Document ofD

The World Bank

FOR OFFICIAL USE ONLY

Report No. 4155-EGT

STAFF APPRAISAL REPORT

ARAB REPUBLIC OF EGYPT

VOCATIONAL TRAINING PROJECT

March 23, 1983

Education and Manpower Development DivisionEurope, Middle East and North Africa Region

This document has a restricted distribution and may be used by recipients only in the performance oftheir official duties. Its contents may not otherwise be disclosed without World Bank authorization.

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CURRENCY EQUIVALENTS

Official Foreign Exchange Rate

1 Egyptian Pound (LE) = US$ 1.43

1 US Dollar ($) = LE 0.70

Rate for Commecial Bank Transactions

1 Egyptian Pound (LE) = US$ 1.20

1 US Dollar (<) = LE 0.84

FISCAL YEAR

July IL to June 30

M1F.ASURES

1 hectare = 2.38 feddans1 feddan = 1.04 acres1 square kilometer 238.00 feddans

ABBREVIATIONS USED

ICB - International competitive biddingILO - International Labour Organization

ITI - Instructor Training Institute (MOIMR)MDHLR - Ministry of Development, Housing and

Land Reclamation

MOE - Ministry of EducationMOIMR - Ministry of Industry and Mineral Resources

PVTD - Productivity and Vocational Training Department

(MOIMR)TA - Technical assistanceTOMOHAR - Training Organization of MDHLR

USAID - United States Agency for International DevelopmentVTC - Vocational training center

FOR OFFICIAL USE ONLYARAB REPUBLIC OF EGYPT

VOCATIONAL TRAINING PROJECT

STAFF APPRAISAL REPORT

Table of Contents

Page No.

BASIC DATA

I. MANPOWER DEVELOPMENT FOR INDUSTRY AND CONSTRUCTION .......... I

* The Industrial and Construction Sectors . . ITraining of Skilled Manpower for the

Industrial and Construction Sectors . . 1Major Issues in the Training of Skilled Manpower .. 3

(a) Shortages of Skilled Manpower ...................... 3(b) Provision of Instructors ........................... 5(c) Manpower Planning and Coordination of

Technical and Vocational Training ................ 6Finance of the Education and Training System . . 6The Bank's Role in Education and Training . . 7

II. THE PROJECT ................................................. 8

Introduction........ ............. ...... ....... ...... 8Objectives and Scope ...................................... 8Vocational Training Centers--

Construction Trades (MDHLR) ............................. 9Instructional Materials Center (MDHLR) .................... 10Vocational Training Centers--

Industrial Trades (MOIMR) ............................... llInstructor Training Institute (ITI)--MOIMR ................ 12Additional Technical Assistance ........................... 13

III. PROJECT COST, FINANCING, IMPLEMENTATION AND DISBURSEMENTS...14

Cost of the Project ....................................... 14Project Financing ......................................... 17Recurrent Expenditure ..................................... 17Implementation ............................................ 17Disbursements ............................................. 19Accounts and Audits ....................................... 20

IV. BENEFITS AND RISKS .......................................... 20

Benefits .................................................. 20Risks ..................................................... 20

V. AGREEMENTS REACHED AND RECOMMENDATION ....................... 21

This report is based on the findings of an appraisal mission to Egypt in June1982. Mission members included Messrs. N. V. Corwell (technical educator,mission leader), M. H. You (economist), J. Schweitzer (general educator,consultant) and Ms. R. Montague (architect). Mr. C. Sinclair also contributedto the economic and manpower components of the report.

This document has a restricted distribution and may be used by recipients only in the performance oftheir official duties. Its contents may not otherwise be disclosed without World Bank authorization.

ANNEXES

1. Chart, Tables and Schedules

Chart 1; Structure of the Education System, 1981/82

Table 1; Comparative Education Indicators

2; Enrollment, Number of Teachers and Schools, 1981/823; Locations of Project Institutions

4; Summary of Project Costs5; Unit Capital Costs and Areas per Student, Project Institutions

Schedule 1; Implementation Schedule2; Technical Assistance3; Estimated Schedule of Disbursements

2. Related Documents and Data Available in Project FileA. Reports and Studies Relating to the Country

B. Reports and Studies Relating to Education

MAP

ARAB REPUBLIC OF EGYPT

Basic Data (1981) 1/

Population

Total population 43 millionCurrent rate of population growth 2.8% p.a.Per capita GNP (1980) US$580Literacy rate (population over 10 years of age--1976) 44%

Education Enrollments as Percentage of Age Group 2/

Level and Age Group Total Male Female

Basic (6-14) 76 88 62Primary (6-11) 84 98 70Preparatory (lower secondary) (12-14) 59 70 47

Secondary (15-17) 43 52 33Higher (18-22) (1978) 15 21 9

Education Expenditure

Central government expenditures on Recurrent 11.0%education as a percentage of total Capital 2.7%government expenditures (1981) Total 4.5%

Central government expenditures on educationas a percentage of GDP (1975-80) 3.1%

1/ See Annex 1, Table 1 for comparative educational data2/ Gross enrollment rates

S

I. MANPOWER DEVELOPMENT FOR INDUSTRY AND CONSTRUCTION

The Industrial and Construction Sectors

1.01 Egyptian industry has a large potential for growth given itsproximity to promising markets in Europe and the Middle East and a large andrapidly growing domestic market. Since Egypt's agricultural prospects arelimited, and the service sector is already overstaffed, it is to industry thatthe Government looks to provide stimulus to growth through continuedexpansion, efficient import substitution and increased exports, as well as toabsorb the growing labor force. Starting in 1974, the performance of industryhas improved considerably and the sector's output has grown at an average rateof about 8% annually during 1974-81. In FY81, industry accounted for about15% of the GDP, was responsible for 13% of commodity exports, and employedabout 1.5 million people or nearly 13% of the domestic work force. The1982/83-86/87 Plan includes growth targets averaging about 10% annually forindustry. In order for Egypt's industry to play a more dynamic role and thusprovide the momentum for sustained economic growth, it will be necessary toovercome several existing constraints, prominent among which is an inadequatesupply of skilled manpower. The development of an efficient vocationaltraining system to complement an industrialization strategy is, therefore, anessential ingredient of Egypt's economic development process.

1.02 The construction sector is also vital to the Egyptian economy. Thedevelopment of virtually all sectors including industry, power, transporta-tion and, in a period of rapid urbanization, housing, is affected by thecapability of the construction sector. And the performance of the sector, inthe 1970s has been an impediment to the achievement of the Government'sdevelopment goals. The 1982/83-86/87 Plan includes growth targets averagingabout 7% annually for construction. As in the case of industry, a sizeable

shortage of skilled manpower is among the key constraints faced by the sector;therefore, there is an immediate need to rapidly build up a supply ofwell-trained construction workers and simultaneously work towards creating astrong cadre of construction management personnel.

Training of Skilled Manpower for the Industrial and Construction Sectors

1.03 In attempting to meet demand for semi-skilled and skilled manpower,the Ministry of Education (MOE) has made commendable efforts to increaseenrollments in the three-year, grades 10-12, secondary technical schools(Annex 1, Table 2). These schools are divided into industrial, commercial andagricultural schools and are intended to prepare trained manpower for thesesectors. While total enrollments have grown by about 76% since 1976, thequality and relevance of the instruction provided by the secondary technicalschools is severely affected by their poor physical state, outmoded andinadequate practical equipment, outdated curricula and the poor qualificationsof the technical instructors. The MOE three-year program will be included inthe study of technician and skilled worker training programs to be conducted

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under the ongoing second education project during 1983. In order to meetcritical manpower needs, ministry-organized training outside the formaleducation system has, with Bank assistance, expanded and diversifieddramatically over the last five years. The major ministries involved intraining are the Ministry of Industry and Mineral Resources (MOIMR), theMinistry of Development, Housing and Land Reclamation (MDHLR), and theMinistries of Health, Agriculture, and Social Affairs. Of these ministries,MOIMR and MDHLR dominate in terms of numbers of trainees, centers, andexpanded capacity. Between 1978 and 1981, enrollments in MOIMR and MDHLRvocational training centers (VTCs) increased by 23% and 105%, respectively.

1.04 Ministry of Industry and Mineral Resources (MOIMR). This ministry,through its Productivity and Vocational Training Department (PVTD), hasspecific responsibility for training employees in the major industrial skillareas for the large public enterprises which dominate the industrial sector.These companies provide employment for approximately 60% of the total laborforce in manufacturing industry. In addition, the PVTD provides skilled andsemi-skilled labor for private industry, and private sector firms participatein the PVTD program. The PVTD was established in 1957 with assistance fromthe International Labour Organization (ILO). To carry out its trainingresponsibilities, the PVTD maintains a country-wide network of 37 VTCs, 10in-plant training centers, and an Instructor Training Institute (ITI). It isdirected from Cairo (with a branch office in Alexandria), and some curriculumdevelopment, instructor training and related services are provided by the ITI,also in Cairo. In an attempt to organize its training system moreeffectively, the PVTD recently divideci the country into ten regions andestablished in each a Regional Consultative Council composed ofrepresentatives of the employers and educators in the region, and PVTDofficials. These Councils provide guidance in the operation of the trainingcenters.

1.05 Through its network of training centers, the PVTD conducts threetypes of programs: (a) apprenticeship--a three-year program in which traineesare full-time in the training center i-n the first year, two days per week inthe center (the remainder on-the-job) during the second year, and one day perweek in the center (the remainder on-the-job) in the final year. Trainees areadmitted to this program after successfully completing the preparatory levelof the formal system; (b) accelerated courses of various duration for personsbetween 15 and 30 who can read and wri'te; and (c) upgrading courses forworkers.

1.06 Over time and for various reasons the number of students attendingthe accelerated and upgrading courses has diminished considerably. Today,over 90% of all PVTD trainees attend the three-year apprenticeship program,which covers 15 trade areas (metal, electrical, electronics, automotive,mining, metallurgy, maintenance, heat treatment, printing, precisionmechanics, textiles, chemicals, air-conditioning and refrigeration, leatherprocessing and glass processing). Skill-training is provided in 72 differentfields of specialization within these general trade areas. This list reflectsthe diversity of Egyptian manufacturing industry and indicates the heavyburden placed upon the PVTD to meet the skilled manpower requirements of allthese sectors. Enrollments in the PVTD VTCs were about 8,400 in 1981 and areplanned to increase to about 17,000 by 1990.

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1.07 Ministry of Development, Housing and Land Reclamation (MDHLR).Within this Ministry, the Training Organization (TOMOHAR) is attempting tomeet the manpower needs of the entire construction industry. TOMOHAR providesbasic training for the building and construction trades and supervises sometraining which private companies provide internally. It offers three types ofcourses; (a) six- to eight-week management courses for site supervisors; (b)special courses of one or two weeks for technician type training; and (c) asix-month program of basic construction skill training, which comprises fourmonths instruction in the training centers followed by two months ofsupervised work experience. TOMOHAR's main effort is in this latter type oftraining. Training is provided in 10 specializations, namely: masonry,tiling, plastering, steel reinforcement, formwork, carpentry, painting,plumbing, metal work, and electrical work. In addition, there are threeinstructor training centers, of which two are presently operational while thethird will become operational in 1983. In 1981, TOMOHAR centers enrolled some7,500 trainees. When TOMOHAR completes the construction and development ofits VTCs, annual enrollment will rise to about 53,000.

1.08 The link between training and employment is very close for both MOIMRand MDHLR, since training is tailored directly to particular industries and aproportion of the training period is spent on-the-job in a sponsoringinstitution. Both MOIMR and MDHLR are major employers of the output of theirown training centers and maintain liaison with other employers to ensure thecontinuing relevance of the training. Staff in both MOIMR and MDHLR areconfident that training center graduates are finding ready employment in theirtrades, a finding which has been substantiated by a recent study for the MDHLRcarried out using technical assistance (TA) provided by the Federal Republicof Germany. Both Ministries wish to have improved information on theemployment of their graduates and TA will be provided for this purpose in theproposed project (paras. 2.16 and 2.17).

Major Issues in the Training of Skilled Manpower

1.09 The major issues which relate specifically to the training of skilledmanpower for the construction and industrial sectors are; (a) skilled manpowershortages; (b) provision of instructors; and (c) manpower planning andcoordination of technical and vocational education.

(a) Shortages of Skilled Manpower

1.10 Shortages of appropriately trained technicians, skilled andsemi-skilled labor, coupled with a surplus of poorly trained labor, have besetthe Egyptian economy since the early 1970's, when higher rates of economicgrowth were achieved and when labor migration occurred among these skillgroups. Since 1974, the Government has made a major effort to alleviate thisproblem by increasing the amount of vocational and technical training providedin the country. However, during the period 1950-73, very little training ofthis type was provided and, as a result, the stock of teaching facilities,technical teachers, teaching materials, and suitable buildings is still verylow, despite the various efforts of government and development agencies. TheBank has been assisting in this effort since 1977 and the ongoing projects,together with the proposed project in the sector, would, when completed, makea significant contribution towards alleviating some of the manpowerdeficiencies.

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1.11 According to Bank mission estimates (based on government data),taking emigration into account, the supply of skilled and semi-skilled workersfrom TOMOHAR training centers for the construction sector will meet some 85%of annual demand by 1992. In the industrial sector, the planned output of theMOIMR VTCs together with the output of the MOE secondary technical schoolswill meet 59% of the annual demand for skilled and semi-skilled workers by thesame year, as Table 1 shows. Neither of these estimates takes account of theupgrading requirements of the existing labor force, which are substantial.The shortfall between the demand for skilled labor and its available supplyhas several causes. One of these is low wage rates in the public sector,which are determined by government regulation. Equally significant is thelimited training capacity of the MOIMR which will take time and substantialeffort to build up.

1.12 In the face of this shortfaLl, the construction and industrialsectors will continue to recruit frorm the substantial numbers of dropouts fromthe formal education system (Annex 1, Table 2) whose programs do not provideadequate job skills.

Table 1: DEMAND AND SUPPLY OF SKILLED AND SEMI-SKILLED WORKERS

INDUSTRY AND CONSTRUCTION

Skilled and Demand Supply ShortfallSemi-skilled Workers 1982-87 1987-92 1982-87 1987-92 1982-87 1987-92

Industry 332,300 380,500 180,100 222,800 152,200 157,700

(54%) (59%) (46%) (41%)MOE Schools 142,500 162,500MOIMR VTCs 37,600 60,300of which;Previous Bank projects(Credits 681, 868& 1069-EGT) 14,225 34,075Proposed project 440 3,300

Construction 169,400 263,000 90,200 224,800 79,200 38,200(53%) (85%) (47%) (15%)

of which;Previous Bank projects(Credits 681 & 868-EGT) 84,300 167,700Proposed project 5,900 57,100

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(b) Provision of Instructors

1.13 The Bank has assisted with the development of instructor and teachertraining facilities in various ministries under the first, second and thirdeducation projects. The project completion report (under preparation) for thefirst education project has highlighted the urgent need to increase the supplyand quality of instructors for the VTCs. The MOIMR ITI (para. 1.04) wasestablished in 1964 with ILO assistance to prepare instructors for the VTCsand training officers for industry. However, its equipment is now obsoleteand in urgent need of replacement and the curricula needs to be revisedaccordingly. The ITI is included in the proposed project (para. 2.12). Inthe construction sector, the supply of instructors for the TOMOHAR VTCs willcome from the three instructor training centers (para. 1.07) supported underthe first education project. The duration of the existing instructor trainingcourse is inadequate and assistance will be provided in the proposed projectto expand it from three to six months (para. 2.06). The following table showsthe anticipated demand and supply of instructors in MOIMR and MDHLR during theperiods 1982-87 and 1987-92;

Table 2; ANTICIPATED DEMAND AND SUPPLY OF INSTRUCTORS IN MOIMR AND MDHLR

Demand Supply ShortfallInstructors 1982-87 1987-92 1982-87 1987-92 1982-87 1987-92

MOIMR 1,735 1,420 700 1,000 1,035 420(60%) (30%)

of which;Proposed project 335

MDHLR 1,135 1,210 1,100 1,150 35 60

(3%) (5%)of which;Previous Bank project(Credit 681-EGT) 1,100 1,150

1.14 While increased provisions are being made for instructor training,the Ministries are also tackling a second problem--low motivation amongstinstructors. For example, technical school graduates of the formal system whoare instructors are unenthusiastic about their employment, preferring toproceed to university. Skilled craftsmen, on the other hand, who, withadditional training, could work as instructors are in high demand both withinthe domestic economy and abroad and can earn up to four times more in the

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private sector as craftsmen than as instructors. The result is thatinstructors tend to be poorly motivated and inexperienced. Practicalinstruction also suffers as a result of the bias towards theory in theeducation system and the physical absence of materials and equipment. A majorconstraint to instructor training at the MOIMR ITI in Cairo, which would beaddressed in the proposed project, is the high cost of lodging forparticipants from outside Cairo. To make employment prospects moreattractive, MDHLR has introduced an incentive system, and MOIMR is preparingto follow suit. Both ministries are also examining various options forrecruiting new instructors, including the use of part-time instructors fromindustry for practical instruction.

(c) Manpower Planning and Coordination of Technical and Vocational Training

1.15 The Bank and other agencies, including the United States Agency forInternational Development (USAID) and ILO, have supported government effortsto plan human resource development in Egypt. This support has been necessarybecause human resource planning is in its infancy, despite the country'sexperience in central planning. Recent efforts to undertake manpower planninghave been hampered by the rapidity of social and economic change, a generallack of functional data, a lack of coordination between ministries anddifferent agencies, and the particular environment created by governmentrecruitment policies. The Government recently set up a task force of leadingEgyptian economists who are currently examining this and other issues.

1.16 In the last seven years, the relationship between education andtraining policy and economic developnient has not been clearly articulated.Enrollments have increased at all levels (Annex 1, Table 2), the proportionalshare of secondary technical education has been increased, and the system hasbecome more diversified and flexible. At the same time, ministry andproject-related training has grown rapidly. The Government has recognized theneed to improve the coordination of technical and vocational education bycreating in 1981 a Central Committee for Orientation and Supervision chairedby the Minister of Education, whose members are drawn from the ranks ofprofessional educators, education administrators and planners andrepresentatives from public and private sector industries. It is anticipatedthat this difficult and complex issue will require a great deal of time andperseverance by the Central Committee before it can be satisfactorilyresolved. The MOIMR is guided by a Consultative Council for Training inIndustry comprising representatives of the Government and the public andprivate sector industries whom the MOIMR training centers serve.

Finance of the Education and Training System

1.17 In 1981, educational/training capital expenditures, as a percentageof total central government capital expenditures, were 2.7%, whileeducation/training recurrent expenditLures were 11.0% of the total governmentrecurrent expenditure. During 1975-1980 the total education expenditure wasabout 3.1% of GDP, slightly low compared with other countries of similardevelopment in the region. Within the overall education/training budget,there is a disproportionate emphasis on general secondary and

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university education, to the detriment of basic, vocational and technicaleducation. In 1979/80, university enrollment accounted for only 3% of allenrollment in the formal education system, but received 29% of all resourcesallocated to the formal system. This uneven distribution of resources hasbeen much commented upon in Bank documents and by such agencies as USAID, butthere is no sign of new policies that will change the position. The practiceof providing government jobs to university graduates, combined with an openadmission policy to higher education, encourages students to pursue universitystudies, thereby maintaining or elevating the already disproportionateemphasis on higher education.

1.18 Training budgets for the MOIMR and MDHLR have been rapidly increasingin recent years. During 1975-81, the MOIMR's recurrent expenditures increasedat an annual rate of 17.1%, while capital expenditures rose 59% per year.Similarly, the MDHLR's recurrent and capital training budgets have beenincreasing by 23% and 40% per year, respectively, during 1978-82. During thenext five years the training budget for MOIMR will increase at an averageannual rate of about 22% for recurrent costs and about 25% for capital costs.During the same period the MDHLR budget will increase at about 29% forrecurrent costs and about 24% for capital costs per year. These increases forboth Ministries indicate the rapid expansion of industrial and constructiontraining programs and the high priority placed on them by the Government.

The Bank's Role in Education and Training

1.19 The main theme of the Government's education and training strategy inthe 1982/83-1986/87 Plan is the rapid development of skilled manpower to meetthe economy's needs. Emphasis is to be placed on: distributing trainingopportunities equitably with special attention to the needs of the regions;correcting the imbalance between the demand for and supply of manpower with amajor focus on industrial training; improving the quality and relevance of theskills of the new and existing labor force; and strengthening theinstitutional base for manpower development.

1.20 The Bank's support for education and training in Egypt has beenconsistent with the Government's priorities, prime among which are theestablishment of a stock of skilled manpower, a better balance between thedemand for labor and its supply, and equity in the distribution ofopportunities.

1.21 In support of the sector, the Bank has lent a total of US$105 millionfor three projects. The main focus of these projects is to expand and upgradethe training of managers, technicians, and skilled and semi-skilled workers inindustrial, agricultural, construction and commercial trades; improve andexpand teacher and instructor training in selected areas; achieve modestimprovements in education and manpower planning; and provide limited supportfor health education. The project completion mission for the recentlycompleted first project has concluded that the project succeeded in achievingits main objectives. Enrollments and annual outputs of project institutionsare expected to meet project targets by 1984. The studies on education andmanpower planning did not, however, result in improved manpower planning.Accordingly, a more focussed effort in this area is planned for MDHLR andMOIMR in the proposed project. The second and third projects are ongoing, andthe overall progress is good.

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1.22 In view of Egypt's continuing need to prepare manpower to carry outthe high levels of investment planned, the Bank proposes to build upon theongoing support for the vocational training programs in priority sectors.Construction and industry would be emphasized and special efforts would bemade to ensure that training programs support the Government's objective ofachieving a more balanced regional distribution of industry. As experience isgained under the third project, agricultural training could be developedfurther. Separately, assistance planned for the construction sector will helpdevelop a strong management cadre. Over the years, a good rapport has beenestablished between Bank staff and the agencies responsible for training; thisshould prove very helpful in our continuing cooperation in the sector.

II. TiHE PROJECT

Introduction

2.01 The proposed project was prepared by the Government following a Bank

project identification mission in December 1981 and a subsequent Bankpreparation assistance mission in February 1982. The project was appraised inJune 1982.

Objectives and Scope

2.02 The project would assist the Government in implementing priorityvocational training programs which are fully consistent with its economicdevelopment strategy. The project objectives are as follows.

(a) to increase the quantity and quality of trained manpower in theconstruction sector by establishing 22 new VTCs for the constructiontrades, and thereby completing the program begun under the firsteducation project, and to establish a new training materialsproduction center to develop new and improve existing instructionalmaterials;

(b) to increase the quantity and quality of trained manpower andinstructors in the industrial sector by establishing one new VTC, byextending and/or re-equipping five existing VTCs and one existingITI, and by developing new and improving existing instructionalmaterials; and

(c) to improve the planning, management and evaluation capacity of the

training departments in the MDHLR and MOIMR by providing TA.I

2.03 The project would include provision of construction/extension, and/orequipment and furniture for:

EstimatedCapacity Annual

Institution Grades Existing Additional Total Output

MDHLR:22 Vocational training

centers Ungraded 0 6,600 6,600 18,0001 Instructional materials

center -- -- -- -- --

MOIMR:6 Vocational trainingcenters a/ 9 970 600 1,570 730

1 Instructor TrainingInstitute 12 150 75 225 200

a/ Four VTCs (Alexandria, Tanta, Mansura and Sohag) will operate on adouble-shift basis and therefore enrollment and outputs from these centerswill be doubled. The estimated annual output figure of 730 includes thedoubled output from the 4 VTCs.

In addition, the project would provide TA; (a) related to the above projectcomponents (232 man-months of specialists' services and 340 man-months offellowships); and (b) for institution building (66 man-months of specialists'services and 62 man-months of fellowships) to improve the capabilities ofMDHLR and MOIMR to plan, manage and evaluate vocational training programs.

Vocational Training Centers--Construction Trades (MDHLR)

2.04 This component would include construction, equipment, furniture andTA for 22 new VTCs. The 22 new centers would, together with the 43 centers

established under the first and second education projects, complete theTOMOHAR Five-Year Plan (1982-86) to establish a national network of 65

4 construction trades training centers and meet some 85% of the demand forskilled and semi-skilled workers. The 43 centers provided under the first(completed) and second (ongoing) education projects are successfully meetingmajor project objectives (para. 1.21). The new centers would provide urgentlyneeded skill training opportunities for low income groups and would reduceregional inequalities in the availability of vocational training opportunitiesthrough the dispersed locations of the training centers among various outlyingGovernorates (see Map).

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2.05 The 22 new VTCs would offer initially six-month basic vocationaltraining courses for 10 construction trades (carpentry, masonry, painting,tiling, plastering, plumbing, formwork, metalwork, electrical, and steelreinforcement). Each center would have a capacity of 300 trainees (30trainees per course). The 22 centers would have a total annual input of19,800 trainees and an estimated annual output of about 18,000 from thesix-month courses (four months in the VTC and two months in on-the-jobtraining). While there are no formal education entrance requirements forTOMOHAR trade courses, trainees have to be literate and at least 15 years ofage. Trainees currently receive a daily allowance of LE 0.75 and a daily foodration and, in addition, receive a basic tool kit before leaving the centers.Employment prospects for graduates are excellent. Based on the experiencewith the 43 centers provided under the first and second education projects, nodifficulties are anticipated in receiving adequate numbers of qualifiedapplicants. As the supply of graduates begins to meet the immediate andurgent manpower needs of the construction industry for basic skills, theduration of the training courses will be increased to 8 months and to 10months for some of the more complex trades with a resulting increase in thelevel of skills. The new expanded course structure will permit an increase intheoretical instruction (from the current 10% to 20% of training time) toreflect the higher level of skill .in the new courses. TOMOHAR long-rangeplans also include provisions for introducing skill-upgrading courses at theVTCs for the existing work force and this will be a topic included in theBank's ongoing dialogue with the Ministry.

2.06 The 660 instructors required for the 22 new VTCs would be suppliedfrom the estimated 300 annual output of the three instructor training centersestablished under the first education project (para. 1.07). Currently, theduration of the instructor training course is only three months but the coursewill be expanded and its duration increased to six months by June 30, 1986 inorder to increase the quality of instructor output. Assurances to this effectwere provided during negotiations (March 1983). The TA component wouldinclude the services of an instructor training planning specialist (threeman-months) to assist TOMOHAR in planning and organizing the expansion of theinstructor training course (para. 2.17). The TA component would also include66 man-months of fellowships for onae senior instructor from each of the 22VTCs to assist in updating and upgrading their technical and teaching skillsfor improved teaching performance. Twenty-two man-months of fellowships wouldbe provided for the new VTC directors to update and upgrade their planning,organization and management skills.

Instructional Materials Center (MDHLR)

2.07 This component would include equipment, furniture and TA to establishan instructional materials center at the existing VTC at Tenth of Ramadan Cityto meet the needs for audio-visual aids and printed instructional materialsand to supervise and coordinate the curriculum development activities in theother VTCs. This VTC is designated as TOMOHAR's future headquarters andadequate space is available for the instructional materials center which willinclude sections for audio-visual aids production, maintenance of audio-visualequipment, a print shop, a technical reference library and a curriculumdevelopment coordinating unit.

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2.08 TOMOHAR has already commenced revising and updating its conventionaltraining materials for the 10 trade courses into a modular, performance-basedformat with bilateral assistance from the Federal Republic of Germany. Thisproject is being executed by the ILO utilizing the ILO "modules of employableskill" approach. However, this effort includes only 2 (electrical andmasonry) of the 10 trade areas and additional TA is required to complete thismajor curriculum effort. The TA component for the instructional materialscenter would, therefore, include 124 man-months of expert services and 16man-months of fellowships to complete the preparation of modular,performance-based training materials for the remaining eight TOMOHARconstruction trade courses (carpentry, plumbing, painting, tiling, plastering,formwork, metal work, and steel reinforcement). In addition, 24 man-months ofexpert services and 18 man-months of fellowships would be provided for theaudio-visual aids sections. Staffing of the proposed instructional materialscenter with qualified personnel would be a critical factor in its success.Therefore, the Government has agreed to appoint at least three full-timepersonnel (for audio-visual aids production, audio-visual equipmentmaintenance and printing) on a permanent basis to the instructional materialscenter to coincide with the arrival of the audio-visual aids specialists(scheduled for June 1984) and to be their counterparts.

Vocational Training Centers--Industrial Trades (MOIMR)

2.09 To alleviate the severe shortage of skilled workers in the industrialsector, the project would provide construction/extension and/or equipment,furniture and TA for one new and five existing VTCs. Eleven of the MOIMR's 37VTCs were assisted under the first education project and were successful inmeeting major project objectives (para. 1.21). The one new VTC to beestablished under this project would be located at Sohag (population about 2n4ll14n) in Middle Egypt where the regional expansion of small-scale industryis severely constrained by the acute shortage of trained workers. The fiveexisting VTCs are located in well-established and expanding industrial areas(Alexandria, Assiut, Aswan, Mansura and Tanta). The project would provideextension and/or additional new equipment and replacement of old equipment inthe five existing centers and construction and new equipment and furniture forthe Sohag center. The six VTCs would have an estimated enrollment (withdouble shifts at four VTCs) of about 2,440 (12% women) with an annual outputof about 730 skilled and semi-skilled workers for the automotive, electrical,metal, chemical, air-conditioning, maintenance and printing trades. Theapprenticeship trades program consists of one year of formal trade trainingwith equal time allocated to theory and practice followed by two years ofon-the-job training in selected local industries with additional theoryinstruction for two days and one day per week in the second and third years,respectively. This program, which has been in existence for more than 10years, requires updating (para. 2.16). For admission to the apprenticeshipprogram, trainees must have completed preparatory school and be over 15 yearsof age. The drop-out rate from the apprenticeship program is currently about10%.

2.10 The existing training materials for four apprenticeship courses(automotive, fine mechanics, metals and electrical) need to be updated and newtraining materials need to be prepared for three additional courses (chemical,printing and marine engines). This project component would, therefore,

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include 114 man-months of fellowships for 25 senior instructors and 18man-months for 3 curriculum specialists to update existing and prepare newtraining materials for the seven courses. Selected instructional materials tobe developed at the ITI (para. 2.14) would, with minor modifications, also beutilized in the VTCs. A total of six man-months of fellowships would beprovided for the directors of the six VTCs to update their knowledge oforganization and management of VTCs.

2.11 The estimated 140 instructors (70 practical and 70 theory) required

for the new VTC and for the new courses to be added to the five existing VTCswould be selected from the estimated 200 annual output from the MOIMR ITI.

Instructor Training Institute (ITI)--MOIMR

2.12 This component would provide: (a) additional equipment and furnitureand replacement of old equipment and furniture for existing courses; (b) newequipment and furniture for five new courses; (c) construction of a newdormitory building; and (d) TA for the existing MOIMR ITI at Cairo. Theobjective of the component is to increase the supply and quality of industrialtrade instructors for the MOIMR's VTCs. The ITI has a current capacity of 150trainees. The one-year instructor training program includes trade theory andpractice, pedagogy and practice teaching. The program requires expansion andupdating (paras. 2.13 and 2.14). Trainees are selected from technicalsecondary school graduates and graduates of the three-year apprenticeshipprogram. All trainees are expected to have a minimum of three yearsindustrial trade experience. Graduates work as assistant instructors forthree years in the VTCs under the supervision of senior instructors and arethen appointed as instructors for classes of 8 to 15 trainees according toarea of specialization. Employment prospects for ITI graduates in the VTCsand in industry are excellent.

2.13 The capacity of the ITI would be expanded from 150 to 225 trainees byadding five new courses in television, electronics, air-conditioning,automatic control and instrumentation. Adequate space is available within theITI for the additional laboratories and workshops required for the newcourses. Additional classroom space for theory instruction would be providedon the second floor of the new dormiltory building for 100 resident trainees,to be constructed under the project. The provision of a dormitory building atthe ITI will improve enrollments as the high cost of lodging in Cairo is amajor constraint to recruitment of trainees. The provision of boardingfacilities would also increase the vocational training opportunities forstudents from remote areas.

2.14 The TA to be provided to the ITI would include the services of 8specialists (tool and diemaking, metals, electrical, automotive,air-conditioning, mechanical measurement, television and electronics) for atotal of 66 man-months to assist with the updating of existing and developmentof new instructional materials, the installation of new equipment and trainingITI staff in its use, and assisting staff in the implementation of the newcurricula. Ninety-six man-months of fellowships would be provided for 16senior instructors to improve their capabilities in advanced instructionalmethodology and to visit ITIs abroad to upgrade their knowledge of thestate-of-the-art in instructor training in their respective fields.

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Additional Technical Assistance

2.15 In addition to the provision of the technical assistance (232

man-months of specialist services and 340 man-months of fellowships) for theproject components above, the project would also include a total of 66man-months of specialist services and 62 man-months of fellowships for staffdevelopment in the MOIMR and MDHLR. The specialist services would also coverthe preparation of a possible follow-up project.

2.16 For the MOIMR, this component would provide 9 man-months ofspecialist services and 36 man-months of fellowships to upgrade the ministry'sapprenticeship system. An additional 12 man-months of fellowships would beprovided for project management staff to strengthen the capability of the PVTDstaff in planning, management and evaluation of vocational training programs.This limited TA for staff development at MOIMR would complement a substantialTA program financed by USAID for institutional strengthening.

2.17 For the MDHLR, this component would include the services of 5specialists (training systems, administration, financial planning, datasystems and instructor training planning) for a total of 51 man-months and 2man-months of fellowships to upgrade and expand TOMOHAR's planning,organization, management and data systems. An additional 12 man-months offellowships would be provided for project management staff to furtherstrengthen TOMOHAR's capabilities in planning and management of vocationaltraining programs.

2.18 The Government would assign at least one counterpart for eachspecialist included under the TA program. The counterparts would be assignedon a full-time basis upon the specialists' arrival in the country.

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III. PROJECT COST, FINANCING, IMPLEMENTATION AND DISBURSEMENTS

Cost of the Project

3.01 Summary of Project Cost. The total cost of the project is estimatedat LE 66.3 million or US$79.0 million equivalent. The estimated total costand foreign and local exchange components by main project items are su arizedbelow:

Z ofLE Million US$ Million Baseline

Local Foreign Total Local Foreign Total Cost

Construction, equipmentand furniture:22 construction trades

vocational trainingcenters (MDHLR) 13.0 13.3 26.3 15.4 15.9 31.3 63.4

1 vocational trainingcenter (MOIMR) 1.2 1.6 2.8 1.4 1.9 3.3 6.7

Extension, equipmentand furniture:1 instructor training

institute (MOIMR) 0.5 1.8 2.3 0.6 2.1 2.7 5.53 vocational training

centers (MOIMR) 0.8 2.2 3.0 1.0 2.6 3.6 7.3

Equipment only:1 instructional materials

center (MDHLR) 0.1 0.4 0.5 0.1 0.5 0.6 1.12 vocational training

centers (MOIMR) 0.3 2.4 2.7 0.3 2.9 3.2 6.5

Technical assistance:Specialists 0.5 2.2 2.7 0.7 2.6 3.3 6.6Fellowships 0.2 1.0) 1.2 0.3 1.1 1.4 2.9

Baseline cost 16.6 24.51 41.5 19.8 29.6 49.4 100.0

Contingencies:Physical 1.6 2.3 3.9 1.9 2.8 4.7 9.5Price increase a/ 12.5 8.4 20.9 14.8 10.1 24.9 50.4

Subtotal 14.1 10.i 24.8 16.7 12.9 29.6 59.9

Total project cost 30.7 35.6 66.3 36.5 42.5 79.0

Front-end fee on Bankloan 0.0 0.2 0.2 0.0 0.3 0.3

Total financingrequired 30.7 35.8 66.5 36.5 42.8 79.3

a/ Price increases computed on basis of following yearly percentages

1983 1984 1985 1985-90Local Foreign Local Foreign Local Foreign Local Foreign

Civil works 16.0 8.0 15.0 7.5 14.0 7.0 14.0 6.0Furniture and

equipment 16.0 8.0 15.0 8.0 14.0 8.0 14.0 8.0Professional

services 16.0 8.0 15.0 7.5 14.0 7.0 14.0 6.0Technical

assistance 16.0 8.0 15.0 7.5 14.0 7.0 14.0 6.0

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3.02 A breakdown of estimated project costs into local and foreign costelements by categories of expenditure is summarized as follows;

% ofLE Million US$ Million Baseline

Local Foreign Total Local Foreign Total Cost

Construction.Site development 0.7 0.3 1.0 0.7 0.4 1.1 2.3Building 12.6 5.3 17.9 14.9 6.4 21.3 43.2Professional services 0.2 0.0 0.2 0.3 0.0 0.3 0.6

Subtotal 13.5 5.6 19.1 15.9 6.8 22.7 46.1

Furniture 0.6 0.4 1.0 0.8 0.4 1.2 2.3Equipment 1.8 15.7 17.5 2.1 18.7 20.8 42.1

Subtotal 2.4 16.1 18.5 2.9 19.1 22.0 44.4

Technical assistance 0.7 3.2 3.9 1.0 3.7 4.7 9.5

Baseline cost 16.6 24.9 41.5 19.8 29.6 49.4 100.0

Contingencies 14.1 10.7 24.8 16.7 12.9 29.6 59.9

Total project cost 30.7 35.6 66.3 36.5 42.5 79.0

Front-end fee on Bankloan 0.0 0.2 0.2 0.0 0.3 0.3

Total financingrequired 30.7 35.8 66.5 36.5 42.8 79.3

3.03 Basis of Cost Estimates. Estimated civil works costs for theproposed project are based on unit prices derived from current contracts forsimilar institutions and from construction industry cost data and wereadjusted for regional cost differences. Furniture and equipment costs are

X based on current CIF unit prices and on standard costs per place in similarinstitutions and are adjusted upward to include local transportation andinstallation. Project cost estimates do not include any identifiable importduties or taxes as goods imported for use by government ministries are notsubject to these taxes. Costs for professional services are based on currentrates being charged by local architectural firms. In line with recentexperience, the estimate of TA costs is based upon average costs per man-monthof about US$11,000 and US$6,000 equivalent for expatriate and localspecialist's services, respectively (consisting of salary, fees, overhead and

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international travel and subsistence) and about US$3,500 for fellowships,inclusive of international travel. Baseline cost estimates have been adjustedto reflect prices at negotiations (March 1983).

3.04 Contingency Allowance. The project cost includes a contingencyallowance for unforeseen physical conditions equal to 10% of the estimatedcost of civil works, furniture and equipment, and professional services and 5%of the estimated cost of TA. The project cost also includes price escalationcontingencies calculated for the period beginning at negotiations and inaccordance with an appropriate schedule of implementation (Annex 1, Schedule1). Annual rates of price increase for various categories of expenditure areindicated in para. 3.01. Prices are expected to increase during the projectimplementation period by a total of about 59% for civil works, 57% forfurniture, 37% for equipment, 49% for professional services, and 21% for TA.Accordingly, aggregated price increases are estimated at about 46.0% ofbaseline cost plus physical contingencies. Total contingencies are estimatedto be about 59.9% of the baseline cost.

3.05 Foreign Exchange Component. The estimated foreign exchange componentis US$42.5 million or about 53.8% of the total project cost. Calculation ofthe foreign exchange component is based on the assumption that; (a) all civilworks and related professional services contracts will be awarded to localfirms; (b) all furniture contracts will be awarded to local suppliers; and(c) all equipment will be directly imported. The resulting foreign exchangecontent of each category of expenditure is as follows; (a) civil works, 30%;(b) furniture, 35%; (c) equipment, 90%; and (d) TA, 80%.

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Project Financing

3.06 The proposed loan of US$38.0 million would finance about 89% of thetotal estimated foreign exchange cost of the project plus the front-end fee.The Government would finance the balance of the total project costs. Theproposed financial plan is summarized below:

Government IBRDUS$M x US$M % Total

Civil works 18.9 84 3.5 16 22.4Furniture 0.8 65 0.4 35 1.2Equipment 2.1 10 18.7 90 20.8Professional services 0.3 100 0.0 0 0.3Technical assistance 1.0 20 3.7 80 4.7

Baseline cost 23.1 47 26.3 53 49.4

Contingencies;

Physical 2.5 53 2.2 47 4.7Price increase 15.7 63 9.2 37 24.9

Subtotal 18.2 61 11.4 39 29.6

Total project cost 41.3 52 37.7 48 79.0

Front-end fee on Bank loan 0.0 0 0.3 100 0.3

Total financing required 41.3 52 38.0 48 79.3

Recurrent Expenditure

3.07 When fully operational in 1989/90, the project institutions areexpected to require about LE 3.2 million annually in recurrent costs (in 1980prices), corresponding to about 34% and 5% of the projected recurrentexpenditure on training for that year by the MDHLR and MOIMR, respectively.In view of the high priority given to the proposed project, the Government canbe expected to meet these expenditures (para. 1.18).

Implementation

3.08 The construction, furnishing and equipping of all institutions isexpected to be completed by March 31, 1990, while the TA component would becompleted by December 31, 1986 (Annex 1, Schedules I and 2). To alLowsufficient time for submission of the final withdrawal applications, theClosing Date would be September 30, 1990.

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3.09 Administration. The existing project implementation teams in theMDHLR (TOMOHAR) and MOIMR (PVTD) which are currently implementing the secondand third education projects would be responsible for implementing theirrespective components in the proposed project. Both teams have performedeffectively during implementation of the previous projects and no additionalimplementation staff is required. However, in view of the rapidly expandingscope of TOMOHAR vocational training activities, the staff of the new TOMOHARheadquarters at Tenth of Ramadan City will need to be increased by at leastthree new full-time posts by June 30, 1984, including a coordinator ofcurriculum development, an instructor training supervisor, and a data systemsupervisor, all with adequate qualifications and experience, and theGovernment provided assurances to this effect during negotiations.

3.10 Architectural Services. A prototype design for MDHLR's constructiontrades VTCs has been developed under previous education projects and will beadapted by TOMOHAR staff for use in this project. Designs and tenderdocuments for the MOIMR VTC at Assiut are already under preparation by aconsultant architect/engineer and additional consultant architects/engineerswill be appointed to prepare designs and tender documents for the remainingMOIMR institutions. Preliminary designs for MOIMR institutions, including theITI, were presented to the Bank for review and approval at negotiations andare satisfactory.

3.11 Sites. All MDHLR construction trades VTCs are to be located on sitesalready owned by the district Governorates. Twelve sites have been turnedover to TOMOHAR for this purpose and TOMOHAR expects that the remaining 10will be turned over to them by the time of Board presentation. Previousproject experience with TOMOHAR indicates that site acquisition is not likelyto be a problem. The site for the new MOIMR VTC at Sohag has been turned overto the PVTD by the district Governorate. Existing MOIMR institutions which

are to be extended have sufficient land to allow for their expansion.

3.12 Furniture and Equipment Lists. Preliminary furniture and equipment

lists for both Ministries were presented to the Bank for review and approvalat negotiations and are satisfactory.

3.13 Technical Assistance. Draft job descriptions for the specialists anddraft outlines for the fellowship program were discussed and agreed duringnegotiations. Before December 31, 1983, qualified training agencies abroadwould be contracted to provide both the required specialists and fellowshiptraining within the proposed TA program and the TA would be carried outsubstantially as scheduled in Annex 1, Schedule 2. Assurances to this effectwere provided by the Government during negotiations.

3.14 Procurement. In view of the widely dispersed nature of the works andthe relatively small cost of individual items financed under the loan(averaging US$1.6 million including contingencies), all civil works contractsfor the MDHLR items (amounting to US$34.3 million including contingencies)would be awarded on the basis of local competitive bidding under normalgovernment procedures, which are satisfactory to the Bank and do not excludeforeign bidders. The local construction industry is well-developed andcompetitive, and it is expected that all contracts would be awarded to localfirms. As the furniture manufacturing industry is also well developed andcompetitive, it is expected

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that 100% of furniture contracts would be awarded to local suppliers.Furniture and equipment items (amounting to about US$33.4 million includingcontingencies) would be grouped to the extent possible in large packages topermit bulk procurement. Contracts for furniture and equipment in excess ofUS$100,000 would be awarded in accordance with the Bank's guidelines forinternational competitive bidding (ICB). Small items or groups of items

estimated to cost less than the above figure, items of a specialized naturefor which ICB would not be practical, or items which must be compatible withother equipment procured under ICB would be procured under normal governmentprocedures which are satisfactory to the Bank and would include, to the extentpossible, quotations from at least three manufacturers or suppliers; the totalvalue of furniture and equipment so procured would not exceed US$3.0 millionequivalent which would represent about 9% of the estimated furniture andequipment costs including contingencies. For the purpose of comparing foreignand local bids under ICB, local manufacturers of furniture and equipment wouldbe allowed a margin of preference equal to the existing rate of customs dutiesapplicable to competing imports or 15% of the CIF price, whichever is lower.Draft tender and contract documents for furniture/equipment and civil workswould, on completion, be forwarded for Bank review and approval; Bank approvalof tender evaluation documents would be required prior to the award of allcontracts for furniture and equipment under ICB and for all civil workscontracts financed under the loan. Bank reimbursement for all other contractswould be contingent upon Bank approval of tender evaluation documentssubsequent to contract awards. TA and other consultancy services financed bythe Loan would be obtained in accordance with the Bank's guidelines for theuse of consultants (August 1981).

Disbursements

3.15 Disbursements (Annex 1, Schedule 3) would be on the basis of:

(a) civil works: 12% of total expenditures;

(b) furniture and equipment; 100% of the foreign cost of directlyimported items and 100% of ex-factory costs of locally manufacturedgoods procured through ICB; 80% of costs of goods procured throughlocal shopping or local bidding; and

(c) TA: 100% of foreign expenditures for fellowships; 100% of totalexpenditures for experts.

3.16 Disbursements from the Loan would be fully documented and areestimated to take place six months after the incurring of the expenditures,and the Estimated Schedule of Disbursements (Annex 1, Schedule 3) has beencalculated on this basis. Implementation schedules have been drawn up on thebasis of the periods required for the implementation of the three previouseducation projects. In a comparison with the country-wide disbursementprofile for Egypt, the end of the implementation period falls at the pointwhere about 98% of the average loan/credit has been disbursed. The 7-1/2-yeardisbursement period is about average for Bank education projects in the EMENAregion.

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Accounts and Audits

3.17 Both TOMOHAR and the PVTD maintain separate project accounts forBank-financed projects and will do so for the proposed project. Accounts forthe previous education projects at both Ministries have been kept in anorderly, systematic fashion and recommendations for awards, copies ofcontracts and withdrawal applications have been submitted to the Bank in a-imely and complete manner. It is expected that these methods will continueunder the proposed project. No additional accounting personnel is necessary.

3.18 Project accounts would be audited annually by the Central AccountingAgency in Egypt and the audited accounts submitted to the Bank within sixmonths of the end of each fiscal year. The Government provided assurances tothis effect during negotiations.

IV. BENEFITS AND RISKS

Benefits

4.01 The proposed project would make a valuable contribution towardsmeeting the critical skill shortages which constrain Egypt's efforts toachieve substantial economic growth by increasing the supply and upgrading thequality of skilled manpower in the key industrial and construction sectors.The new VTCs would provide badly needed skill training opportunities forlow-income groups and would reduce regional inequalities in the availabilityof vocational training opportunities through the dispersed location of thetraining centers among various outlying Governorates. The provision ofboarding facilities for about 50% of the trainees at the ITI in Cairo wouldalso increase the vocational training opportunities for students from remoteareas.

4.02 An important aspect of the proposed project would be the strengtheningof the Government's planning capability for vocational training and for themanagement and evaluation capacity of both Ministries.

4.03 The new and updated training materials developed under the proposedproject would be utilized in all 65 MDHLR. and all 37 MOIMR VTCs. Furthermore,the project would capacitate the MDHLR to develop and produce its own trainingmaterials.

4.04 The major quantifiable benefits of the proposed project, when fullyoperational, would be an annual output of: (a) about 18,000 workers for 10construction trades; (b) about 200 industrial trade instructors; and (c) about730 skilled industrial workers.

Risks

4.05 In view of the satisfactory implementation of previous similar project

components by the project implementation units in the MDHLR and MOIMR, noundue risks are anticipated with the proposed project. As the TA component islarge (para. 2.03), efficient management will be required to ensure timelyrecruitment of specialists and placement of fellows in appropriate training

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institutions abroad. Therefore, the Government will again use the trainingagency contract method so successfully used under the first, second and thirdeducation projects and an above average amount of supervision by Bank staffwill be provided during the start-up phase (FY84) to further reduce the lowlevel of risk associated with this project.

V. AGREEMENTS REACHED AND RECOMMENDATION

5.01 During negotiations, the Government provided assurances that:

(a) the instructor training course for MDHLR will be expanded and itsduration increased to six months by June 30, 1986 (para. 2.06);

(b) the staff of the new TOMOHAR headquarters at Tenth of Ramadan Citywill be increased by at least three new full-time posts by June 30,1984 (para. 3.09);

(c) by December 31, 1983, qualified training institutions abroad will be

contracted to provide both the required specialists and fellowshiptraining within the proposed TA program and the TA will be carried outsubstantially as scheduled in Annex 1, Schedule 2 (para. 3.13); and

(d) project accounts would be audited annually by the Central Accounting

Agency in Egypt and the audited accounts submitted to the Bank withinsix months of the end of each fiscal year (para. 3.18).

5.02 Subject to the above conditions, the project provides a suitable basisfor a Bank loan of US$38.0 million equivalent to the Arab Republic ot Egyptfor a term of 20 years including a grace period of 5 years.

Annex 1

.22 - Chart 1

EGYPTSTRUCTURE OF THlE EDUCATION SYSTEM

1981/82

BASIC Secondary Higher and Technical

PRIMARY PREPARATORY

General Arts University

Faculties of Arts, Social Sciences

{i Sciences ~~Commerce, Education, etc._* Examination for entry into next level 4 years

or school leaving certificate University

D Supervised on the job training Faculnes of Science, Engineering,MOH = Ministry of Health Agriculture, Medicine, etc. 0MOIMR = Ministry of Industry and Mineral Resources Industrial 5/6 years BMOT = Ministry of TourismMDHLR = Ministry of Development, Housing, HigherTechnical Institutes

Land Reclamation Agricultural Engineering, Commerce,MOSA = Ministry of Social Affairs Agriculture, EducationAll other institutions responsibility of Ministries of Education 4/5 yearsand Higher Education and the Universities Commercial

ID E _EF__ Technician Training ( Industrial, Paramedical,

Commercial, Workshop HnstructoIs)

GRADE 1 2 3 4 5 6 7 8 9 101112 ~~~~~~~~~~1 3 14

MOSA Train-ing Centers Primary Teacher Training

Paramedical (MOH)

Tinhnician Training ai

Training Centers Tourism (MOT)

2 (MDHLR) _ H

Health Institutes

Training Centers(MbIMR)

, I , , t r AI

JO B MAR KETGRADE 1 2 3 4 5 6 7 8 9 10 11 12 13 14)

* i i i i i i i i i i i l I

AGE 6 7 8 9 10 11 12 13 14 15 16 17 18 19

V Primary and preparatory cycles were combined into 9 years of . ompulsorybasic education in 1981.

2/ One to three year handicrafts skills training for out-of-school boys andgirls of age 12 to 16. No formal education required for admission.

;/5-year technician training is divided into agricultural, commerical andindustrial technician and instructor training streams.

4j Six month courses for which entrance requirements are age 15 3ndability to read, vvrite and do elementary calculations.

World Bank-23831

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COMPARATIVE EDUCATION INDICATORS Anne I

Table 1MARCH 23, 1983 Page 1

CENTRALGO VERUNE MrEXPENDITURE COMPLETION RECUTRRENTON EDUCATION EDUJCATION ADULT PRIMARY RATE FOR UNIT COST PROGRESSION SECONDARY HIGHER

CUP PER AS PERCENr RECURRENT LITERACY ENROLL. PRIMARY PRIMARY PRIMARY RATE FROM ENROLL. SECONDARY EN4ROLL.BASE POP. CAPITA PERCENT GR) TOTAL CENTRAL EXPENDITURES RAT E RATIO SCHOOL STUDENTS EDUCATION PRIMARY TO RATIO STUDENTS RATIOYEAR HILLS. (US$) DEVOTED TO GOVERNMENT ALLOCATED TO: (0 (NET) CYCLE PER AS PERCENT SECONDARY (NET) PER (CROSS)

(1979) (1979) EDUCATION EXPENDITURE PED SEC NI (1976) (0) (0 TEACHER GNP/CAPITA (0 (0 TEACHER (0

(1) (2) (3) (4) (5) (6) (7) 1 (8) (9) (10) I (11) (12) (13) (14)

DEVELOPED COUETRIESAUSTRa!9IA 80'9 14.66 8,870 6.

3a 14.6 ………-- -- -- 103" 100 21 --- 99 73 1 3 20.90

CANADA 81 2 3 . 7 b 9,656b 7 .7a 18.5") 30"Y 34"? 23") 991 106" 100 21 19.9"? 100 92" IN8 22.60"GERMANY F.R. 79 61.2 12,200 4.6 9.9"… … … … 996-- gg 89" 100" --- --- 100" 94" - 12.10"NETNERLANDS 79 14.0 10,490 7.9 5.1 20 35 25 99b½ 96 95 18 15.3 99 82 13 12.40NEW ZEALAND 80 3.2b 6, 081b 5 . 5W 13.0 37 31 28 991 100 100 24 11.6 100 82 15 25.80""SWEDEN 79 8.3 ~12,250 9.0 18.2 31 1 0 1 0 991 99" 100 18" 19.9 100 79" 10") 36.50"y

EASTERE APRICANOYISWANA 80 0.8b 72ob 6.3P 19.3 48 28 15

33b 94 74 32 22.0 33"" 20 18 1.50

BURUNDI 81 4.2 235 2.8bw 19.0 43 28 2 7 25 29" 35 37 20.2 1 2 3" 1 7 1.00

CONOROS 85 0.4b 260 6.5" 2).4 40 281 14 --- 99" 65 45 16.0 58 21" 30 1.40UJiloROST 81 0.3 460 5.4 10.8 60 40 ... 10 32 -- 41 --- 60 8 1 9 0.50ETHIOPIA 80 31.0b 1301 2.2P 11.1" 52 32 14" 15 38 --- 59 18.0 --- 9 41" 5.10KENYA 79 15.3 390 5.9" 18.o

171 15 14 45 92 74 40 15.8 41 19 28 1.00

LESOTHO 80 1.3 41GP 4.3P 21.0 51 24 25 32 64 61 49 4.0 64 17 21 0.90MADAGASCAR 77 8.5 330 4.0" 24.0 53 28 1 9 50 946b' 33 55- 8.0 38 1 4 2 3 3.10byMALAWI 81 6.1b 2301 3.5 11.4 38 14 25 256 62 23 65 3.8 12 4 21 0.40MAURITIUS 80 o.9

11,080b 6.0 11.3 39 40 7 80 87 78 331 17.1 79 45" 21 0.40

RWANDA 80 5.01 2001 3.2 21.3 62 17 11 231 57" 62 40 14.0 6 4" 13 0.40SEYCHULLUS 78 65.01 1,580b 5.0 12.0 34" 33" 10" -- --- --- --- --- --- --- -- --SOM4ALIA 70 3.8 185" 2.0" 11.0 55 10 21 5ob 2617 -- 371 20.4 531 4b" 161 1.00SUDAN 80 20.01 4731 3.0 --- 66 39 ... 32 51"" 68 34 1.4 44 13 1 6SWAZDILAND 78 0.5 650 7.1" 12.2 36 33 18 631 8017 49" 3367 7.7 66" 33b.) 20" 2.00TANZANIA 80 18.5 260 5.9 17.7 4 7 10 16 796 986 87 21 11.0 191 3 20" 0.011UGANDA 80 12.6b 3001 - 16.1" 231 371 201 48 54" 6 1 34 --- 1 7 5 23 0.60ZAIRE 78 27.5 210" 6.0" 22.0 4 9 26 2 5 15 847 44 42" --- 41 13" 2 7 1.1017ZAMBIA 80 5.71 3661 4.5P 11.1 48 23 22 441 95 so 48 12.9 19 06 22 1.50ZIMBABWE 81 7.7b 7001 5.1 19.5 62 32 6 446 90 5 5 39 20.0 85 1 5 23 0.50

WESTERN AFRICASENJNR 79 3.4b' 3201 6.5" 33.0 43 21 5 11b 42 30 46 14.0 30 11 43 1.007CAMEROON 78 8.2 390 2.9y 16.07 33" 43" 20" - 747 45" 507 11.8" 20" 14) 26 1.307C.A.R. 79 2.2 280 3.8"y 20.6"y -- - -- -- --…- 65"y --- --- --- --- 0.70")CHAD 76 4.4 120 23 4 bwy 21.71…- ---- 15 257 - 77 --- --- 3") 21 0.207CONGOo 78 1.5 670 9.3"ay 27.7") ------ - - 56b7 --- 30 --- 431') 4.00">.GABON 77 0.6 3,420 3.7by 8.47 - - - - - - 4 6 by -- -- - l9by 2.80")GAMBIA 77 0.6 220 3.3W" 6.56 46 25" 6" job 4067 90" 27"') 44.7" 40 12b.y 17 --GHANA 76 11.3 400 4.07 15.5b --

1 …-- -- 71b61 -- 376) -- --- 36k"'y 21 --

OGI-NA 79 5.3 290P 4.6"P -- 25" 28" 28" 20 34 36 38 70.nap - 16 29 7.00"IVORY COAST 81 8.21 1,0701 10.0 45.0 33 46 13 3o

160 86 43 26.0 47 15"") 26 1.90")

LIBERIA 80 1.9 520 4.6 19.6 43 23 24 30 52 32 35 20.0 76 22 20 2.90MALI 7 7 6.71 o

180 431b 21.7b 45" 37" 18" 10 28b1y1) 4317 -- 50"- 6" --- 0.906y

MAURITANIA 78 1.61 3201 5.5 16.8 33 43 2 5 171 32 60 44 52.0 30 9 25 0.37NIGER 78 5.2 300 4.3") 16.6">y 52" 43" 5" 8 17 36" 41" 38.7" 40 2 346 0.250.NIGERIA 77 82.6 910 4.1y 9.6…------ -- --- --- --- --- --- io") 25 0.177SENEGAL 77 3.3 450 5.G 23.0 46 34 20 10 34b6y -- 4367 -- 20 10 21 2.20b7

SIERRA LEONE 7 7 3.4 250 4.06 16.01…-Is6

-- 15 37" -- 35 23.06 N4 iS"1 22 0.60b7TOGO 78 2.4 400 6.5ql" 26.5q 30" 28" 21" 18 74 40 3417 38.0 52 32b.y 486 1.6067UPPER VOLTA 78 3.6 180 3.0""' 19.3"7 31 16 32 -- l5by 23 336) 52.5? 19 3bxy 25 0.027

LATIDR AMERICA AND THE CARUBREANAEO-ENriNA --- 78--27.3 2,210 2.7 10.9 43" 31" 18" 931 89 52 17 --- 87 31 8 23.00RAHAMAS 79 0.2 2,770 3.7 19.1 36 36 11 936 99 97 24 --- 97 75 19 --BARBADOS 78 0.2 2,680 8.5"">. 22.1" 43" 31" 16" 996 100>. 99" 377 19.9" 99" 78Y 20) -BOLIVIA 80 5.4 550 4.1") 30.5"… … … …-- -- 63 74) --- 20) --- --- 15) --- 12.60)BRAZIL 79 116.5 1,770 3.8 6.2 51 --- 14 76 73") -- 233") 45b 61" 13"y 14">. 12.62bCHILE 76 10.9 1,890 3.2by 13.01…119-1-- -- 1j)by - 341) -- -- 355by 206) 11.90byCOLOMBIA 80 26.71 I,180b 3.3 25.0 35 20 20 811 78 36 32 6.6 --- 4) 20 10.02")

COSTA RICA 80 2.21 1,810b 8.4 31.1 40 27 33 90 93 77 33 5.5 77 40 27 14.00CURBA 78 9.8 --- 8.0 11.0…------ 96 112617 9N 18by) - 98 71b.7 15 19.02b)DOMINICAN REP. 78 5.3 1,030 2.17 13.9)…- ---- 67 --- --- --- --- --- --- -- --ECUADOR 80 8341 1,110 6.OP 36.7 45 31 16 81 103 --- 36 12.6 86 47 16 29.00EL BALVADOR 77 4.4 640 3.417 23.11) 64 8 27 62 82b.y 32 39 --- 41 26b1) 276) 7.90byGUATEMALA 78 6.8 1,010 1.7") 12.61…- - -- -- 6911) -- 3567 --- 69 1561) 1967 3.50)GUYANA 76 0.8 630 8.16) 13.8by-7…996-17- gby - 326) -- - 59b1y -- 3.00byHArrD 80 5.( 230 3.4-" 7.9") 65 9 6 231 50 20 41 19.0 62" 4" 27 0.80

& HONDURAS 78 3.6 520 3.5by 14.367 62" 15" 19" 60 896bxy 30" 416) 12.8" 68" 21") 19 8.00)JAMAICA 80 2.1 1,110 6.5 13.7 37 43 20 90 98 98 40 2.3 95 81 22 8.00MEXICO 80 65.3 1,880 4.7 17.0" 46 39 15 92 98 33 44 9.3 86 56 17 10.30NICARAGUA 78 2.61 6101

3.01w 14.06…906- -- go 85b. 24 376 - --- 26b1 356 --

PANAMA 78 1.86 1,55ob 5.5bw3y 21.867 42" 13" 13 821 9517 -- 2367 11.6 85" so63y 2767 20.40byPARAGUAY 79 3.0 1,140 1.4w 14.2 42 17 20 84 83 32 28 3.jr 76 22 12 0.70PERU 80 16.6 1,000 3.6 14.3 53 15 19 80 83 56 39 9.8 89 39 22 34.40)TRINIDADO6TOR. 77 1.1 3,910 4.86) 8.81) 48 32 20 95 98 91 30 10.5? 49 62 246 -URUGtUAY 78 2.9 2,500 2.5 9.41…- ---- 94 10361 -- 346 - - 64b. --- 17.80">yVEMEZUELA 78 14.4 3,440 5.ily 18.96…- ---- 82 10611 --- 28 --- 38bl~ 17 21.10)1

- 24 - Annex I

Table COMPARATIVE EDUCATION INDICATORS Page 2

MARCH 23, 1983

-i l _ CENTRALGOVERNMENTEXPENDITURE COMPLET ION RECURRENTON EDUCAr ION EDUCATION ADULT PRIMARY RATE FOR UNIT COST PROGRESSION SECONDARY HIGHER

GNP PER AS PERCENT RECURRENT LITERACY ENROLL. PRIMARY PRIMARY PRIMARY RATE FROM ENROLL. SECONDARY ENROLL.BASE POP. CAPITA PERCENT GNP TOTAL CENTRAL EXPEND7TURES RATE RATIO SCHOOL STUDENTS EDUCATION PRIMARY TO RATIO STUDENTS RATIOYEAR MILLS. (US$) DEVOTED TO GOVERNMENT ALLOCATED TO: (M) (NET) CYCLE PER AS PERCENT SEC' NDARY (NET) PER (GROSS)

(1979) (1979) EDVCATION EXPENDlTURE PR1 SEC HI (1976) (X) (T) TEACHER SNP/CAPITA (Z) (7) TEACHER (1)

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14)

-- iST ASIA AND THE PACIFIC79 981.8 260 3.3 6.6 29 34 27 66 93 64 27 8.0 83 47 19 2.80

T dLONESIA 81 142.9 370 3.0 9 1aw 66 39 --- 321) 94 am 68 34 1.4 44 23" 16 2.00"

KY:EEA 82 39,3b 1,636b 7.7w 20.8 34 34 31 96 99 98 43 19.0 98 84 38 21.8011_AYSIA 80 14.2b 1 460S 5.2 22.0 39 32 13 601 96X 94 28 --- 84 65 27 3.70

?'.?_A5N.G. 79 2.9 761 3.hw 1 6 .4 W-5__ ___ ___ ___ 58x 73 31 1.1 6446 23

81-5IPPINES 79 48.3b 6 9 0 b 2 .8w 14.0 64 36 ----- 754 84 65 31 7.1 89 55 36 21.00SiNGAPORE 80 2.4 4,420 2.7 6.7 39 40 16 83 92 82 31 8.8 96 55 22 8.00S''}OMON ISL. 80 0.2 460 4.2PV' 10.0 41 34 20 --- 60 80 26 --- 35 18 --- ---

._k t.AND 8s 47.3b 723b 3.4 20.9 59 15 13 86b 96 --- 17 9.3 59 58 22 4.00

SXCT'H ASIAAN 5LADES0 79 92.3b 90 I.IP 10.1," 51 17 20 22b 63Y --- 53 5.6 --- 14 23 1.43

77 659.6 210 2.9Y 9.9"3 --- --- -- … 36 79X --- 41 --- --- 28X --- 8.358Y80 14.3b 140b 2.4 9.9 27 18 36 19 88X 30 388 __ 64 1488 20a 2 .0 8 ay

** I5STAN 79 79.7 270 2.03Y 5.1Y 39 26 27 24 56x 805 48 6.5 51 20" 17 6.00

0.ROPE, MIDDLE EAST AND NORTE AFRICA-'`iANIETAN 77 15.5 --- 1.7 3.7 47 19 15 12 31by 69 37b --- 62 8 22by 1.00Y

.x:RIA 79 18.3 1,770 3.8' 12.3 34a 268 218 35 83Y 45a 37 7.0? 55a 29Y 26 3.70Y81 43Qb 380b 3 -1 W 4.5

3 1a 35a 26a 44 84" 80a 34 9 .8a 833 43 19 15.008

0CE 76 9.3 4,140 2.6" 10.6b 37 26 21 --- 97by --- 29b 6.2? --- 79b6 27by 1 7 . 8 0by

79 36.9 --- 5.7"y 14.1"y --- --- --- 50 1018 --- 328 --- 4488 248 4.90SY79 12.6 2,710 4,3ay 6.g7y --- --- --- ___ O1Y --- 28 --- --- 45ay 298 9.30"y

55LAND 81 3.4b 4 480 6.38y 11.88y -- … --- --- 98 93 94 29 --- 98 81 14 11.00.R1DAN 81 2.2b 1,420b 4.9" 10.2 19 44 18 70b 108X 85 32 7.2 91 82" 25 19.00

0BANON 79 2.3 --- --- 18.68…Y --- --- --- ___ 96x ___ 19 --- --- 46x --- 27.808YICRacco 80 19.5 740 6.38w 17253 36 44 20 28 568Y 35 39 19.7 40 25" 21 4.50

79 0.9 3,530 3.78)y 49Y -- … --- --- __ 45sy -- 23a -- -- 7x 9 -*i'RIIGAL 79 9.8b 2,060 3.6 22.2 50 28 11 7E 97 20 198 12.8 88" 45x 178 8.30",MCANIA 78 22.1 2,100 3,9by 6.2Y 1…- --- __ 98 106b6 ___ 23b --- 98 84b6 22b 10.60by

S2AIN 76 37.0 4,920 2.1Y 16.8Y --- --- --- 98bY --- 29b ___ 6 7by --- 24.10byS-lIA 78 8.6 1,170 4.4P 10.3 39 25 26 5E 87by 80 35b --- 68 41by 21b 12.60- 4ISIA 79 6.4 1,130 7.0P 19.0 42 39 18 62b 553X 80 39b 12.8 30 30X 30 6.00-'.RKEY 79 4.3 1,380 3.6flY 18.6 --- --- -- 60 105" " -- 308 --- 41" 27 7.07"Y•-MrN A.R. 80 6.8 420 5.0P" 12.0 94 7 7 21b 37 128 38Y 67.0 85 3 20 1.10L1MEN P.D.R. 80 1.9 424 6.0 10.5 63 14 8 4)0b 65 53 24 22.4 81 22 16 2.50

SYMBOLS: POOTNOTES:--- DATUM UNAVAILABLE A - DATUM PRIOR TO BASE YEAR... MAGNITUDE NIL OR NEGLIGIBLE B -DATUM MDRE RECENT THAN BASE YEAR

?DATUM QUESTIONABLE N - CURRANT PRICES* INCLUDES PART-TIME SUTDENTS P -CDP

** COMBINED WITH PRIMARY Q - INCLUDES FOREIGN AID*** COMBINED SITH HIGHER R - CENTRAL COVERNMENT ONLY

S - MINISTRY OF EDUCATION (MOE) ONLYT - MOE AND STATE GOVERNMENT ONLYW - PUBLIC EXPENDITURE ONLYX - INCLUDES OVER-AGE STUDENTSY - UNESOD SOURCES

SoURCES:Colu.ns I and 2: World Bank Atlas or IBRD mIssions.Columns 3 to 14: IBRD iosions, Government sources and/or Unesro Statistical Yearbook.

Co-parutl- Ed-tcation Data arc useful in the evaluation of various education systems and analysis of relative stages of educational development between variouscountries. However, on the basis of the present data, cross-national -npariso. should be appr-ached with great caution. Data preseited in the above table haveseco cnll-cted largely by Bank missions from government sources; the remainder are staff estimates or data from Unesco. Effort. have been made to standardizebefInitinon and, within lioit., ta chenk the annurany of the data. Nevertheless, such data are still imperfeot in several respects and the Rank is working to

cprroe then progressively on the occasion of its operational work. In the use of these data, the following qualificatioss should be kept iO mind:

(1) "Eduation" as defined in the table includes all education and training, both formal and non-fsrnal.

(2) 'Frnary" education refers to education at the first level and "secondary" education refers to sll education at the secondary level regardless of type(e.g., geoeral, techoical, agricultural).

(3) Literacy rates" (co. 6) are often obtained frne coantry censuses. Io many coo-tries they are only appromimatioss and it is doubtful that any uniformdefinition of "literate" has been followed consistently.

(4) "Publin expenditore in education" (cols. 4 and 5) refers to all capital and recurrent expenditures devoted to education by public and qoasi-publicagencien..

(5) "Enrolnent ratio" (coln. 7, 12 and 14) refer to school year and are the percentage of eligible children enrolled fall-time in the appropriate school,public and privaec by level. They are often nubject to a wide nargin of error in the developing cnuntries owing to variations is the accuracy of basicdata (i.e., age-spenific population and enrolinents). Enrollse.t figures frequently are higher than the unhber of students actually in school. Over-agedstudents whose inclusion is indicated by footnotes also can inflate the ratios.

ARAB REPUBLIC OF' EGYPT

VOCATIONAL EDUCATION PROJECT

STAFF APPRAISAL REPORT

Enrollment, Number of Teachers and Schools, 1981/82

(MOE only)

% Increase Female % Increase Female

since Enrollment since Teachers

Sector Enrollments 1976/77 as % of Male 1/ Teachers 1976/77 as % of male Number of Schools

Primary 4,848,414 13 69 (63) 141,375 12 90 (77) li,7bl

Preparatory 1,652,949 15 62 (57) 58,505 40 63 (56) 3,122

Secondary:

General (grades 10-12) 507,159 29 58 (53) 25,140 41 39 (38) 803

Technical.

Grades 10-12:Industrial 190,478 95 13 - 15,578 - 14 - 161

Commercial 430,626 67 118 14,706 - 51 - 615

Agricultural 77,118 88 16 - 7,203 - 4 - 63

Total technicalgrades 10-12 698,222 7b 60 (54) 37,487 - 30 - 839

Grades 10-14:Industrial 10,768 165 11 - - - - - 14

Commercial 3,197 - 178 - - - - - 4

Agricultural 1,015 - - - - 2

Total technical

grades 10-14 14,980 27 - - - - - 20

Primary teacher training

schools (grades 10-14) 56,935 73 106 (79) 4,148 - 74 - 89 X

Special education 9,168 - - - 1,603 - 190 - - -

1/ Figures in brackets are for 1976/77, where available.

Source: MOE data.

- 26 -

Annex 1Table 3

ARAB REPUBLIC OF EGYPT

VOCATIONAL TRAINING PROJECT

STAFF APPRAISAL REPORT

Locations of Project Institutions

Ministry of Development, Housing and Land Reclamation

Construction trades vocational training centers (new).;

Governorate City/Town

Beheira El-KataDamanhour

Daqhaliya El-SenbellaweenBellkasEl-Manzala

Gharbeya TantaEl-SantaSamanoudKotur

Damietta FarskourKafr El-Sheikh BeyalaNorth Sinai El-AreishSouth Sinai El-ToorRed Sea El-GhardagahSohag TemaBeni Suef El-Fashn

El-WastaEl-Minya MaghaghaAssiut Abou Tig

El-KosiaQena Nag-HammadyAswan Edfu

Instructional materials center (equipping);

Tenth of Ramadan City

Ministry of Industry and Mineral Resources

Vocational training centers;

Governorate City/Town

Sohag Sohag (new)Gharbeya Tanta (extension and equipping)

Assiut Assiut (extension and equipping)Aswan Aswan (extension and equipping)Daqhaliya Mansura (equipping)Alexandria Alexandria (equipping)

Instructor Training Institute;

Cairo (extension and equipping)

ARAB REPUBLIC OF EGYPT

VOCATIONAL TRAINING PROJECT

STAFF APPRAISAL REPORT

Ounmreor oR Project Costs

(Thousonds oE Poonds)

Civil Works F-oitore Egoip-ter Pro-e-ioo.l Sercices specilits Felloship TotalNO. froject ILem Local Foreign Totol Lo.cI P Foreip ToteL Loc-l Forei g Total Locel forneig Totol Corel Foreigna Total Lo-el Foreign Totel Local Foi Totl

17 02) T6 35) (l7) N90YY (lURE (02) 720%) (202R ( 802)

Mlisistry of Ovelopet, U0ou8singend Lard Reclamatioa (MDIIC) 368 1,471 1,839 80 320 400 448 1,791 2,239

1.01.00 22 constroction tad.e Voa-tionel troiniog centers 11,549 4,951 16,500 515 277 792 89R 6,081 8,979 12,962 13,309 26,271

1.02.00 I-stro_troeal orterelnlcentar 47 420 467 _ _ 47 420 461

Totel MOHLR 11,549 4,951 lŽ,50) 515 277 292 945 8_501 9,44. 368 1,471 1,839 80 320 00 13,457 j 3520 28A±972

Ministry of Indus-ry end Minorol8 esorcen (MOIMR) 172 687 859 156 626 782 328 1,313 1_641

2.01.00 I ostror toE treining institete:Acad-eic ond Eone_-al 150 64 214 14 7 21 183 1,648 1,831 21 0 21 368 1,719 2,0d8Bo-rdi,g 124 52 176 8 5 13 l 8 18 150 57 207

Subtotel 274 116 390 22 12 34 183 1_fr4 1,831 39 0 39 518 1,776 2,29 ci

2.02.0 VocaLiosol traiisog et-ers-Acade-so aod c--ss-ol:

2.02.01 Soneg--ew moel, electricalond remoirel vrc 854 365 1,219 68 36 104 130 1,220 1,355 122 0 122 1,179 1,621 2,800

2.02.02 Ta-te-aLto-otive sodprintirg sectio.n 97 42 139 5 2 7 76 685 761 14 0 14 192 729 921

2.02.03 Ass.it-outomotive asdcLn-icel sections 281 121 402 12 7 19 63 564 621 40 0 40 396 692 1,088

2.02.04 A...n-. trooti-e, eerier001100 ond a.c. sectio-s 157 67 224 7 4 I1 78 703 781 22 0 22 264 774 1,038

2.02.05 Monnora-nlortricel endtetls sections 131 1,182 1,313 131 1,182 1,313

2.02.06 Alex-edrse--l-ctronicswe-tion - _ 134 1,210 1,344 _ _ - 134 1,210 1,J44

Subtotel 1,389 S95 1,984 92 49 141 617 5,504

6,181 198 198 _ _2296 2_03 8,504

Total MOIMR 1,663 711 2,374 114 61 175 800 7fl3J 8,012 237 0 237 172 687 859 156 626 782 3,14' 9,29 12,49

3.00.00 Project preparation studies il 44 55 11 44 SO

Baoelie cost 13,212 5,62 18,874 629 338 967 1,745 1i5713 17,458 237 0 237 551 2,202 2,753 236 946 1,182 16,610 24,861 41,471

Costtrngccico:Plhyrioal 10X 10% 10% 10% 10% 10% 10X 10% 5% 5X 5% 5S

1,320 567 1,887 63 34 97 175 1,571 1,746 24 0 24 28 110 138 12 47 59 1,122 2,229 3,951Pric erolcreooo 71% 3U0 69X 34% 69% 34% 49% 0% 31% 15% J80 18%

10,31 9! 1,868 12, 1d7 471 127 604 1,325 5 876 97,201 128 0 128 179 347 526 94 120 273 12,522 8,391 20,019 .-C

lotl - ge-cies 11,639 2,435 14,074 548 161 701 1_500 7 447 8 947 152 05 2 2 207 457 664 106 226 332 1044 22 24,810 m x

Totcl projecct estlh-ossaods of poundn) 24,851 8,097 32_948 1,169 499 1,668 3,245 3,160 26,405 89 0 389 758 2,659 3,417 342 1,172 1,514 30,754 35,587 bb,341

Toctl project cosC(mill-oos of BUSI 29.5 9.7 39.2 1.4 0.6 2.0 3.8 27.6 31.4 0.5 0 0.5 0.9 3.2 4.1 0,4 1.4 1.6 3b.5 43.5 79.0

ARAB REPUBLIC OF EGYPT

VOCATIONAL EDUCATION PROJECT

STAFF APPRAISAL REPORT

Unit Capital Costs and Areas Per Student 1/

Project Institutions

Gross Area per Student /2 Buildings andProject Item This Medians FY78-80 Projects Site Works Furniture Equipment Total

Project EMENA Bank-wide --------------------- US$------------------------------------- M2---------------

Construction trades vocationaltraining center (MDHLR) 13.8 1929 15;0 2,980 140 1,620 4,740 ,

Vocational training center at

Sohag (MOIMR) 13.6 /3 10.0 /4 10.0 /4 2,845 240 3,160 6,245

1/ Excluding professional services fees and contingencies.2/ Excluding outdoor covered galleries; the cost of these areas is included in the buildings and site

works unit capital costs.3/ Includes dining facilities.4/ Excludes dining facilities.

H (-, P

ARAB REPUBLIC OF EGYPTVOCATIONAL TRAINING PROJECT

Implementation ScheduleMinistry of Development, Housing and Land Reclamation

Construction Trades Vocational Training Centers

1982 1983 1984 1985 1986 1987 1988 1989 1990

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 _ 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3

DESIGN AND CONSTRUCTION:

Site Selection, Acquisition, Survey

Preparation of Bid Documents

Advertise and Issue Documents

Receive and Analyse Bids, Award Contracts

Construction

EQUIPMENT AND FURNITURE:

Preliminary Lists s

Final Lists, Specifications and Cost Estimates

Bid Documents

Advertise, Analyse Bids, Award Contracts

Manufacture, Deliver and Install

TECHNICAL ASSISTANCE:

Specialists

Fellowships

* Bank Review and Approval Negotiations --

Board - Closing Date -0_

World Bank-24299

09 m

mI-.el>

ARAB REPUBLIC OF EGYPTVOCATIONAL TRAINING PROJECTImplementation Schedule (Continued)

Ministr of Industry and Mineral Resources:Vocational Training Centers, New and Extensions

1982 1983 1984 1985 1986 1987 1988 1989 1990

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3

DESIGN AND CONSTRUCTION:

Site Selection, Acquisition, Survey

Preliminary Drawings

Design Development Drawings

Bid Documents

Advertise and Issue Documents

Receive and Analyse Bids, Award Contracts

Construction

EQUIPMENT AND PURNITURE:

Preliminary Lists

Final Lists, Specifications and Cost Estimates

Bid Documents

Advertise, Analyse Bids, Award Contracts

Manufacture, Deliver and Install

TECHNICAL ASSISTANCE:

Specialists

Fellowships

* Bank Review and Approval Negotiations -- ~closing Date-- A)g 0

Board- … --- -I-f - -iWorld Bank-24300 f

- 31 - Annex ISchedule 2

ARAB REPUBLIC OF EGYPT

VOCATIONAL TRAINING PROJECT

STAFF APPRAISAL REPORT

Technical Assistance

Project Item and Type of Specialists PellowshipsTechnical Assistance Man/Months Total Beginning Man/Months Total Beginning

Required Nuaber Each Man/Months Date Number Each Man/Months Date

A. MDHLR

Staff Development at TOMOHARHeadquartersTraining Systems 1 30 30 01/01/84Project Management 2 3 6 09/01/84

2 3 6 02/01/85Administration 1 6 6 04/01/84Financial Planning 1 6 6 04/01/84Data System 1 6 6 04/01/84 2 1 2 06/01/84Instructor Training Planning 1 3 3 04/01/84

Instructional Materials CenterAudio Visual Aids 1 12 12 06/01/84 3 3 9 12/01/84A/V Equipment Maintenance 1 12 12 06/01/84 3 3 9 12/01/84

Curriculum and StaffDevelopment at VTCs

Instructor Training 22 3 66 06/01/85Center Directors 22 1 22 12/01/84Carpentry 1 22 22 04/01/84 1 2 2 12/01/84Plumbing 1 18 18 04/01/84 1 2 2 12/01/84Painting 1 12 12 04/01/84 1 2 2 12/01/84Tiling 1 12 12 04/01/84 1 2 2 12/01/84Plastering 1 12 12 04/01/84 1 2 2 12/01/84Form Work 1 18 18 04/01/84 1 2 2 12/01/84Metal Work 1 20 20 04/01/84 1 2 2 12/01/84Steel Reinforcement 1 10 10 04/01/84 1 2 2 12/01/84

Subtotal MDhLR 15 199 64 136

B. MOIMR

Staff Development at PVTDHeadquartersApprenticeship System 1 9 9 01/01/84 4 9 36 12/01/84Project Management 2 3 6 09/01/84

2 3 6 04/01/85Curriculum and Staff Deve-lopment at ITI

Tool & Die Making 1 12 12 12/01/84 2 6 12 12/01/85Metal Trades 1 9 9 12/01/84 2 6 12 09/01/85Electrical Trades 1 9 9 12/01/84 2 6 12 09/01/85Automotive Trades 1 12 12 12/01/84 2 6 12 12/01/85Air Conditioning 1 6 6 12/01/84 2 6 12 09/01/85Mechanical Measurement 1 6 6 12/01/84 2 6 12 09/01/85Television 1 6 6 12/01/84 2 6 12 09/01/85Elecrornics 1 6 6 12/01/84 2 6 12 09/01/85Director of ITI 1 2 2 03/01/84

Curriculum and StaffDevelopment at VTCs

Chemical 1 6 6 09/01/85 2 9 18 12/01/84Printing Trades 1 6 6 09/01/85 2 6 12 12/01/84Marine Engines 1 6 6 09/01/85 3 4 12 12/01/84Automotive 6 4 24 12/01/84Fine Mechanics 4 6 24 12/01/84Metal Trades 4 3 12 12/01/84Electrical 4 3 12 12/01/84Center Directors 6 1 6 12/01/84

Project Preparation Studies

Specialist Services 6

Subtotal MOIMR 12 99 56 266

Total 27 298 120 402

- 32 -

Annex 1Schedule 3

ARAB REPUKLIC OF EGYPT

VOCATIONAL TRAINING PROJECT

STAFF APPRAISAL REPORT

Estimated Schedule of Disbursements

Calendar Fiscal Accumulated UndisbursedYear and Year and Disbursements Disbursements BalanceSemester Semester Amount % Amount % Amount X

(US$M) (US$M) (US$M)

1983 1984 38.0 100.02 1 0.4 1.0 0.4 1.0 37.6 99.0

19841 2 0.2 0.5 0.6 1.5 37.4 98.5

19852 1 1.5 4.0 2.1 5.5 35.9 94.5

19851 2 2.5 6.6 4.6 12.1 33.4 87.9

19862 1 3.1 8.2 7.7 20.3 30.3 79.7

19861 2 5.4 14.2 13.1 34.5 24.9 65.5

1987

2 1 7.0 18.4 20.1 52.9 17.9 47.1

19871 2 6.5 17.1 26.6 70.0 11.4 30.0

19882 1 5.0 13.2 31.6 83.2 6.4 16.8

19881 2 3.2 8.4 34.8 91.6 3.2 8.4

19892 1 1.3 3.4 36.1 95.0 1.9 5.0

19891 2 1.1 2.9 37.2 97.9 0.8 2.1

19902 1 0.5 1.3 37.7 99.2 0.3 0.8

19901 2 0.2 0.5 37.9 99.7 0.1 0.3

19912 1 0.1 0.3 38.0 100.0 0.0 0.0

- 33 -

Annex 2

ARAB REPUBLIC OF EGYPT

VOCATIONAL TRAINING PROJECT

STAFF APPRAISAL REPORT

Related Documents and Data Available in Project File

A. Reports and Studies Relating to the Country:

Domestic Resource Mobilization and Human Resource Development in Egypt,Report No. 3123-EGT, IBRD, May 1981

Some Issues in Population and Human Resource Development in Egypt,Report No. 3175-EGT, IBRD, May 1981

Construction/Contracting Industry Study, IBRD/MDHLR, July 1981

1976 Census, Central Agency for Public Mobilization and Statistics,Egypt

Statistical Yearbook 1980, Central Agency for Public Mobilization andStatistics, July 1981

Annual Labor Force Sample Survey, Central Agency for Public Mobilizationand Statistics, August 1980

General Framework of the Five-Year Plan, 1980-84, Government of Egypt

Employment Opportunities and Poverty in a Changing Economy; Egypt in the1980s, A Labour Market Approach, ILO, 1980

Egypt. FY1983 CDSS, Employment and Labor Force Annex, USAID, 1981

Jobs, Training and Industrial Growth in Egypt, G. Papanek/B. Vermeulen,Boston University Industrial Strategy Assessment Project, USAID, 1981

B. Reports and Studies Relating to Education:

Manpower and International Labor Migration in the Middle East andNorth Africa, Final Report, IBRD, June 1981.

First Level Non-Formal Education in the Arab Republic of Egypt,A Preliminary Sector Survey, National Center for Educational Research,March 1981.

Working Paper on Developing and Innovating Education in Egypt,

Ministry of Education/National Center for Educational Research, 1979.

Manpower Projection for Planning Education and Training,Ministry of Manpower and Vocational Training, Clatanoff, 1979.

The Retention of Literacy/Numeracy Skills; An Overview for BasicEducation in Egypt, E.V. Swanson, et al., undated.

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ARAB REPUBLIC OF EGYPT

VOCATIONAL TRAINING PROJECTPROJECT COMPONENTS El-K

Mnmistry of Deve opment, Housing and lnd Reclmaion- -o New construton trades vocational training enter ASSIUT El-Gh

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Ministry of Industry and Mineral Resources

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