY Action Pln for PDMA (rrainng Staft) OpeatonAl Manal for the PDMA mII ACTION PLANS Key Events Sub-project Action Plans Critical Path Overall Project Citical Path Sub-projects"' Critical Path IV. SU ON PLAN AND MONITORING INDICATORS Overall Project Monhoring Indicators Sub-project Monioring Indicators V. MID-TERM[ EVALUATION Methodology and Teram of Reference VI. IPACT INDICATORS OF THE PLANNED CHANGE PROGRAM VIL COST TABLES Project Cost Tables Sub-project Cost Tables i/ The Xmplgmentation Volumes are available as reference material with the MM Information Conter. In additLon, a copy of each volume is on file in 1432PH. -67 - VII CURRICULA FOR COMMUNITY COLLEGES1 DX EQUIPMENT LlSTS x: AGREED TNDER DOCUMENTS For Civil Works For Equipmn Procurement XL REVIEW OF TECCAL ASSISTANCE PROCUREMEN Shorisdtng of Twinning Centers"? Vtion to bid (sample twinnmg agreements) XFl. AIDE MEMOUIES: Identficaton Mission (July'92) Preparaton Mission I (Nov'93) Preparaton Mission II (May'93) Preapprais (July93) Appraisal (Oct'93) IAE1rTN VO flA SECONDARY EDUCATION COMPONENT 1. PHYSICAL FACIITIES, EQUIPMENT AND MAINTENANCE 1.1 Physical Facilities 1.2 Pwoision of Equipmen 2. TEACHER PERIFORMANCE 2.1 Development of Traning Modules 2.2 Summer Shools for Teachers 2.3 Schoolbased Inservice Education ,U/ Under preparation with PIRD funds. Local teams have been appointed to identify needs. Lists will be ready by January 15, 1994. ,&/ Under preparation with PHRD funds. Local teams have been appointed to identify needs. Lists w$il be ready by January 30, 1994. fl/ Study Tours are under way. for detailed TORs, refer TA package, fmplementatlon Volume No. III, Annex SS. Twinning institutions were identified before negotiations. Persons on study tours have provided a list of potential institutions for twinning arrangements. -68 - 3. CURRICULUM DEVELOPIENT 3.1 Srengthening Insutiional Capacity 3.2 Development of Curricula including Textbooks and Teacher Guides for Science, Mathematics and Environmental Science Subjects 3.3 Development of Curricula, Textbooks and Teacher Guides in I;lamic Studies, Languages, Social Studies and Other Practical Subjects 4. SCHOOL MANAGEMENT 4.1 Management Information System for Ministry of Education 4.2 Maagement Manual for Schools 4.3 Training Course for Headmasters S. LEARNING RESOURCES 5.1 Strengthening Education Media Production Center (EMPC) & Providing Science Kits to Schools 5.2 Pilot for Introduction of Computers into Grades 11-12 of Schools 5.3 Improving use of TVNVCR for Teaching 5.4 Pilot Sub-project to Improve School Libraries 6. EVALUATION 6.1 Strengthening Institution Capacity for Evaluation 6.2 Improving Student Evaluation at the School Level 6.3 Development of Question/Item Bank 7. MPROVING FEMALE ACCESS TO SECONDARY EDUCATION 7.1 School Construction for Rural Girls 7.2 Home-based Learning Program for Rural Girls (Pilot) 7.3 Media Campaign (Information, Education & Commuication - IEC Program) for Girls Secondary Education COfiS COLME CMNENT DEVELOPMENT OF A COMMUNiTY COLLEGE SYSTEM IN YEMEN 1. A Governamce Framework for the Community College System in Yemen 2. Th. Developmet and Establ ient of the Sanaa Community College 3. Ihe Development and Establishment of the Aden Community College 4. The Development of a Technical Teacher Training Program at the University of Sana'a - 69 - IATIQummIN VOLUME M L. INTRODUCTION Identified Issues Access & Equity Quality of Education Manower Training Government Objectives and Strategy H. TH1E PROJECT Project Objectives Scope Ile Intermediary Concept Ill. TECHNICAL ASSISTANCE DESIGN Description Packages IV. TEdICAL ASSISTANCE STRATEGY Identification of Twinning Centers V. GENERAL ARRANGEMNEMN FOR ALL SPECIALISTS Introduction Common Responsibilities of all Specialists during appointment Self-reporting for Project Monitoring and Recommendations for future action Terms of Reference Annexes 1. Technical Assistance Summary 2. Terms of Reference (TORs) for: Technical Assistance Packages A, B, C, D, E, & F Attahment - Study Tours -70 - ANNEX 5 SCHOOL-BASED SUB-PROJECIS A. Daft Announcemen 1. What is A School-Based ub-project? A school-based Subproject is a school-initiated activity with carefully defined objectives, strategies and outcomes, which aims to improve a specific aspect of teaching and learning In a school. It is time-bound and involves setting target dates for achieving its objectives and for the achievement of intermediate steps. 2. Sch&oo-Based Subprojects Under the Edqcation Sect_r kvestment Project for the Republic of Yemen Under the proposed project, the Government of Yemen plans to upgrade the quality of secondary education (defined for this purpose as education in Grades 7 to 12) across seven areas: (i) physical resources, (ii) curriculum, (iii) teacher performance, Civ) school management, (v) female access, (vi) taching resources, and (vii) student evaluation. lhese reforms will be at the national level. At the same time, however, the Government wishes to ensure that schools participate with reforms of their own, which would take maximum advantage of changes at the national level. Schools which indicate willingness to participate are invited to design and implement one or more school-based subprojects, supported on a competitive basis with modest finds and materials. 3. The-Aims of School-Based SubMoects The aims of school-based subprojects would be to improve the quality of teaching and learning through such development approaches as: (i) taking maxihmm advantage of the physical resources available in a school; (ii) ensuring that the curiculum is implemented effectively and efficiently; (iii) fostering imnproved teaching methods and standards of teaching performance; (iv) encouraging improvements in all aspects of school management; (v) supporting improved access to education by girls; (vi) upgrading the availability and effectiveness of learning resources; and (vii) promoting the development and effective use of up-to-date methods of assessing student progress and the outcomes of learning. 4. Ptocu The Project Development and Monitoring Agency under the Project Development and Monitoring Higher Council will establish a Pedagogic Fund to finance the school-based subprojects. Proposals are invited for financial support, equipment, materials and/or technical assistance for specific school initiadves. Proposals may be submitted in January and June of each year. Each proposal should prvide information under the following headings: .Objectives .Scope .Action plan with target dates .Timefame .Personnel involved .Resources required .Expected outcomes - 71 - .How the subproject will be evaluated .Budget Schools will compete for allocations provided through the Pedagogic Fund to the extent that financial resources are available. The process is to be repeated over the years until the funds are depleted. Efforts will be made, however, to replenish the Pedagogic Fund from local community sources. It is anticipated that 14- 15 subprojects per year may be approved, with average budget allocations equivalent to US$10,000 each, but with amounts varying according to need. 5. Criteria for Selection of Projects While additional specific criteria are likely to be established by the Project Development and Monitoring Agency, the following will be taken into consideration: (i) the relevance of the subproject to the needs of the school and to education in Yemen and the planned educational changes at the national level; (ii) the practicability of the subproject in terms of its scope, timefrane and resources required; (iii) the willingness and capacity of the school to help other schools initiate similar reforms; and (iv) the sustnability of the outcomes, that is, the extet to which they are likely to have a lasting impact on the quality of teaching and learning in the school. 6. Tyes of Emiects The projects will be limited in type only by the needs and creative initiative of the schools. Typical projects which could be developed include the following: (The list is n=1 provided as an exemplar but simply to indicate the tpes of activities which headmasters consider to be appropriate for Yemen.) Physical Facilties Development of physical resources through community, teacher, and stent participation. Sience Education Development of Science Resources Centers; Development of centers for a school cluster; Development and use of demonstrations with locally available materials for the teaching of science. Management Organization of summer schools in management; Improved student assessment and learning resource development; Community development projects. Curriculum Development of centers for creative learning for teachers; schools Improvement of teaching and learning through socially and locally relevant projects. Teacher Performance Teacher performance appraisal and development using self/peer/video feedback systems for a school cluster; Teacher centers for a cluster of schools. Student EvaluatIon Development of question/item banks for a school cluster. Larning Reources Development of teaching aids in a school cluster from locally available materials; Innovative uses of libraries for improving learning. - 72 - Fanal Educton Improved counseling for basic education of female students by teachers and students of secondary schools; Community development, including health care, e.g., sanitation projects; Development of "Earning and Learning" projects. 7. Since school-based educational subprojects are part of the Planned Change Program designed to improvo the overal quality of education in Yemen, they should: (i) directly improve the quality of teaching and learing in the school concerned; (ii) serve as exemplars for other schools to improve the quality of their teahg and leaming; Oii) direcdy reflect at the school level planned educational changes occurring at the national level; and (v) provide feedback to the national level on the appropriateness and effectivenes of the Planned Change Program. 8. Monit&g and Follow<-R Successful applicants are required to: (i) be subject to supervision by an appropriately designated authority during development of the project; (ii) prepare a short descriptive report of the project stessing its scope and impact in a form suitable for publication and distribution to other schools; and (iiU) give direct assbmem to nearby schools interested in and willing to initiate similar reforms. B. Qrannnl&rangMU=n=a A working party appoined by the Project Development and Monitoring Agency wi receive, raise, and approve submissions. The working party may require proposals to be amended and elaborated to meet criteria for acceptance. The Project Development and Monitoring Agency will also monitor the development of subprojects and receive and approve final reports from all participating schools. Monitoring will be undertaken tbrough receipt of progress repots from the headmasters of the participating schools, and continued funding wil be conditional on demonstration of satisfactory progress. C. Qline of an EUmplar sDal The fllowing example is provided to assist applicants in formulating proposals. nl:. Name: Postal address: Contact telephone: TS of PrQj: Mastery learning based on library assignments for school Grades 7-8. QW&: The objectives of the subproject are to: (i) foster self-initiative in student learning; Oi) develop skill in retrieving, analyzing and synthesizing information; (ii) improve reading and writing sklls; and (iv) develop the ability to prepare innovative reports. -73 - A program of mastery learning based on library assignments covering the work of one term in one subject of the school curriculum for each student of Grades 7 and 8 will be designed and implemented. Each student will select the subject of his or her preference following carefully prescribed guidelines. Ihis procedure will replace conventional classroom teaching in the area chosen. Students will demonstrate achievement by completng mastery tests. These tests will be designed and developed by school staff with the help of a local expert. Akdon Plan with Target Dates Sta ResgfnsilJ 1. Preparation of list of Feb 95 Headmaster key staff book and non-book resources for library 2. Design of library April 95 Deputy and subject teachers assignmnents 3. Development of mastery May 95 Staff subject specialist and local trits expert* 4. Program Implementation June 95 All Staff 5. Progress reports Feb 95 All Staff May 95 Dec 95 June 96 6. Final Report Dec 96 Headmaster * Local expert to be employed as needed for a total of 2 person-monts Iimfr: Two-years Jan 95 - Dec 96 (Note: If the project is successfid and its objectives achieved, it will be extended to other school grades and to other areas of the curriculum after December 1996.) Personnel Involved Desisnado Name(sl Qualifications Headmaster Deput headmaster Senior teachers Local ert Resorce Regllested * Books for the libray in all areas of the curniculum for Grades 7 and 8; * Nonprint learning resources for the library; * Clerical resources especially photocopier, duplicator, and typewriter; * Technical assistance in the form of 2 man-months; -74 - Exoectd Quae. As a result of this program, it is expected that stents will become more Independent and creative In their approach to leaning and will be less teacher-dependent; the library resources of the scbool will be strengened; and the lbrary will be used more effectively. How thebm will be ialuate. lhe following information will be obtained and reported: Qi) percentage increase in number of students using the library; (ii) percentage increase in time spent in the libray by studet within and outside the program; (iii) achievement level of students in the areas of work covered by the program; and (iv) attitude of students toward self-directed study. Progess reports and a final report will be submitted. _;M Total US$10,000 = YR120,000 US ER Books for Library 5,000 60,000 Non-prin resources for library 3,000 36,000 Photocopiers, duplicaors, 1,000 12,000 typewrs Pee for local expert 00 12.00 10,000 12,000 NamelSignature of Proposal Preparer: Address for Correspondence: -75 - ANNEX 6 COMM NiTY COLLEGE COMPONENT: AN OVERVIEW MECGROI,MN Introductdon 1. This project component would focus on the establishment and development of a national community college system to meet local and regional needs for middle-level manpower. It aims concurrently at meeting the individual needs of young adults (secondary school graduates) for education and traning opportunities in preparation for employment and long-term career development. The overriding goal of the component is to ensure the provision in Yemen of high quality human capital in support of economic and national development. 2. This component is an especially high priority for education sector investment in Yemen due to the cowntry being currently at a critical stage in its economic development program. Employers in the commercial, industrial and social sectors, while striving to expand, update and upgrade their operations are limited by serious shortages of adequately trained middle-level manpower, i.e. computer applications specilists, unit manager and supervisors, technicians, accountants, office managers, and oether such paraprofessional personnel. There is great need therefore to establish a post-secondary occupatioial education and training system to meet the identified needs. 3. Yemen has been lagging its neighboring and other more developed countries in this aspect of education because post-secondary education and training to prepare middle-level manpower was, until recently, virually unknown in the country, or at most addressed only mildly by the Government. At the same dime, enrollments in professional degree programs at the university level, particularly at the Urdversity of Sana'a, have been allowed to expand at an extremely raped pace to accommodate greater numbers of sents, for an extremely limited higher-level job market. The secondary vocational and technical schools are traning individuals to meet the lower level skilled manpower needs, but the gap between this and the higher professional levels continues to widen and go largely unfilled. This proposed project component would therefore assist the Government in establishing a training capability for meeting the identified middle-level manpower needs through the establishment of a national community college system. ksues and Rationale for the ommunit College System 4. Ihere are three major issues in Yemen which combine to justify the establishment of a communty college system: the already mentioned shortage of middle-level manpower, the need for Yemenization of the worforce, and the social demand for post-secondary, occupationally-oriented education and training at less tm the university level. 5. Lak of MiddleLdwg M sn . As business and industry continue to develop and expand in Yemen, the need for middle-level manpower to support the required operations contimues to increase. Employers in both the public and private sector report that they are unable to recruit individuals who are qualified for positions of middle-level responsibility which link professional managers, engineers, and medical specialists to the skilled workers. In order to examine this expressed concemn more closely, IDA, along with seeral untp staff and consultants from the Ministry of Education met on several occasions with represetives of numerous employer groups, hosted by the Chambers of Commerce in Aden, Sana'a, and Taiz, to obtain their views on the need for establishing a community college system and their willingness to - 76 - support it. There T as enthusiastic response in all cases from those in attendance, with pledges of contributions through the provision of equipment, part-time instructional staff, part-time student jobs, student scholarships, etc. (Attachment 1). 6. A limited labor market survey' carried out recently in the major governorate cities of Yemen (an ar-bitary sphl of 278 fis in Aden, Hodeida, Mukallah, Sana'a, and Taiz), plus a subsequent study"' analyzing data obtained iL 't survey and data from a previous (1992) labor force survey by the Central Statistical Office (CSO), - re credence to the employers' verbally reported needs. The Suflan study found that the selected sample of 278 firms, with a total of 81,200 employees, had in 1992 only 3,100 middle-level workers, 3,8% of their total employment (Attachment 2, Table 1). EdwardsO estimates that this proportion natioally appears to be about 3%, although the limited data make this a very rough estimate. The typical manpower distribution in more developed economies is in the order of 10% professional, 30% middle-level or technician, and about 60% skilled and unskilled workers. The estimated distribution in Yemen implies an obvious imbalance of manpower and gives rise to the expectation of a relatively strong demand for the group which is in short supply. A good indication of the demand for middle-level workers in Yemen is reflected by the salaries they earn in comparison with individuals having lower level skills. The middle-level workers, according to the Ministry of Labor (MOL), can earn in the private sector about 3-5 times the salary of those in the lesser trained group (Attachment 2, Table 2). 7. The sampled fthms, with only about 3.5% of the country's total employment, reported more than 3,300 technician-le.el job vacancies which they would fill immediately if properly trained and qualified applicants were available (Atachment 2, Table 3); 228 vacancies were reported for professional level staff. Based on this study sample, even though limited, the severe shortage of middle-level manpower, even at Yemen's level of development, appears quite obvious. A very rough estimate of the middle-level manpower who might be trained via community colleges in Yemen, i.e., estimated current employment plus the unfilled needs (the combined total possibly as high as 67,000) is shown by occupational category in Attachment 2, Table 4. These middle-level positions are extremely important to the continuing development and expansion of the productive and services sectors. Yet, there are few educational institutions in the country which provide the training required to prepare individuals for such employment roles, or to upgrade those already employed. More and different types of training institutions/programs (bigh quality and occupationally relevant) are needed to respond to this increasing demand. 8. Yemeniztion of he Mlk Force. A gradual phasing out of most foreign workers with replacement by Yemenis trained locally is an important goal of the Government. It has been esfimated by various sources that there may be as many as 100,000, or more, expatriates working in Yemen at various occupational levels.21 At the end of 1992, some 12,800 foreign workers were formally registered with the MOL (Attachment 2, Table 5) for working in the private sector, and another 15,000 (mainly teachers) with other ministries, leaving the remainder ;possibly as many as 80,000) filling other public sector positions. Of those registered with the MOL, some 3,000 to 4,000 are estimated to be middle-level workers most of whon>, along with their ultimate successors, could conceivably be replaced with properly trained Yemenis. The cost of 8j Sufian, Towfick, SurVey of Middle-Level Manpower Needa, Sana'a, Yemen, January 1993, Community College Working Group, Ministry of Education. j Edwards, Anthony, Labor Market Study for Community Colleaes, London, June 1993, IDA Commissioned Study. 2&1 Ibid, Footnote 2. U/ Ibid, Footnote 2. - 77 - expatriate workers in Yemen Is very high in many ways, especially considering that they are paid more than indigenous workers and generally contribute less of their time, interests, and eanungs to local community welfare and development. At the same time, they are filling jobs which Yemenis could fill if adequately and appropriately trained. 9. S.gial_ d The provision of education and training opportunities is viewed by many in Yemen as a social benefit for which all young people should be eligible. However, such provision is becoming an increasingly difficult task given the limited learning spaces available and the rapid growth in the umnber of secondary school graduates. For example, some 80,000 secondary school students sat for final year examinations in the summer of 1993. About 50,000 of these persons will score suftficiently high on the exams to be eligible, after completing their two-year military obligation, for admission to the approximately 15,000 first year student seats in the two universities. Ih eill leave up to about 35,000 of the 1993 graduates with aspirations for firther education, but withoutopport,mities for university admission. While all young people do not want, or need, a university education, many (at least halt) could profit from post-secondary occupational education in a community college setting. Special opporunities for high quality training at the post-secondary level in the high demand occupational specializations would help alleviate part of the social pressure for higher level university admission, while providing appropriately trained manpower to help meet the country's productivity and development needs. Mm GoTLentR 10. Based on the needs discussed in the previous paragraphs, the Government proposes to establish a community college (CC) system of two-year education and training programs, culminating in a post-secondary diploma. TIDS is seen as an extremely important contribution, if only a partial solution, to the problems described above. Such institutions would help to address the unmet staffing demands of busine3s and industry, as well as the career development needs of a large segment of secondary school graduates, through the provision of occupationally oriented education and trainLng which is more appropriate to their own needs and to the needs of the respective communities. These institutions would also provide short-term training ranging from a few days to several weeks, or months, to upgrade and/or update persons already employed, as a means of increasing their job productivity and promotional opportnities. Such short-term training would also be used to itroduce new production processes and technical applications, including the use of new computer software, etc. 11. The Government's proposal to move forward with implementation of the community college system is soundly based, and responds to the identified manpower needs as determined from the expressed support from business and industry, information from the previously cited2 manpower needs survey, and the labor market study for community colleges. A summary of the proposed community college system and how it would be managed is described in the following pargraphs. COMMC)ENT DESCRZ=lO 12. This component, in addition to developing a network of three individual community colleges, would give special attention to the estblishment of a governance structure and a technical teacher education program to support the instiudons as indicated in the objectives below. 21/ Ibid, Footnotes 1 and 2. - 78 - c9lman= OQWWU 13. QbJecive 1: To establish and develop a national community college system, including an administrative framework and goverce structure under which national policy and academic standards would be formulated for all two-year post-secndary institutions and through which close likages between the colleges and employers, relevance of curricula, and high quality instruction would be ensured. 14. Qbjectivey. To establish and implement a network of three community colleges, one each at Aden, Sana'a, and Taiz, to meet the identified middle-level manpower needs of business, industry, and the public sector in these cites and their respective govenorates, to meet the employment and career preparation needs of local young adults, and to upgrade the job skills of working adults. 15. Obijgg&&e. To establish in the College of Education at the University of Sana'a a Bachelor's and Master's Degree program in technical teacher education which would prepare highly qualified teachers and other educational personnel for the countr's community colleges, its other two-year post-secondary technical institutions, and the MOE secondary vocational-technical schools. Characteristics of e Proposed Communit Colleges 16. The Community Colleges (CCs), as planned for inclusion in this project component, will be two-year post-secondary institons, devoted to education and traning for direct employment, rather than for university transfer. Their major responsibility will be to prepare individuals mainly from their own regional service areas, through broad-based educational programs, for middle-level employment positions within local business and industry and the governmental agencies. Curricula will be designed to prepare for a cluster of job oppoMnities within a broad discipline area. The program and curricula specializations will vary from one stittion to another, depending on the needs of the local area which the respective college serves. Also, progam specializations will be added and/or deleted in each institution as the regional labor market changes. 17. The community college system will be based on the concept of serving multiple education and truaining needs of a local area, with *built-inW flexibility for responding quickly to rapidly changing manpower needs in the labor market. The underlying policy framework for establishing this proposed community college system is based on a nunber of basic principles, both philosophical and operational, the most significant of which are disussed in the following paragraphs. 18. Edoa Ig2 and T rymen. The central mission of the project community colleges will be to provide post-secondary education and training programs which prepare individuals for employment in te middle-level occupations of industry, commerce, and community services. This mission would be accomplished through the provision of academic programs which prepare individuals for first-ime employment, short-term training programs to upgrade the knowledge and skills of employees in public and private sector enterises, and special manpower programs to retrain workers in restructured and expanding industries. Such an emphasis on education and training for employment requires close and effective linkages with the community and its productive sector employers. 19. Partlcipation of Employers and Community Leaders. Effective and relevant education and training proams, responsive to the demands of the community and its labor market in a fast-changing technological environment, are minimal requirements for sustnable economic development. Provision of such programs is possible only through the active participation of industry, business enterprises, and government employers in the education and training process, i.e., design, delivery, and evaluation of the colleges' instructional and wmmuity services programs. At the program design phase, rerqestves of local employers and other community groups will provide valuable input into program definition and curriculum content through service - 79 - on program advisory committees. Local business managers, engineers, and other practicing professionals would ensure greater community and occupational relevance of the college programs by teaching some of the courses on a part-time basis, or contributing in other tangible ways. Representatives from the productive sector would also provide a valuable service to the colleges by participating in periodic review and evaluation of the academic programs. 20. Supprt For ReonalEonomic Develgmnent. Unlike most universities, the proposed community colleges would be smaller and could therefore be more widely and regionally distributed. In addition, they could start up, and phase out, training programs much more quickly in response to the labor market demands. In many countries, community college systems serve as a rallying point to attract regional investment for economic development, with the promise of providing educated and well-trained personnel for the middle- level occupations which are so important in the development and expansion of modem technological operations. Further, studies have shown that community college graduates are more likely to remain in their home area and seek employment on a regional basis than are university graduates. And finally, community college graduates are also likely to become entrepreneurs, thus creating small-scale enterprises (and jobs) which contribute to the nation's economy. 21. Access and Equity. Community colleges, because of their wider regional distribution and their emphasis on employment-oriented eduction, uffer access to higher education for a segment of the population which might otherwise be "left out" by having little or no opportunity for post-secondary/university studies. The colleges are, by definition, community, regional, or local institutions which, by their unique nature, provide a desirable alternative to the traditional higher education experience, through regional and more diverse geographic opportunities which universities do not normally provide. 22. Autonomy and Accountability. The success of community colleges in achieving their goals of providing relevant education and training to meet the manpower needs of business and industry, and to act as catalysts for regional economic development, will depend on the provision of a governance framework to ensure a reasonable degree of autonomy in the allocation and management of financial, physical, and human resources. Such a framework would, at the same time, be constructed in a way to ensure that quality in education, and efficiency in the allocation and use of resources, are achievable. Also, a higher level of autonomy for institutional management will be based on a clearly established framework of management accountability. 23. Resource Mobilizatign. The development of a community college system in Yemen has to be seen in the context of reform to higher/further education and the need for resource mobilization and cost recovery. It is important, therefore, that careful attention be paid to studying viable alternatives to the current "free higher education"t syndrome and that legal provision be made for the colleges to collect and use at the local level: student fees, tuition, equipment utilization fees, and fees for institutional services. In the case of Yemen, the necessary legal provision for such steps would probably need to be enacted in accordance with Articles 58 ard 68 of the 1992 General Law of Education. 24. Societal Impact: The Role of Graduates. Societal acceptance of the community college concept, and the system as a whole, will be extemely important and will depend on the extent to which its graduates are accepted by the country's employers and professional associations. It will also depend on a positive image being established for the colleges and strong acceptance by prospective students and their parents. An important factor in this case will be the definition of an equitable occupational title, role, and remuneration of these graduates by employers in both the public and the private sectors. - 80 - Community Coll= 25. Success of the community college system will depend in large measure on a strong local and semi- autonomous system of management, operating under the policy guidelines of a national coordinating body, with active involvement of the private and public sector employer groups. While this condition can be met in different ways, a two-tier structure including a National Communitg College Council, or similarly in&ed board, for establishing general policy and operational guidelines, and individual College Boards of Governors for each respective institution, such as described below, is generally considered to be the most successful in other countries and is therefore proposed for the Yemen CC system. 26. National Community Cllee ncl. The National Community College Council (NCCC) would be responsible for setting broad policies and guidelines for the system as a whole. It would establish minimum standards for institution and program quality, including standards, but not content, for program curricula. It would also establish standards for, but not control of, staffing and management of the institutions. 'The Council, as designated representative of the Miistry, would comprise eleven members and would be chaired by a representative of the private sector. Te other members of the Council would be equally divided between the private and public sectors' employing firms and organizations. Private sector members of the NCCC would be nominated by the National Federation of Chambers of Commerce and Industry, with public sector members being nominated by their respective ministries. Formal appointment of the members would be made by the Minister of Education, as the MOE would be given authority for funding the community college system and held accountable for its well-being. Terms of appointment would be for three years on staggered terms to ensure continuity, with the possibility of re-appointment for a maximum of one additional term. The NCCC would have an Executive Directorate to provide operational support to the NCCC in carrying out its mandate. The Directorate would include four small operational units of 2-3 persons each, covering the areas of human resources, finance, curriculum, and the labor market. 27. Co=I B&ards of Gov . 'he individual College Boards of Governors (CBGs), or governing boards, for each institution would be responsible for establishing institutional philosophy, for setting institutional policy, rules, and regulations (consistent with national policy), and for monitoring/overseeing institutonal administration. As a local governing board, it would also be responsible for approving the proposed annual budget for the college and all major expenditures above a specified limit. This Board would be responsible for recruiting and hiring the college director or chief administratr and also for terminating his/her employment if necessary (with due cause), as well as approving the employment of new staff recommended by the director. The CBG, as designated representative of the government, would comprise a maximum of nine members and would be chaired by a representative of the private sector. The other members of the Board would be equally divided between the private and public sectors local employing firms and organizations. Private sector members of the CBG would be nominated by the local Chamber of Commerce with the public sector members being nominad by their respective government departments. Formal appointment would be made by the Minister of Education. Terms of appointment would be for three years, with the possibility of re-appointment for a maximum of one additional term. Planed Growth of the Community College System 28. As the Republic of Yemen embarks on this new form of education, consideration must be given to a basic philosophy of institutional location and size. The nature of the programs to be offered in these ihstiuons requires that they be located close to the job markets which they will serve. One alternative might be to have a few very large institutions, i.e., student enrollment in the order of say 20,000 to 25,000, located in two or tee widely disbursed areas. Ihis policy would almost dictate that Sana'a, Taiz, Hodeida, and Aden would be the locations, as they have the larger populations. -81 - 29. A second, and possibly better, alternative to ensure greater access by Yemen's total student-age population would be to maintain the instittons at a smaller size and arrange for them to be more widely distributed. A ceiling on the enrollment at each institution of around 7,000 to 8,000 students would require a policy of building new instiutions as these enrollment levels are reached. Tecltcal Teacher Education 30. An adequate supply of qualified teachers and administrators is crucial to Yemen's development of an effective community college system. A properly trained cadre of teachers and administrators will be critical for guiding and administering these colleges and programs in their initial formative years. The staffing of technical education programs is a difficult task in all developing countries and attracting and preparing qualified individuals to teach in the new Yemen community college system will require especially innovative and creative strategies. 31. The appropriate solution to the staffing problem requires the development of both short- and longterm strategies for staff development, both of which are proposed in this component. The long-term task would be to develop a new department of Technical Teacher Education within the Faculty of Education at the Undiversity of Sana'a to prepare CG-wu cllege eachers at the BSc and MSc Degree levels. The short- term task would consist of a series of programs to recruit and train, in local short-courses and in out-of- country programs, various combinations of expatriate and local university graduates. 32. In addition to the above activities, a teacher-needs-assessment capability would be developed in the Human Resources Unit of the NCCC Executive Directorate to identify needs for teacher and administrator training efforts and to coordinate the programs organized for this purpose. Such programs would also be both short- and long-term, conducted in Yemen and other locations outside the country. The primary unit for conducting short- and long-term programs would be a proposed new department of Technical Teacher Education in the Faculty of Education at the University of Sana'a. Proiect Imnlementation 33. Implementation of this project component, e.g., NCCC organization and development, legal documentation, curriculum and materials development, coordination of fellowships and consultants, preparation of equipment lists and specifications, etc. would be carried out by the Executive Directorate of the NCCC and the NCCC expatiate consultant, with assistance from the Ministry's Project Implementation Unit (PIU). The PIU would be responsible for preparing all construction drawings for the required building renovations and extensions, for preparation of tendering documents and procedures, and supewrision of the onstruction work. The PW would also handle the actual contracting of technical assistance, in cooperation with the NCCC's Executive Directorate. 34. The Executive Directorate would be responsible for working with the University of Sana'a and its Faciuty of Education in establishing and developing the technical teacher education program. And finally, the NCCC Directorate would be responsible, with outside assistance as necessary, for designing an evaluation plan for the component and for ensuring its implementation. 35. Maintenance Fund. Proper midntenance of buildings and instructional equipment is extremely important to the longterm operation of community college facilities. The project would therefore include the establishment of a building and equipment Maintennce Fund, derived from student fees, to ensure that project buildings and equipment are kept in operable condition at all times. The Maintenance Fund, to be established at a relatively low level the firs year of project implementation, because equipment would be new and fcilities newly renovated, would be fully subscribed the first year with proceeds from the IDA Credit. - 82 - The Government/College conrbution would stat at the beginning of the second year when the Fund's level would be increased. The Fund would continue to increase on an annual basis through year five, at which time it would level off and be maintained at YR 2.5 million in real terms based on 1993 currency vlues, in accordance with the distribution Indicated in Table 1 on the following page. Table 1. Mahimance Budget DIstbutlon Scheme I. Fund lwa US$ Dquf.' MUA Contmt Gov't Co. - Year (Millon YR) ($O0) (SOOO) S Total (YR Mn.) S Total I 0.50 42 42 100 0.00 0 2 0.70 58 44 75 0.12 25 3 0.90 75 38 S0 0.45 S0 4 1.50 125 31 25 1.13 75 5 2.50 208 0 0 2.50 1o0 Fm Year 6.10 S08 15 4.20 TOW1 Ccuated at exch_e rate et 12 YrWUWM 36. The proposed mainteace allocation for the community college is calculated as 12% of salaries (6% for equipment and 6% for buildings); i.e., [YR 1.6m (salaries) X 12 mo. X 12% = YR 2.3 m/yearl. On- going mantnance support (replenishment of the Maitenance Fund) would be provided from student fees which, after the college achieves a steady state enrollment of about 2,500 students, would support the entire mantenance program for buildings and equipment. 37. StudentFe. lhe Government has agreed that community college students would be requited to pay a portion of the system's operational costs. It has been determined that such fees should cover about 40% of the recurrent costs, which is consistent with student fee requirements in most Western European countries and North America. Ihe student fees, calculated on this basis for one institution at full enrollment, would amount to about YR 4,000/year. (This is calculated as: salaries at 19.0 mln.; supplies, utilities, and maintenance at 5 mln. or a total of 24 mln per year for recurrent costs. This figure divided by 2,500 students times 40% equals rougy YR 4,000/year.) This level of student fees would generate a fund of YR 10 milion per year (2,500 sdents X YR 4,000/year). As described previously, the total income received from student fees would be used as follows: 1/4 of Student Fees (YR 2.5 mln): Loans for needy students 3/4 of Student Fees (YR 7.5 mlii): Maintenance (YR 2.5 mln) Supplies and utilides (YR 2.5 mln); Equipment replacement (YR 2.5 mln.). -83 - Attachment 1 Page 1 of 2 PROGRAM SUPPORT PLEDGED BY EMPLOYER GROUPS IN THE CHAMBER OF OMMERCE MEEMN TA1Z: 1. The local employers would conduct a periodic survey of their needs to assist in determining the educational clusters of the community college. 2. Companies would assist in writing curriculum standards and course content for the community college. 3. Companies would provide released time for their employees to assist on CC boards, advisory committees, etc. 4. Government should expand tax deductions to allow companies relief for providing resources to community colleges. 5. Companies are willing to provide scholarships to selected students. 6. Companies may be able to provide limited assistance with the non-salary recurrent costs. 7. Companies would provide internsbips for enabling teachers to keep abreast of technology changes. 8. Companies would provide summer jobs for some students. 9. Companies agreed to assist in evaluating the community college programs to help them keep current. 10. Companies urged that community colleges take advantage of their facilities for student field trips and class demonstrations. SANA'A 1. Employers would be willing to assist in establishing progrm standards, as well as providing institutional management support and advice. 2. Employers could assist in manpower data gathering and analysis. 3. Employers could assist in determining which occupational program clusters are needed in the local community college. 4. Assistance could be provided for instuctional program enhancement by allowing istructors to bring classes to the firns on an occasional basis to observe operations and processes in real" situations. S. Employers would be willing to assist with follow-up studies of graduata to dermine the extent to which their traiing is preparing them fcr the acual job requirements. - 84 - Attachment I Page 2 of 2 6. Employing firms and agencies could assist in the important task of publicizing and explaining the national community college system, as well as giving broad visible support for the local institutions. 7. Employers could help the community college planning process by assisting in identifying the emerging needs for new skills in the expanding operations of business and industry. 8. Companies and public sector agencies would be willing to assist the community colleges by making appropriate persons available to serve on the national policy board and the local institutional boards, as well as the institutional advisory council and the program advisory committees. 9. Companies could provide part-time teachers occasionally where special knowledge and skills for new or unusual processes and/or applications are needed. 10. Companies could assist by providing teacher internships during vacation periods for helping to keep teachers up-t-date. 11. Some firms would be able to assist with the provision of expendable teaching supplies as well as other recurrent costs in some cases. 12. Companies and certain agencies would consider providing assistance in the purchase of special equipment, especially if it is related to the employers' own operations. 13. Firms would be wflling to provide some scholarships on a limited basis if policies could be established to ensure that the donors' investments are protected and those receiving the assistance actually work for the donor firm or repay the funds provided. - 85 - Attachment 2 INDICATIVE EMIP9LQENT AND DEMAND AT THE MIDDLE MANPOW LEVEL Table 2: Employment in the 278 Sampled Firns Total Empoymet by Ciy Employmet by Type of Organbatio _Government Gov't Enerprise tlivate/Mlmd City Total Mld. L Total Mid L. Total Mid. L. Total Md. L. Aden 28,850 1,040 16,950 715 8,300 195 36W0 130 Hodeida 10,500 340 7,325 240 1,300 40 1875 60 Mukalah 4,225 210 1,125 75 2,325 90 775 45 Sana'a 25,900 990 13,475 425 6,075 195 6350 370 Taiz 11,725 s5s 7,700 315 1 ,700 60 2325 130 Totals 81,200 3,085 46,575 1,770 19,700 580 14,925 73S - ~ ~- wpw~ Sauj: Sufian, Towfik, Srvey of Middl-Level Mnower Needs, Sana'a, lanuamy 1993, Comnwity College Woring roup, Minsitzy of Education. Table 3: Typical Monthly Salaries of Highly Skiled Workers and Technicians (OOOs) Categore Typical Salaries (Yemeal Rials) Machine Tool Oprtor 10,000 Skiled Welder (for pipelin, etc.) 8-10,000 Elctroic Repair (e.g., TV set) 8-10,000 Skilled Electrician 8,000 Sl"led Vhicle Repiaman 7,000 Wood LAther Opeat 15,000 SecMeauy (word proessing capabilities) 6-7,000 Computer Progmmer 12,000 Sydems Analyst 20,000+ Bookkeper 6,000 Acco_ ant 15-20,000 Architectuml Dnftman 18-20,000 survor 8-10,000 * Thee ndes compam with 2,500/mo. for an iesrmned facy mchine opra and about 2,000/mo. for a vehicb eniaes Weeb. : dwads, Anthony, La lSt& v for Coiiiiinit Collem, London, Juno 1993, IDA CwumissionO Rudy, p.2 - 86 - Table 4: Job Vacancies in the Private Sector, 1991/92 OCcutional Leel 1_991 2 Professional Levd 83 228 Middle-Level 3,374 3,31 LTotals 3,457 3,539 Sou: Sufian, Towfickl, Survey of MiddleLevel Marmower Needs. Sana'a Januay 1993, Conununity College Working Group, Minish-y of Education Table 5: Types of Middle-Level Manpower who Might be Trained via the Communiuty College System, 1992 (OOOs) Possible Current Employment C| tgories Unfilled Needs in Yemen Technicians 6,000 ,accounts support staff 10,000 Slaff (w_th ward p_ __ I 15,000 Opetto (not word pecssing3 4,500 _ _ _ _ _ _ _ _ _ __ _ _ _ . _ _ _ _ __ _ _. _ _. _ _. 1,50 ikCounter Stf I,SOO_ Tehniod StaLff 1,500 therQua_ifi_ BarnkStaff 3,000 d : , ts 1,000 mechanica l 2,000 civi u4neuWachitatum t,S100 EleebicalAgoobonks Tochniciatk 4,000 __________Engineering Tohian 2,500 RlicaDbgiallTochniciam Im ,S0 Technicians 750 sble Odiars (Not inclu in Edward's repot) _12.,000 Total 67,250 * Thene re vey rough estimates, based on limited date, are Intended to be indicative only. Sourc Edwatds, Anony, Labor Ma*et &udv for CoMMn Colleges. Loon, June 193, IDA Conussiond Stwdy, p21. - 87 - Table 6: Profiles of Foreign Employee (Work Permits Issued by MOL for Private Sector Emloyment 1992) OCCUPATIONS NO. OF EMPLOYESM % OF TONAL EngiJArchitectuiicuuns 3,058 17 Munagers/SupeMsou 429 2 Accountantb 791 5 Meaic! Worker 1.126 7 Professionals 361 3 ucion Wokes 7,185 41 .orer, 4,423 25 cI_ - 17,575 1oo Adjuatmen 4,790 djused Tot 12,785 Som: Edwards, Anthony, Labor Marlket Study for Community Collees. London, June 1993, IDA Commissioned Study, p.19. * Prima*iy thoso who left during the year and on shorttenn contrat. Table 7: lDstribution of Employment In Yemen, 1992 (OOs) sector prfreh& aznmgmt. ClerIcal sals svic agric. Wkr. Prod, Wkr. Total Agic/Pish 1.6 0.4 1.5 4.7 0.1 1330.4 8.0 1348.3 etc. 0.6 0.4 0.2 0.2 0.1 1.6 6.8 10.0 fMAturing 0.6 0.5 2.2 3.8 0.6 0.4 84.3 93.9 tilitis 0.1 0.1 1.8 2.8 0.5 1.1 4.9 10.5 0.1 0.0 0.9 0.7 0.9 8.8 120.6 124.7 1.7 0.4 2.7 149.5 29.7 1.1 14.8 208.1 rns/CmMun 0.6 0.6 3.8 0.6 0.6 6.8 95.3 103.4 't, Comniy, social, 91.2 13.2 66.9 7.5 27.8 0.6 75.4 311.6 PC". svies otal 96.8 16.0 84.5 170.3 60.8 1352.3 415.7 2241.9 IlML Edwards, Anthy, Labor Markt SUd f Commity CoUmes, London, JA 1993, IDA Commisioned Study, p.7. - 88 - ANNEX 7 SUlMMAY OF TllHNICAL ASSISTANCE REQUIRDlS Co _sulan Ditnbution over pwjed pabd (daff nxa0) ChmpAn No. rN-- ftff Md 9416 v 979 2000 clung.Ara _ __ "I IF Io , . - , . w ,-,- Loca 23 29 29 MFoni I- t 2 2 _ __ _ Teader Pafemco T Local 36 167 19 39 49 32 28 ForeiP s8 24 3 3 7 7 3 1 Cw!im Desvq Loatl 21 246 30 30 U8 58 40 Foni . 6 40 4 12 12 12 Mreoo Ma#anagemen Loca 19 66 10 S 3 12 12 12 12 FOSig 3 25 5 12 8 Lomal 23 196 - I1 51 93 37 4 Forign 10 39 - 5 24 5 Evaduto Locad 7 62 2 16 18 11 9 S FoPeig 5 23 1 10 9 3 2. Faus Ace= Loca 4 16 2 4 10 Forcip 2 4 2 2 3& SchdAaw suboed LOWd lot 20 20 20 20 20 Poni ___P 23 107.5 16 70 21.5 Locl 72 12 12 12 12 12 12 PoMPig I 8 4 2 2 CWA)ID TOTAL (Locd: 954 + PFegn:r 272.5) 1226.5 73 266 307.5 303 170 82 25 ~~~~~~~_ - ,- - _ _ _ , = - 89 - TICICAL ASSISTANCE SUMMARY (Contd) Pnowap & Swdy D istrbton over prjeL penod (staff mout) Cb.a4e Ama Tours Abroad -_-_-__,_. - No. TU StffMth '94 i|s | ' w 9| |9 2L . | 1_ - ,_i- - .-.- 1. Sesodwy Eduation Phyal Fa_.iti_e Loa Teac Pfedonamce Local 200 20 5 . . - CwIm Dwdvopmu Load FoIp. 2 60 21 27 12 . - S&oal -ma lt Loca 840 466 . 16 90 90 90 90 90 IPo._ 2 2 2 . - - . L-ung Rsnrca Fotg 32 108 4 80 12 12 Evaluatio Lo4 Porign 17 30 18 12 2. PFale Acce Local 3. Scho-based sb-prjects Poreign l l 4. Cominiy Colleges Pomp 162 1654 137 545 522 405 45 5. Project Monitoing & Med. PO*n 9 20 6 6 4 2 2 GRAND TaOTL (Local + Pomgn) 1040 486+1374 170 69? 652 509 ISO 92 90 +246 l - 90 - ANNEX 5 PmOIECT 1hAN&G AND lE!EONAlION ARRNGMENIS A. Progam Management The Intermnia. The Project Devopme and Monitoring Agen (PDMA) will serve as the Inmeiary for this Sector lnvestment operation and will be established by February 1994. The PDMA, which wMll fumction with a small staff, is comprised of two unis or bodies, one of which has )'een desige as part of the preparation process for this operation. lhe cutrent Ptoject lmlementation Unit will serve as the core of the PDMA and will be responsble for subproject Imple and supervision. Staff of the PDMA will receive training and advice through a Twinnig Arangement with an educational manageme Istin which performs work similar to ta undetaken by the PDMA. ITe twin institution has been idendfied and the relationship will be formalized by Mach 31, 1994. PDMA wil provide centralized directio and coordination for the ntonal and schlool-based subprojects which comprise the Planned Change Program. To fulfill this responsiblity It will, through its various units, perfrm a mwmber of major functions, including: (1) supervision, monioring and evaluation of all subprojects, and appraisal of subprojects proposed during the life of the Education Sector Iavestment Program; (ii) provision of advice and gudance conceing the development and submission of new subproXect proposas (ii) coordination of all Technical Assistane provided under the Program to all subprojects; (iv) mainnce of a database on the progress, financa sas and performance of each subproject, and of the Planned Change Program as a whole, and; (v) provision of a comprehensive progress report on the status of the Planned Change Program, as weU as an ann audited financial anmal, to IDA. 3umctu:re ofthe PDMA Higher Council Project Project Development Executive Secretary Implementation Unit Unit Two principles guide the PDMA's orgizato First, it will maintain a direct worldng reladonship with all Subproject Directors as wel as with the Ministy of Education. To facilie this, two tedhnical uns will be served by a coordintig unit which serves also as the Executive Secretaia to the bntmedis policy making body. Secondly, the PDMA wil fcton with a small stai while utilizing existg educational agencies in Yemen to carry out subtanti monitoring and evaluadon finctions. Ihese lins will help to disseminate knowledge gained from hrmlemeation of the Planmed Change Program throughout the education sector in Yemen. neu Higbr CQounil ITe policy making body for the PDMA and the Planned Change Program will be the Higher Councl, which will be chared, ex-officio, by the Minister of Education. The Higher Council, in additon to settng policy for he Progm as a whole, will be the principal decision making body for approval of proposed subprojects. In the process of subproject appraisal the Higher Council may refer nadequatey prepared subprojects for rmision and resubmission; in hi case I will recommend specific Improvement which should be made before resuI,-on It will consider monitorng and evaluation reports concerning operating subproject, manding apprie actions, and recomndin to IDA cancelation of individul subproje funds where necessary. Ihe Coun will also identify best practices wihin the Plannee Cbange Pogm and instruct dat these be disemiaed to other subprojects andlor included in new subproject proposas. It will be the responsilt of the Council to approve action on the reports mentioned above. -91 - Ihe technical uni of the PDMA are divided according to their functional roles. The Executive Secretary to the Higher Council will serve as the centra coordinating point for the Higher Council, the Project Development Uni (PDU), and the Project Implementaion Unit (PIU). A discussion of the functions and staffing of the PDMA follows. Tno Executive SecMuy wil be the point of contact between the PDMA and other agencies which are involved in or which could contribut to the Planned Change Ptogram, as well as the executive and coordinating body within the nbtermediary. Subproject proposals will be submitted to the Executive Secretary, who will then forward them to the PDU and P}U for appropriate stages of review and appraisal. The Secretar.y will be responsible for coordinaig decisions of the Higher Council witi the PDU, PWU, Change Area Policy Boards, and Subproject Directors and will likewise liaise with Subproject Directors to prepare biamual reports on the status of each Subproject for submission to the Higher Council. The Executive Secretauy will produce and distribute a Planned Change Newsletter in order to provide information about the Program to education professionals throughout Yemen, and wil represent the PDMA at naional, regional and institutional meetidngs. The Secretary will also prepare, or have prepared, annual fa audits of the Program as a whole and submit these to IDA before June 30 of the following fiscal year. It will also oversee develoWment of a database on the Planned Change Program and prepare issue and option papers for discussion by the Higher Council. The Project implementation Unit is a well functioning agency established in the early 1970s. Its curret staffing structure and composition will not be affectd by its incorporation in the Agency. The decision to Include the PIU in the Agency was made on the grounds that its current functions include nearly all of the activities the Agency will have to carry out for effective implementation of subprojects. The Unit Is headed by a Director General and has a complement of about 20 trained staff. The PIU would be solely concerned with subproject implementation. While it will advise the PDU on implementation aspects of subproject proposals, most of its work will concentrate on subprojects under implementadon. The PU will procure all approved equipment, materials and other resources for subprojects, and will maintain accouts of expenditures for each subproject. All cost estimations, budget systems, and financial control systems required by Subproject Directors wiUl be designed by, or in cooperation with, the PIU. The PlU's constuction depart, with about 60 staff, is responsible for preparing and monitoring construcdon programs and budget requests for school-based and Community CoUege subprojects. Prototype designs and equipment layouts for worlshops and laboratories would also be prepared by this Unit Design development, preparation of tender documents, contracting and supervision will also be the responsibility of the PIU. Under the proposed project the PIU would also prepare equipment layouts and arrange for necessary modificatons to exiting facilities. Thi procurement unit of the PIU, staffed by six professionals, would be responsible for aUl procurement under the proposed project. During FY93 it handled approximately US$8 million worth of local and foreign equipment contracts, from the drafting of tender documents to final distribution and settlement of contracal disputes. The unit is equipped with personal computers itegrated In a Local Area Network. The PFlJ wil supervise all subprojects, either in cooperation with the Subproject Director, IMA missions or, at times, as the implementing agency for subprojects whose primary component is the provision of physical facilities. Supervision rets wMI be forwarded to the Higher Council. In cooperation with PDU, the unit wil help to prepare option papers on design and implemention issues relevant to ongoing and future subprojects for consideration by the Higher Council. 1he Pe D A tUnit is responsible for the development and review of all subprojects' otnibution to enhancement of educatonal quality. While it will not have direct implementation responsibilities, it wi need to work closely with the PIU to ensure that subproject invitation, development, appraisa, implementation and monitoring and evaluation are conducted in such a way as to advance the goals of the - 92 - Planned Change Program. The PDU will undertake a preliminary appraisal of all new subproject proposas submitted to the PDMA. In regard to ongoing subprojects, the PDU will establish and operate monitoring and evaluation systems with the dual purposes of identifying broad issues which may be relevant to the content and design of futre subprojects, and contributing to subproject specific monitoring and evaluation reports prepared by the PIU. At times, outside agencies may be identified and contracted by the PDU to undertake research or evaluative reports on subprojects. Ihe PDU will also coordinate Technical Assistance in the various subprojects to ensure efficient utillzation of resources. Further developmenal responsibilities will be placed with the unit. Examples of good or best practices in subproject design and implementation will be identified for inclusion in the Planned Change Newsleter. PDU will also prepare, in cooperaion with the PIU, options papers concerning subproject design and implementation issues for consideration by the Higher Council. Staffing of the PDMA The PDMA would be established with the current staff of the PIU serving as the core unit. Small numbers of additional staff would be needed for the PDU. For the Highier Cuncil, the Minister of Education will serve as ex-officio Chairman and the Vice Minister as Deputy Chairman, while the Ministers of Planning and Development and of Labor, and the St :retary of the High Tender Board, will serve as members. The Executive Secretary of the PDMA will be assisted by a Deputy Executive Secretary. The Polect Develooment Unit will be staffed by four professionals. The Unit will be headed by a Director General and will contain also two Deputy D.G.s and a Research Officer. Two staff would be added to the Project hmplementation Unit in order to fulfill its added supervision functions under the program. The Unit is headed by a Director General and already has a substantial complement of staff. The PDMA will have a common pool of sipport staff including two typists and a computer database specialist. B. Program implementation Poliy Boards The Planned Change Program is made up of several Change Areas which contain a number of subprojects. A Policy Board, to be Chaired by a Deputy Minister or eminent professional with experience in a relevant educational subsector and who is appointed by the Minister of Education, will be established for each Change Area. Membership of Policy Boards will include the Directors of interrelated subprojects or those which contribute directly to the Change Area. The Boards would ensure congruence of subproject activities and outcomes with MOE policy, and would serve as a forum to ensure timely coordination of interrelated subprojects. Wh:Ie the Boards would have no role in subproject management, they would play an important role in eliminating btenecls in implementation through providing a direct avenue for coordination of closely related activities in separate subprojects. Policy Boards would normally meet twice yearly, but would be available to meet when necessary in order to facilitate subproject implementation or address policy issues of concern to the MOE. Sibgrject Directors Subproject Directors would be directly responsible for the imp' neatation of their respective subprojects. Individuals may serve as Directors of mere than one subproject simultaneously in the same Change Area, depending on the size, scope, level of complexity and duration of the respeive subprojects. To ensure effectve implementation, Subproject Directors would: (a) execute action plans as approved by the Higher Council; (b) manage resources allocated to the subproject; (c) direct the activities of subproject working groups and review their products; (d) monitor outcomes to ensure consistency with subproject objectives; (e) prepare amd deliver progress reports on subproject activities, outcomes and finances to the PDMA; and (t) liaise with the PIU on all procurement and financial matters. Emert Advisory mau composed of four eminent professionals in a field relevant to each Change Area would be established to provide advice to Subproject Directors on substantive issues relevant to their work. Ihese groups would have no formal role in subproject management but would be available to Subproject Directors to assist in review of subproject outcomes and to advise on appropriate work processes and strategies. - 93 - Prqeaaon, Appraisal and Approval of Subprojeds Mme A ,hal Pr9sa A particular subproject would start with the identification and agreement of a need wbffin the Planned Change program. A draft proposal would be prepared by an origing endty, and could be further refined by a Change Area Policy Board or Subproject Diructor on request. The subproject proposa would then be submitted to the PDU for appraisal and consideration by the Higher Council. Following PDU's appraisal, ik woud forward its recommendations and the proposal (through the Execudve Secary) to the Higher Council, which may approve, reject or refer proposals for revision and resubmission. Assistn will be provided by the PDU to potential beneficiaries who require help in developing or revising proposals. Approved subproject ill be forwarded to the Subproject Director for execution if approved. Since the Higher Council Is the sole body which can authorize implementation of subprojects, proposals must be scheduled for presentation at the Higher Council's bianmual meetings. PeetaradonH New subproject proposas could be originated by an indiv;dual, a group of people, an insttion, or group of itions dfying work to be done in any given Change Area. Draft subproject proposals would be prepared following design criteria set forth in Section 11 of the PDMA Operating Manual. New sbproject proposals would be expected to complement the scope and objectives of the Planned Change GeneralAgziL kd= The PDMA Operating Manual sets forth the folowing gene criteria for awpraisa of subprojects. Proposals would need to show that the subproject is: a) Relevant to the objectives of the Planned Change Program; b) Compleme to other subprojects in the relevant Change Area; c) Contins a technically sound design which states how specified inputs would achieve the desired ouuts; d) Capable of being implemented effectively; e) Cost efficient witn its schedule for resource acquisition and utilization; d) Able to suwtain benefit beyond subproject completion. -94- Axmw A_ent I fte 1 of 3 RESPONSIBELITIFS FOR suPROJECT IMPLEMTATION amp. Area and relatd Had________________ S ubCb Membu I Uda DhMembe L Phydel FesdE Mr. Ayub Taber Divco Gamul o Radom Oveawdin Pk (1) Mr. AN SBeh o PrayIoo of fuaku and o Mahtauw of Scobd 2. Telacer Perfornanc Mr. Ahmud SaUsm Twining Sector Dizctor GOeoaw MOE o Sunmmer hool for tacbers bwice Taining Inst o Training Module for teah o School-bs.d ining_ 3. Cmulum DeIepowent Dr. Ahned Al Hub" Educationa Reairch Ratd. Dea end Deveopment Slregtheang iosul Facuty of Education & S cance Cente (R (1) Dr. naRd o Devlpw of Scw and Ake:f Hou Mathmatcs Currica Mr. Modammed Al Maihili o D_velpnnt of otber Heed crilk CuTU Devalopnt D _psimt ERDC 4. SchoW MXSWpm Dr. AIue Alvi Planning Seco, (t) Dr. Dma IDq tbjnt MOE Aidul Malek Al- o Managket inornudoa School Education Hedaby Syata (MIS MOEB o Timng of HeadnSao 23/ Sub-project Directors (SPDa) for sub-projects commencing in CY94. -9s - Annex S thic II Ng. 2 of 3 RESPONSIBILITIES FOR SUBPROJECr MPLEMOENTATION ';.._ _ _ _ _ _ , . _ _ _ _ _ _ _ a m r m JIe 1 r s Chae Am nd retd N W E rN Et Grp S. Lwa RmI m Dr. Daoud He"bi To bo nledw Facuty of Education o Prvis of Scienoi SsGs-& Uoiwy o Pbvio of elvant bok to nb ol o Pam pagdes idt2 o e_6 (OW II,Lm o Use of TV/VCR fw inchig O alb_gba of AVA p ndoto fum 6 EvAhuh Mr. Fateh Gooa To be ed De" Miacr o Slrngtbe ing il MOE capit for ahain and o laprovemnut of tudft evaluatio at o h_i levet o Developmen of qucstion/itan banks o Imrwanet of Twhe Eivoaat. Imp1 _g Female Ac=s to Seuaday Dr. Einseaf Kosim, PIU & MOE Dr. Einsaf Educatdon EDC Kassim o Addition of girls' cla9snxxs/uxoo& o Home-bad leag proam o Inforaion Education & Cnummication Program - Media Campnl for gills education o Trainng of femae cowucio o Taining of wnuw he_Admts and _ I _ ._. * -96- Ah=8 Pag 3 of 3 RIWONSIBIUTIES 1rOR SUBPROJECT UNPLEMEATION raft Boadt P G SCbm Au s) re_ Kwlx XMGo _atbdwu4o Labw uiN00 Dr. Majid Ohansm Teahr Twsning Dr. Ahd ARi o REtaMn of a N lOw C1v AlMMb • Etairtdw of CC:, S8W Mr. Pawdu o EdabH4mi of CC, AMfda Abmald Lm o EAablishment of TelW STbewr FacPt of Edues Education Cauw, Sam% (FOE), Sa&W o Baabljshnat of CC, Teaiz a97- ANNIEK$ Attadumn.t 2 PROGRAM IMEMENTATION ARRANGE IM (Piease See the Attacmnt) <1~A Idt Ii LII Id1 Itt Illiit i~h f Us XW l i' , 6 .11 1 9 |IS .2& |J i |l i ci~ ii .~~~~~~~ sj i~~~~~~~~~~~~~~~~ :h ~~~~~~~~~~~~~C - 99-a ANNEX 10 MONMORING AND EVALUATION Monitoring of subprojects in the Plamied Change Program (PCP) would normally be :ndertaken annuy. However, for subprojects lagging considerably behind scheduled completior dates, the Project Development and Monitorng Agency (PDMA) would conduct more frequen. monitoring and would detemne appropriate frequency and scheduling. Data on the status of each subproject would be gathered through questionnaires corresponding to performace indicators addressed at the national or Governorate levels, with rural/urban, boys/girls and preparatory/secondary breakdowns (grades 7, 8, 9 / 10, 11, 12) as appropriate (See attachement 1). The performance indicators specified in attachment I have been categorized into inputs and outputs. Data on each indicator would be gathered to enable assessments on quantitative adequacy, as well as qualitative adequacy where applicable. Quantitative adequacy would be determined by comparing actual accomplishment on the date of monitoring with targets set for accomplishment on that date. Quantive daa gathered anmually could also be used for determining trends, even in the absence of specific targets. Qualitative adequacy would be assessed based on user, peer and counterpart evaluation on a rating scale wih increments of high, average and low quality. In the event that subprojects demonstrate shortfalls in accomplishing targets or show unsatisfactory trends, the data gathered would be used to identify causes and determine appropriate actions to accelerate implemenation and meet scheduled deadlines. The PDMA would receive technical assistance in designing the questionnaires and developing a system for data gathering, processing and analysis. The Governorates' Departments of Education would provide assistance to the PDMA in gathering data. The Management Information System (MIS) in the MOE would assist the PD;.IA in data processing and analysis from the time the MIS becomes operational. The PDMA would be responsible for macro level monitoring of the entire project. Analyses and fdings peaning to each subproject would be made available to the concerned Subproject Director (SPD) for necessary action. In addition to the macro level subproject specific monitoring undertaken by the PDMA, SPDs would undertake micro level monitoring to track the progress of their respective subprojects. The frequency of this monitoring would be determined by the SPD in consultation with the associated Expert Advisory Group in order to ensure that the subproject is implemented on schedule. Subproject entities such as schools or national level entites e.g., the Curriculum Development Department, the Geeral Diecrates for Supervision and Evaluadon and other national level agencies would provide to the SPDs the required data inputs. The SPDs would analyze and interpret the data using the performance indicators and targets specified in their subproject documentation to meet subproject and project objectives. Causes of implementation delays and possible actions to accelerate implementation and bring it back in line with the projected schedule would be identified by the SPDs in consultation with the associated Expert Advisory Groups or any other concerned agencies. The SPDs would take all necessary action related to those issues which are under their direct authority. However, issues beyond the SPDs authority would be placed before the Policy Boards and/or the PDMA for consideration and appropriate action. Ihe PDMA would prepare a comprehensive report informing IDA and the MOE of the results of project monitoring, the decisions and actions taken to ensure that the project is accomplished on schedule, and the reasons for revising subproject implementation schedules. The report would also indicate any assistace required of IDA or the MOE regarding project implementation. pg~~~~~~~~~~~~~~c 1 S tt 1I~~ ' /O __ 0 *~~~~~~~~~~~~~~~~~~~g Lii I!f~~~~~~~~g - 101 - ANNEX 10 MONII)RING AND EVALUATION 0wdmw PubmXnce Indidiatons CHANGE AREA R11.0: JMMM FA. Subprojct # 1.1: Pysic acilitie, 1 42 avr R/U B/O P/S QtA QAJ ROUn~ ~ _ New Cl_oofr wBqylir1s * * C * Now Schoob for aGlu * * * * Schoob cihng to do"bl * * * * * Schools zarnpd by level of oon * * * * ,ouriurs S,hoobowith ohm_ >5* * * Ca*_ with ize > SO * * * * _a ac__ to to * * * * Subproject # 12: Prisoofet 1M 1 aw R/U Bta P/S Q%A QIA S.m.eupmen -* * * * * * Othor -t - * * s * e Pudnir - * * OUyptrrs No. of swhool with NM Td A a Adequate Adequa Adqua * * * Adequat Adequa adequat * * * * Adquit adequa * qua * * * badequ deque Iu * * * * No. of choolb with ina t opm (dr than noe * * * * * No. of sdwb th ; dquat im * * * * aw Gowuwo R/U RumaUUM w/ BoysfaGis F/S Prspavolsesondar/ Qt. QusaltMe Adequy asd by conama scoduled targets for at dme of moning QI QualiowI Adequacy baW en ua nsat a app"riat*. -102- CEHANGE AREA # 2.0: 3 UA L R Subproject # 2.1: Training Mgoues. 1995-1 Ovr RiU WO 1/S QtA QIA INPUTS Reference books p do* e Expea (foriigocao) p.Me Authors foes xpended ourptrrs No. of module: (title wise) - pibt edition printed - nd (cuh Module) - fia edition competed and printed e - receivedby be S * e P porto of WeOsu.eivig modulds * I N e Quality of each MOdue Sub Project # 2.2: SumMer Schools, 199i1M99 Gvr P/U s/G P/S QtA QLA INPUrS Equpment prvie to each a ;& t Epeta (forallocal) p.ms * Tnng mateid prvided to ewh sunur sch* Numker of ay pasion nmvcvd for cawh ummer sabzol.s * OUT-PUTS No. of Schoob rpented in scmner wchools e * * No. of 9mr sohodiadif d i emoujt * * * * No. of twach patcipng (epreening differ sujN) * * * * Trng marias Qualit- of each sua shool program SubproJed # 23: School based in-se ce train. 1997-199 Ovr RIU DIG P/S QtA QIA Books, traini equipmt prvided to each schol cltr Booklet (ruo., rsguatiwu, procedur) pnd * Expert (t G/ p.nM * s No. of copie povided to each school luster - taing mdues* mmer school taining matdal 5 - ma_nant manua OUIPUTS Number of school clute: - foaed * * * - with in-service saff development pe5 Progrme condued by aek school *du a No. pardcipa ing"eaohechoo * 0 No. of superviss paticipati in awarwu seminars Quaity of awams semia - 103 - CEANGE AREA # 3.0: 3RlCULUWb DEYEVLPMEMN Subproject 131: _ _ ow RIU 8/0 PIS QTA QIA Eqiu4ipt pwvided e Boo1 , AV mnal provided e C Puzuku p vided Expaft (fonllOa p.-i e Overs fllowp , p.ms C ouTrurs No. and peyutage of CDD stff developed troug - overss fllowsb S in-cotry prom * No. of supv.iaotuothees delopd * Utozato of Ed. Res. Center mateial s U*liaon of eqmen povided No. of CD prognams conducted and iarem. over prvious yar (oesod perio * J Subproject f 32: Development of Curricula. textbooks. teacher guides in M e1 s, Sd= and Envhmental Science. 1995-1999 Owr R/U B/G P/S QtA QIA INPUTS * Expe (forenoal) p.nM Bookw roqXmunarado xpwAnde No. of wthooivwea develpd e Curicua, tetboka, teace guides developed suJ*ectiae* No. and p_retag of teahes odented to nw cricula. telbooks bece guides * * * * Qualty of teAtboos eacher Subproject #33: DeVeloment of Curricula. Tetbooks. Teacher guides in lamic Stddies- Langua Social Studies. Practical subiel 1995 1292 Gw R/U B/s P/S QtA QIA oururs bva (f i p.nu * * No. of adtoa/rviewer developed Curmicua, extbook, teache guides delveloped suldectwise* No. oan pmtae of acon OeedN to ew cricul, textboobk, t1e e * t QuaW of tlbook., tacher guides a -104- CHANGE AREA # 4.0:. KEL MAAG Subprojed 1 4.1: Mmnageen Infomation SysteM foQr te Minitr of Ekduton a=,'~ 1224- & bp # 1222 ___L= ow Wu BI P/S GA INPU'FS~~~~~~~~~~~~~ 8 S~~~~~~~~~~~~~~~~~ (0 MIS Squhipiot provided * Expoat (fore*010cul p.m. FdwW pwvided ourPurs Nmb of p dm o t * 0 Number of MIS fidd as opevAl e Number of variable coced Quaoty of dat analsi and ;rtepeton Subprojet # 4.2: MAinagmm Manual, 122___ Gvr RIU Bia P/S QtA QIA INPUTS / Rdmnce boompv- * 0 Ixper (*nioal) p.m. * ady tm. P.mB a PiA ediion, pdnt * Fin alditio, pintn oumrnT No. Of on vibom fed out * * * * No. of schooeA w, depuw ving nmas * 0 * * 8 No. of __d I_ I pui s tding us of mal*m No. Of Headnact' tmuing pogum. In wich m_mul is used * * * * Quay of mual * Subproject # 43: = 4 . 1____22 Ovr IU V/G P/S QtA QIA INPUTS t * }Equn paeidsa Esprt (forein/o piu OUTPT No. of Hadm ' ain pgm condued * * * No. mipmopd _ SmnMS _o m& , dpui Paft of uom * * o S e f b 4 ~~~~~~~~~~~~~~~~~~~~~* Quait ofmung pagr *_ - 105 - CHANGE AREA # S.O: LEAIN lRENO-IAM Subproject # 5.1: Pilot Project for tbe Provision of Science Kits Grt R/U 3/0 P/S QtA QIA INPUTS t * * * a EqpL pawided to MRPC Quartityof sience eVptrovided a Overeas feJlows p.m Expets p.m In-couftty tanig smanr (No. ateing OUTPUTS No. ofteahs aine a * No. of science lab manuals a * No. of kits issued to wchool a Quahty of soience ahiW resultwaf scim 5 5jects ° a a Subproject # 5.2: Pilot nroject for introduction of computers. 1994-1998 Gvr RIU B/G P/S QtA QIA INPUIS b No. of comuer, prnters proided a a Overeas fellowships. p.ms a c y taining programs, p.ms Experts p.ms OUTPUTS No. of techers atending senu a No. of CAL packages availableva to uiclum No. of su leaming through CAL pacges a a a Pe _eag. of computor time utilized by: - eabe for developm l atvity .~~ ~~ ~~ ~~~~~ a a * a Quality of CAL packages * Quaity of udeat parformance a Subproject # 5.3: Pilot Project for Introduction of TeleviLion in Teaching Gvr R/U Bf/ P/S QtA QIA UTS * Eqpt prvide to TV Cee EqpL pbvided to schob Lal Expeits p.ms OUTPT Paestas use of TV/VCR in ta 0 * No. ofyvdo prm ptvi a No. of 8 trard a a a - 106- Subprojecd # 5A: IMProvement of Library Facilities in Selected Schools InPUTS _vr RIU s/C PIS QA QIA No. of sboolhs z ing fmin * No. of schools t vo eqp. 8 * * No. of sehool maii8 boo Ip. p * s S No. of libsians raaiAed OUTPUTS No. of periods, of ibtary use (suns)* No. of periods of lirary us (teacm) * * * Qualy of libay o o Poretge us oDf qpl. (eg. phoopi) * - 107 - CHEANGE AREA # 6.0: FNALUATION Sub-project # 6.1: Strnen nInsitonal Capilqbd2_ 1224__ ow R/U 9/0 PIS QtA QI R : Eq4mat pt - Refernc books -mdp * Overseas fellowships, p.ma Experts (fore4gnloca) p.ms Study tour, p.ne ourPurs No. eNd peuntag of saff deveoped thwugh: - oveseasm feallows8ips - in gm y * * p 0g Utliao of fnce liba Utilization of equipment Comptw sofwr dsveloped lniprvaemit in exminations Subproje1 # 6.2: Tmprig Student Evaluation at the School level. 1995-1997 Ow R/U B/G P18 QtA QIA a~~~~~~~~~~~~~~~ * Ep ts p(fo ea p. MaAal pVu Authos' f xpndedo OUTPUTS No. of seboolsheie nodviqg _S1d of udat esoment * s s No. iof ems for CAT I =nd CAT n: - conrbtd by teabh. No. and paosep of tudet paztioips in CAT I & CAT * * * Relabily of CAT I and CAT 1 . Subproject # 6.3: Pdevelopment of Ouestion/Item Bank. 199S-2000 Gvr RI/U D/ P/S QtA QIA EqWlpan.t -wvid8 EeRtsu (fonaMgIloea1) pno.8 Shd T.t po N* Tur. * *e SaVple item booklets Ramuwitmfor questWionatm wridog -Wd OUTPUTS No. -of itaaulquestlan written & accepte for tempomay utoreg/ * lutdy for, p.mms sOm No.ub of _slqueavsittca dioneakWd far o =pWd p hP_oati mab>; tygin OMktillbd dase - 108 - CHANGE AREA 1 7.0: FEMALE EDUCATION SubproJect # 7.1: Ehyical facilities vr R/U WC; P/S QIA QIA INPUTS Now Schoolclasuoos for gis in Rurl arms * e OUTPUTS Gi&s enrollment in Rural school 0 e 0 PmOaxtage in over prvious year * *s Subproject 17.2: Pilot Program: Home-based learning facilit for Girls (1995-98) ovr RWU BIG P/S Q|A QIA INPUTS Equimen prvid * Books provided Vehicles provided* Bon*p/Lopd *xpmtupms Meial P * OUTPUTS No. of teah. trined0 No. of aulcow for whih eaning matra developed No. of girl rolled * No. of copieS of mamnal given to temn * Qualil of maunual Subproject # 73: Media CamnaIgn (MEC') Program Gvl R/U BIG P/S QtA QA INPUTS FoPnLoca expr p.ms 0 g Veicetother male 0 e orrursi -m Repmrt0 Cqvip mials *b Paicipai (no) in aw n woa p 0 0 Gints eadwn from dh. mbpyjog comuit - 109- CHANGE AREA # 8.0: m QMcMMMLCQQL= Subproject # 8.0: s; Ev k (1920 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Q tA _ _ _ _ _ _ QIA Bpt (fori8'g * * MIS Equipmt Pmvided overas _y Tomas s s OUTPUTS Peratg Pivat Setr Mem i NCCC * Perstae Prvat Sector Membeo in NAB s * Priva paroi in M pS . * * LAbor Mat *AC CC Teacher Needs AAy * *ubproject # 8.2 & 8.3: Establishment of the Sana'a and Aden Comunnit Colleges (1994299 (ndicators to be applied separately to each) over elowshps e Jnutucdond lquipmmtS EXPet (foino) * * PacTily Ranoduli' IztutoalMtra * * ounp Suents loed * Student Oaduated GaUt Empe * * 1t PFaciitie * * Private Sectw Involvemuunt * Yenei Teachrs * Subproject # 8.4: Technical Teacher Education Program (1995-1222) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Qia ~~Q IA Oves Felwshs * Exet e) . * * D9~ * __* Omel * e Shaig EmEd 5 Students ad S ED * 5 l .T, . . - 110 - ANNEX 11 MID-TERM EVALUATION PLAN Objectis The objectives of the mid-tMem evaluation will be to (i) review, with the executng instti, the quality of implementation and efficiency of the Planned Change Program; (ii) review the government's strategies and action plans and how they are being implemented; and (iii) discuss the impact of the govemnment's reform program on the education sector as a whole, based on the on-going Planned Change Program Tlmn and Produres Four years after signing the loan, or after 50% of loan fuids are commined, whichever comes first, the Bank and the govemen will jointly evaluate the progress of the project. The evaluation will be based on a prelimiary report prepared by the PDMA covering the issues described below. Individual sub- project progress reports and financial statements, IDA supervision mission aide-memoires and other PDMA documents wil be used to prepare the preliminary report. The PDMA will submit the report to MDA and the government no less thn 2 months prior to the evaluation. Focus of the Preliminar Report The report will cover the following issues and questions: (X) Extet to which overall commitmets, disbursemens- and counterpart fimding are in accordance with forecasts made at the time of negotiations, discussions of any shortfall, and proposals for remedying inadequacies in procedures leading to shortflls. (i) Review of commitments, disbursements, and counterpart fimding on an individual b-project basis. (iii) Inim review of milestones established during negotiation of the loan and identification of relevant milestones for the remaining project period, including review of interdependencies between sub-projects identified during appraisl. (v) Review of PDMA's procedures, i.e., the extent to which guidelines are being followed and continue to be appropriae, noting examples of best practice adoptions, achievements, and successes as a consequence. Review of Agency procedures, management, feedback mechanism, etc. Review of extent to which non-solicied proposals are working. Review of adequacy of coordination among the sub-projects and with other non-Planned Cbange Program projects in education, such as between science education and other science sub-projects, financed by the govemment or other donors. (v) Review of the Community College System and labor market supported attempts at mdustryleducauon coLaboration. Progress to date and proposed new atives. (vi) Rview of efforts at cost recovery and cost sharing in the mantenance, consumables, basic techology, and science sub-projects. (vii) Review of updated sub-project implementation schedules and identification of setbacks, If any, in the project. Based on the review, determination of the critical path Ihat wfll emerge for the remaining life of the project. - 111 - Resuls of the Evaluation On the basis of the review, the government shall: (a) adopt improved operational guidelines for the PDMA as appropriate; O) revise sub-project objecves and strategies as appropriate; and (c) reallocate funds across sub-projects as appropriate to enhance the impact of the sub-projects. During the mid-term evaluation, the Bank and the government will focus on identifyng exising problems in the overall management of the Planned Change Program and of the effects of government policies on the education sector in Yemen. A discussion of the results of policies and programs to be implemented on the basis of the review will be furnished and a joint work program for the remaining Implementation years of the project will be finalized with 1ne PDMA. The project would then be modified on the basis of the findings and recommendations of the mid-term evaluation. - 112 - ANNEP 12 IIMPACT ASSESSMENT Impact assessment aims at determining the extent to which a project would cotinue to produce an acceptable flow of net benefits beyond project completion date. The assessment involves categorizing a number of sustainability indicators based on the flow of project benefits after project completion, to measure over time the post-completion levels of inputs, outputs, efficiency, quality and spin-off effects. (Refer OED Report No. 9225, Pages iii, 49 & 50) In order to assess the extent of flow of project benefits beyond project completion, baseline data at the start of the project or from a later date (as may be applicable and practicaable) and the progress in the flow of benefits after the baseline date would be required. The post-project trends in flow of project benefit would be compared with trends during the project. Sustained flow of benefits at levels commensurate with the socio-economic context of the country would indicate positive impact. Imp assessment of the Planned Change Program would be conducted in the context of the three major objectives of the project: (i) enhancement in the learning achievements of secondary students, with special emphasis on science and maths education and quality of teaching; (ii) improvements in access of girls to secondary educadon and; ffii) establishment of labor-market oriented two-year post-secondary programs covering business, commerce and industry. The PDMA would undertake the responsibility of gathering data from the schools and community colleges, dtough the concered Sub-project Directors (SPDs) or the Governorates with regard to each impact indicator. Data gathering would commence from 1995 or 1996, depending on the year of coencemen of the sub-project, or likely date from which the benefits with regard to the indicator could be antIcipated. Data would be gathered annually. Data processing and analysis would be undertaken by the PDMA, with assistance from the MIS, from the time the latter becomes operatonal. For a list of indicators giving the expected breakdown for data collecion with regard to each indiato for the Planed Change Program, refer to the attached. - 113- Table: IMPACT INDICATORS N G R B P c Q L R U G S C L No. of Schools/Jnatibutions x a a x x x No. of Ch x s x x x x No. of School with adequae science teahg facilieda x x x x x No. of schoola(CCs wit Librnues x x x x x x x No. of wohoalalbe with equipand x x Sht cuoUm x x x x x x *uet auain 1 l ,PasD iso) x x x x x x Compeint ra x x x x x x Diooi ne x x x x x I Repetition rat x x x x x x No. of SchooVela withi elm ssize > SO x x s x x Studat Teacher Ratio x x x x x x Av. Teacher Conact Hwu"/week x x x x x x Av. bauto Hountweek x x x x x x Pacd kw"" in gib emnmtobe x x x x x No. of olmb with: - oble shiR x x x x I - Equput utlzto (H,M,L) x x x x x x - tisy uaaion (H,M,L) x x x x x x 'mut fina mxun. wrmo: Mean & SD x x x x I I CAT I & 11: M$ean &: SD x I x x x x Paentange of 8n dusk: 1) in empicymst x x x x x x 2) pratg euth eduabo x x x x x x Dnpout inb to cuIiculX (DR) x x x vettonaddition to I R . (DR) x x I IStp v oudent T R a_ti a (DR) x x I .Tealcher Ctaff devHoped (DR) & p x x x A*ova.ntUin tor/weg (DR) x x X Staff/tecen r ing masein nglenoly pmdeed/upda (DR) x x x No. aofsewholsswth:maDouble sft a & ww (DR) x PoL;cy & quimet tommatin t to p iod Lim u wal Staff devlopbayu, uiiawon to d _txL , lemming w develumat, Soi' dn. (DRn x _ _ x Impa _oemnts tocitu g, CoamYuty u x x x pstcpstiontinaRio to Lear R (DR) _ _ _ NIr Namiomnt Gin Gov teachigU RRUrban BG) Boys/Girls PS: Prep/Sec CC: Comaunit -114- ANNEX 13 EMliD DlSEMERS SCIEDULE (in US $ million) IDA riscal Year and Suue CunulTe % of Iwec.mber 31, 1994 0.5 0.5 0 Jun 30, 1995 O.S 1.0 0 12k December 31, 1995 1.0 2.0 6 aunJ 30, 1996 1.3 3.3 10 Dcember 31,196 M3.0 7.3 22 Ju- 30, 1997 2.6 9.9 30 Dweomber 31, 1997 5.3 15.2 46 Juio 30, 1998' 6.3 21.5 65 Dceber 31, 1998 2.3 23.8 72 Jun 30, 1999 2.6 26.4 80 December 31, 1999 1.4 27.8 84 June 30, 2000 1.9 29.7 90 zI_ Decmber 31, 2000 0.7 30.4 92 June 30, 2001 1.0 31.4 9S December 31, 2001 1.6 33.0 100 Y6I in I -116- TABLE 1: SECONDARY ENROLLMENT BY GRADE AND GENDER, 1991 COVC00" 1 as up e7 w o GU an T {wI 4 *25_ 10316 am 444 3345 293 41186 Laboa m ~~~~~~4949 367 3313 *935 1414 *043 *533 F 5193 3376 26 377 1254 810 15318 1 1136 4al 514 334 2223 14 313 F 2M 1 1771 1328 19122 36 74*1S U.abwab *4 2154 1946 1314 731 55 417 7121 _ : ~ ~ ~~~~F 22f 723 3 . 0 0[ f 39 t~~~~~~~~~F 21 12 _ as 2_ 145"4 Slb _gaduA M 614Z 4_4 _516 1_ 1067 812 17101 M 6744 4141 264 1783 1186 14_7 , P tl~~~~FM SIS7 51 1n 52 47 t8 313 J W M ~ ~~~ ~ ~~~ III 6S91 293 22D 1S4 210C 2903 1IuJj~~~~~~ K~ 565 3497 347 165 117 1011 1632 Al-a"25 222S 2292 _9 699 73t 1036 __ _ ~~~~~~~~~~~72 '13 13 0 41 39 1 !We" _ } M 1: 1423s 171642 1361 751 on 329 4?S Al- _ _ _ 2t61 | S 1205 9D 4S5 4m 143 7339 F hS __ 1151 61 61 31 17 2 2I7 Mamb mg o 2 041 ii F 3Z79 226?56 35 20 12 2 I125 M m_ K 342 35 303 249 210 200 1711 F 34 10 If 6 1o 0 51 TOTAL , 10490 780 64 41047 22066 24187 14106 | 2507 169 5e5 m764 347W 1416 404423 1 F~~~~~~~~, 3iS 276 7a? 495D 344 941 44M l~ ~ ~~~~~w .r .3. _, ._. -- - -117- TAILE IA: SECONDARY ENROLLMENT BY GRADE AND GENDER, V9Ml/ U4IOUME4I DV GRAM a etc Go anVE. ...-RKoUA * @1 04 0 C9 C 10 l11 012 1as tUW 84 3IID4 7312 717 41f2I 147 16316 40 12 _ F ,~ SSJ 4148 tue tartn5# EI bE ~ ~~ _ _ 5 __ 9 _ _ 8 316 314 833 1 F 2BP5 _27 t11 t1oo 14t8 13 s1198l 8s_m 3M Ism low 9114 199 372 2716 46 _ 93 548 322 so 47 to 1920 Jibn M SZI 423 338 2258 Iva) 3364 Mi- p 11)3 974 47 474 m M 3737 Tol M 24M Ism I5sm 107 9gm 807 SW? F 74 $495 3416 24 2040 1401 3363 Absma M4 2034 240 UJ M2I *4 503 8215 _ 967 98m a 425 213 216 246 A_-d M 13 37 72 4397 3179 27 - 3 p 336 2566 U22N 157 010 64 1141 M4 m34e 2104 911 633 406 326 403 F 32 10 3 3 3 - 52 1kb M4 19192 LIM332 3213 $27 404 3m 441 P 2617_ 1 038 l 4o673 Uo 219 4 M4 8GM 446 3#03 2M3 D34 1 1381 19114 F 27 2402 84 641 701 431 8132 _ _ ___ _ _4 82 _ _3 _21 1_6 14 24 56 |F gmS _ 325 71 S7 so 1911 AIk,h 34 271 277 46 97 59 41 815 F M29 102 24 83 12 341 mob hi 7310 $73 420 2141 170 1237 2W2 _F 43 414 305 1n 96 79 147 U4 3788 2769 2446 784 444 _ 47 lowE1 F 403 IQ 124 so 26 26 791 S,ada 8h 2m 238 1991 ?3 428 9n M ____________ ~ 1 11 46 46 26 49 30 3*1 M.Ua_ 84M 2_ 7 72 XQ 9M6 421 s 9343 F 273 t33 94 4S 24 20 S9 Umnb if I1S5 7in M 473 387 414 4-84 F 19 12 10 _ 0 0 46 AUWv _4 _ s_ 41 47 2a7 219 333 21_ 1 F 14 19 32 S _ 2 U$ - - - _- --_ . - - - - - -_ TOTAL M 12B8O9 97gm 78l2 4646 3613 32708 41915 _ F 311S1 _ S _IU 1544 12 8248 441 92984| ________ 8+1 3810 13971S 91463 1740 41341 I361i9 1139 l-Y1- -->.-, 1- 1992 i *A4tm"~ =I - 118 - TABLE 2: PROJECTED SECONDARY EDUCATION ENROLLMENT, 1993-2000 (BASED ON POLICY OF GER-60% FOR BOYS AND 30% FOR GILS IN YEAR 2000-01) I________ Fk8d"cted FarlanevAs by Grade Level 07 as s 01 jO all 012 Total .-~~~ = .-._. 1992-93 14 128903 100146 81847 51408 41407 36970 440681 F 33125 25273 17813 12835 10017 7755 106818 M+F 162027 125419 99660 64243 51423 44726 547499 1993-94 1 129721 103306 85857 S6639 46447 41686 463656 F 35939 28140 20546 152SI 1216S 9637 121678 M+F 165660 131446 106403 71889 S8612 51324 585335 1994-95 M 130545 106566 90063 62401 S2102 47004 488680 F P 38992 31332 23698 18121 14771 11976 138894 M+F 169538 137397 113761 80522 66876 589S0 627574 1995-96 M 131374 109928 94475 68750 S8444 53000 515792 --- ________ F I4230S 34886 27334 21532 17942 14882 15882 __ __ |_M +PF 173680 144814 121809 90282 76386 67882 674853 1996-97 M 132209 113397 99104 75744 65559 59761 545773 F 45899 38843 31528 25S8S 21790 18494 182138 M +F 178108 152240 130631 101329 87349 782S4 727912 1997-98 M 133049 116974 103959 83450 73540 67384 S78357 F 49799 43249 36364 30401 26463 22981 2092S7 M+F 182847 160224 140324 113851 100003 9036S 787614 1998-99 M 133894 120665 109053 91940 82493 75980 614C24 F S4030 48155 41943 36122 32138 28S58 240947 14+? 187923 168821 Is5996 128063 114631 104538 854971 1999-2000 M 134744 124473 11439S 101294 92535 8S672 653113 F 58620 53618 48378 42921 39030 3S488 27805S M +F 193364 178090 162773 144216 131565 121160 931168 2000C01 M 135600 128400 120000 111600 103800 96600 6960Q0 F 63600 59700 SS800 51000 474W0 44100 321690 M.+F 199200 188100 175S00 162600 IS1200 140700 1017600 - 119- TABLE 3: STUDENT ACCESS TO EDUCATION (199119) G. 1-6 -Gr. 7-9- -Cr. 1041- ITOWal Total I Spa Total I Tota r per Tot TOtl # SW " 7 - '1 : L-F 1S Governorate Sd da [ Clm SW. Clasa Cas SCNd. _Clm Cl Sana'a City 74 1766 71 59 537 71 27 275 79 Sana'a 1952 9347 20 497 164 Taiz 886 7203 45 360 1641 47 182 759 44 Al fodeidah 646 3658 38 137 645 54 40 238 57 lbb 979 6388 35 255 1084 46 75 315 49 Dharnar 798 4694 23 128 542 38 23 161 32 Hauiah 857 5196 21 130 609 31 27 188 29 Al Beidah 332 1747 26 97 229 29 30 45 33 Saddab 379 69 34 MarsIb 224 1239 59 136 21 24 63 20 A1 Mahwet 337 183S 32 68 225 35 25 79 25 Aden 68 1414 17 54 412 39 11 235 37 Laheg 343 1674 37 344 416 25 16 S0 40 Hadramotit 294 2407 40 296 587 34 20 163 42 Abiyan 184 1687 32 128 299 32 13 69 SO Shabwa 131 757 32 57 113 34 8 33 35 - a Al Mauraah 38 109 35 4 26 35 2 8 32 AJ Jawf 117 566 16 23 87 19 17 38 19 Note:A e s"s= - _ .o . = Note: Abovre staistics d o not Indude data for Religious (Sdentifc) Schools. - 120 - TABLE 4: NO. OF CLASSES - PARTICIPATION BY GENDER (1991/9) - Gr. 1 -6 - Gr. 7-9 - - Gr. 10-12- Govnrate Femae Male Coed Femae Male Coed Fele Mal C.od SaCity 0 0 1766 0 0 537 0 0 275 49 1701 7597 riz 115 286 6802 69 129 1443 79 228 452 Hodeidah 354 1931 1373 111 299 235 S7 140 41 __________ 129 209 6050 57 126 901 25 181 109 Dhama 0 5O03 4191 9 27 506 5 68 88 9qbah 127 2433 2636 13 181 415 6 11S 67 UEidah 79 586 1082 3 67 159 0 33 12 __________ 10 636 587 0 87 49 0 61 2 Mahwet 6 336 1493 3 31 191 3 23 39 ___________ O O 1414 0 0 412 0 1 234 __________ 0 51 1623 0 14 4iX 0 0 S0 17 245 2145 20 89 478 39 83 41 bilyaan5 9s 1587 2 7 292 0 2 67 haa -r0 141 615 0 18 95 0 14 19 Mahrah 0 4 105 0 2 24 0 0 8 i-Jawf 2 1 6 22 538 3 4 80 3 12 Note: Above tatistis do not indude da for Reigoios (Scientific) Schools. r TrTF r FrrrEr rrrr F =- I~~~~~~z C a -i - - - i j i U DDi IwkISS 0 0:T fl l B.;XS l W TifXiXitHi~~~~~ a.:::: -122- TABLE 6: EiDAKOWN OF MOE RECURRENT BUDGET, 1991-92 (Miflion YR) C&IUOOEV ~~~~~~~~~~~1991 1992 _______lzK 2:"_ ________ %~~sof ifdmnatid ___of_ CKhPI G: 8SAL1 WAG, AND OMa En4DIl n x3= t. _ _ __e __of pewa_t p e __ 2118 3526 2X36 37.76 2. _ _w_s_ ade_ u & _ __ 2099 34.94 2139 2799 S.X-enoncis 811d ovutw 39 0.6s 14 0.18 4. AUoa _ _ __ 1179 19.63 t12 23.84 3. _ _ _ _ _ _ _ _ __Wi_ 1tS 1.75 173 226 6. O&Ms cue., kmauram) 0 0.00 154 2.01 SUB=TOAL 5540 92.23 7188 94.05 CHAPIU TWO. 1'VCA.WA 0F1G00DS AND SEVIC ______ 1. P40d, dqdb i,8& 82 1.37 110 1.44 2. Pad an power 12 0.20 14 0.18 3. T m__ _ 161 2.68 169 221 4. Maid_e&a MU equipua 28 0.47 37 0.48 S. Tuiia 0 0.00 15 0.20 6. tat 9 0.15 9 042 7. ThIr 66 1.10 64 084 8. 0gb. 109 1.81 37 0.48 SUBTOTAL 467 7.77 453 5.95 CWAF1 3: TRANSU TO OTErM AGENCES 3 0.0s 6 0.08 TOrAL RECURRFXr EXPODURE 60W7 t00 7643 100 * S on m iig t f to Mtosay of * Educio in 1991.92. - 123 - TABLE 7: OVERCROWDING IN SECONDARY CLASSES (A) Cas size by Governorates [|_ _ _ Class size by Grade Level G7 |G G GIO Gl _ G12 G13 SanasCiy '76 67 6 80 71 86 74 Adna 39 39 42 38 36 36 38 Saanea 35 27 25 40 30 30 30 LA"fg 28 28 46 31 43 46 33 Tabc 47 45 4S 46 40 45 45 Abyat 27 32 27 50 53 48 34 AM-.deida 58 54 S3 65 49 54 56 Shabwah 32 35 42 41 41 36 35 Ibb 53 45 46 52 44 50 48 Hadamout 33 32 42 38 43 43 36 Dhamr _ 40 37 32 32 29 33 35 Al-mahbrh 34 34 39 40 27 27 34 Hsaih 34 30 27 34 26 28 30 Al-BakE| 37 30 30 44 26 41 33 saadah 33 33 34 22 20 29 30 Al-Mahwext 38 33 34 34 18 26 33 Mateb 25 17 19 19 18 24 21 Al-Jawf 20 19 17 20 16 21 19 ALL GOVERNORATE 42 38 40 45 39 44 41 (B) Class size in overcrowded urban areas Udban ae Avrage Cl seze in G7012 Sana'a city 74 Taiz/urbaa 74 AM-Hodaidaurban 87 lbbudbaa 62 Dbarnarlurban 65 HajjabIurban 59 - 124 - TABLE 8: INCREMENTAL RECURRENT COSTS (A) INCREMENTAL PERSONNEL COSTS (TOUSAND YR, 193 PRICE S4JDPROJZCTh £995 19~~l 19 1997 19919 90 300m L l Ph 0 t4m 32640 nu2 3N9 _ 2S R qg vaf 144 320 3"1U2 N3M0 39W3m Pwdmim of qimb 2 T_*W pe_obm 0 0 0 210 210 210 &mm a =b . _ -m 210 210 210 Sd dUt 0 2 00 _ & ~ ~ - OMlcl 2C A,, _ 0 aM to Skcouh a_&1 0 32 3D O_i, awi£m 100 2CO 30O O 4. Sd moua.gpm46____0 0 0 0 0 226 TzuWo al *u O O O 0 226 Tide6d __ __ ? SL mlagaaus0 0 0 72 72 72 AVA A ech.aetMaf1 72 72 72 Useonf TV/VCR _ . .a_ 6. E'uIu6 0 0 10 130 160 310D &wUntIml a.dft S* 1301 If 14D _13l ami bo 1300 Teat mhadw m t. Im.g ( au 1728 38 7 930 96Q 4 Rmldqa _ "u _4 2#10 570 57dD U1m4 Iaios pop 384 384 384 354 384 aop ,__ . 24 Tmh1um8o _smIw 1728 3456 3456 3456 a o-munl aacps 20_ 270 49262 42 8_ 8 Ndail.a 940 f40 9f4 9fO 90 fD _Smza C.,_ky CoOs 9433 12650 1 1936 18936 1s936 A C--aft CobW 94D 12650 IS936 111936 _ 1S936 Todwl TE Cot. Se 320 640 9f0 90 90 90 Tait Cdka6y COfp 240 480 9410 1289) 1I936 1t86 9 IniIiy 1086 1086 tam 1086 _086 217 AL WMW .MI12 - - AlL SVEISOJECrS Z1254 46706 91508 10fl52 111046 112197 - 125 - (B) INCREMENTAL MAINTENANCE COSTS (JHOUSAND YR, 1993 PRICES) susujucI CS 1996 1997 19X3 199 m L PMIICAL VACELrI 0 936 2016 2196 3060 300 Rde oiue1n 926 216 2196 2140 2a40 pa4hm atep __ 720 1260 mahmu atbIdm 2. TRACEWt PERFORMACE 0 0 22 _ _ s 8du o1-h(VWdD22 22 26 22 _ ld4oducka to _ _ 36 36 3. CURRICLUND"BLP9EENT 0 0 . 4 _4 *4 *4 kidhilm apedy 54 *4 54 54 ~26u_ .m1Ib 4. 8CIOOL MANAGIRNV 0 0 Zl 22 54 T"* of 22 22 22 54 -~ hf= = = = , Th1dngcfrszimsm J. LEARNING RESOURCES 0 356 356 536 536 526 AVA a aos-lt pIc*4 1SO IhO ISO 8 $_ad _ _ I hdmd ctfO a IO0 too 10to tO1 too Uc. d IVAVCR for 3* _ _6 26 256 256 2S6 6. EVALUATION 0 0 36 10 130 130 8uda1cinap _. = =6 36 36 -- 36 m btim 36 36 36 26 11.b. 8 38 5S S7. 7. IMPROVING UALB ACCEl 0 59 478 838 It9 1198 S Ru.kotl uw6 419 719 1139 1139 18d bs usPmwu 59 59 so S9 59 MD& amt T,1nl.J1 . _nIa_ a CO fM COUSCE 120 2- 436s 59 6sa 70 Na tmio.mdl 24 4S 60 60 67 6 --. C4 iy 610 1200 180 2 22 200 Al- C--mIy Qv 610 1200 1880 220 2580 T.d.1 TR Cm. $me 36 72 to0 130 120 17J T.a CinmIy oINg. 61m tM Is 28 9D1RUMED .ARY 29 29 29 29 29 29 ALL _9BP87Q _CI 12S9 3000 759 "a 14 124 - 126- (C) OTHIER INCREMENTAL COSTS (THOUSANDS YR, 1993 PRICES) StUMOJRS £996 199 9_ 9 ,9 L PSUYSICA FA0U 0 0 0 0 0 0 Bwmmcb wmml 2TEACHRt FMRE8)MAZ£M 0 0 0 0 0 41 Ttwhlru M06,106 45 S. CURRCULUM DXBVWIUNMr 0 0 HO 3no 40 3dmwU& ah skuhmu 30 10 £0 110 oubt aa&um s0 10X 150 1SO 4. SCBOOL MMAG4CMRIr 0 0 0 0 0 24 XS A mP Ul 240O O At. LEARNMNCRSOURCS 0 t0 t0 10 10 ?4l1 AVA . saiam PlMh 1 IlaSd 24 _ _ _ _ _ _ __at _ _ _ _ _ to j 10 10 10 10 10 Sc IALATION 0 0 100 100 100 1t0 bAdrnin *w6f 01lmw mnairn £00 10; 150 1t0 T. SI1OVIN fEMALE ACCEO 0 0 01 11m4nd buh p6um2 Moss inpI99 24 _ _ _ _ fid ?ufh./i.1 _mn_I._ Tm~t hrt~ 1__ 6. CObimuirrrmcLLoum 378 6110 Om1 761 WM 761 s s s e~~~~~1 10 10 10 10 210 7 lle maamC£l CalOp 1990 2410 2410 2410 24150 2410 Ars CUamd& Calh 1960 240 21 240 240 2410 Teuo t _Cw,Sme 120 1SO £9 to1o 1o0 14 Ties Cinaodw Cc££s gm lo00 2410 2410 2410 9 ItERWMARY 110 130 130 30 120 £10 ALL SUMOX 3 _ 7D 0 £107 | _ =- -~~~ = Q = -=--=. =-== =_= = = ==_= e_Q_= = |*J"- ;~~~~~~ X Xt i ! Hfi i020 -K;4jLi 1iSSN MAP SECTION I;RJ 25261 This map has been prepared 45REPUBC OF YEMEN by The World Bonk s staff R' exuieyfo the ccn-enie. e O'or 00 e' odorse afnd theis conntihee det i | EDUCATION SECTOR INVESTMENT PROJECT on this mo do not i,p11 on the Go OPTeAPTL part of the Wodd Sonk Group. o,Ott GOATEoNOAL c tALS any judgent on the legal* la, status oa my tenitory oa any V AO endorsement oraccsptanrGof + ,/ 18! such boundaties. PORTS ToZ h,oo SAUDI ARABIA PRIMARY ROADS -) , - SECONDARY ROADS X kSAADAR tx < //Z)(X a} AgAH; , TCKS DAH ZV6. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~.~-WADI$ 'Soodah - o~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~A MHA OVgRNOLAT SOUNDARIS INTERNATIONAL. BOUNDARJES ANA'i 4 AL JAWF i C_' M*d 54. IfAJJAH A OHozt, HADR'4MAWT ERIT< st 2,5 t5tt IJO 150~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~5 La Nizhhra DJIBOUTI ,y ,,oss s