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The World Bank

FOR OFFICIAL USE ONLY

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Report No. 11489-EGT

STAFF APPRAISAL REPORT

ARAB REPtHLIC OF EGYPT

BASIC EDUCATION IHPROVI -ENT PROJECT

MARCH 5. 1993

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Population and Human Resources DivisiofCountry Department IINiddle East and North Africa Region

This document has a resticted distribuon and may be used by recipients oDly in tbe perfornsme oftheir offiefal duties Its contents May not otherwise be disclosed witout World Bon* a8thorati

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CURRENCY EQUIVALENTS

Currency Unit = Egyptian Pound (LE)US$1.00 = LE 3.31 (December 31, 1992)LE 1.00 = US$0.31 (December 31, 1992)

WEIGHTS AND MEASURES

1 km = 0.62 miles

ABBREVIATIONS

CC1MD Center for Curriculum and Instructional Materials DevelopmentCDEPI Central Directorate for Educational Planning and InformationCISD Computer and Information Statistics DirectorateDOE Directorate of EducationEMIS Education Management Information SystemESF Education Support FundGAEB General Authority for Educational BuildingsGDAVM General Directorate for Audiovisual MaterialsGDIST General Directorate for In-service TrainingGES General Education SectorGTZ Deutsche Gesellschaft fur Technische ZusammenarbeitHCT Higher Commission for TrainingIBRD International Bank for Reconstruction and DevelopmentICB International Competitive BiddingIDA International Development AssociationIDP Institutional Development ProgramIMF International Monetary FundLCB Local Competitive BiddingLE Egyptian PoundMIC Ministry of International CooperationMOE Ministry of EducationMOP Ministry of PlanningNCEEE National Center for Examinations and Educational EvaluationNCERD National Center for Educational Research and DevelopmentNIB National Investment BankODA Overseas Development Agency (British)PIU Project Implementation UnitRTC Regional Training CenterSDR Special Drawing RightsTCID Technical Committee for Institutional DevelopmentTOMOHAR Training Agency of the Ministry of Reconstruction, New Cities and HoUNICEF United Nations Children's FundUNDP United Nations Development ProgrammeUNESCO United Nations Educational, Scientific and Cultural OrganizationUSAID United States Agency for International Development

Government of the Arab Republic of E%tJiscal Y1ea

July 1-June 30

FOR OFFICIAL USE ONLY

ARAB REPUBLIC OF EGYPT

BASIC EDUCATION IMPROVEMENT PROJECr

STAFF APPRAISAL REPORr

CONTENTS

haNo.

Cred and Poject Sary ............................... ............................. v

I. ECONOM I AND ..................... BAIRON

II. THE BASIC EDUCATE .Q .. M 3

A. Strengthening Educadonal Management ............................ 3

B. Improving Educational Effectiveness. 4

Enhancing the Leaing Environmnt. 4Improving the Preparation and Motivation of Teachers .5

C. improving Equitable Access. 7

coverage of the System. 7Increasing Physical Capacity ................... ,.,.,. .......... 8

D. Strghening Fmancial Support for Basic Education. 9

School Maintenance Fmancing .10

B. Previous and Curren Initatives .10

F. Lessons Learned ............ 11

G. Goverment Strategy and Dialogue widt IDA .............. ....................... 12

m. PROJECT ............................................................ 14

A. Project Objecdves ............................................................ 14

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This document has a rstricted distribution and may be used by redpients only in the perfonnanceof their official duties. Its contents may not othewise be disclosed without Word Bank authodation.

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Coatents (cont'd)

B. Project Conmponents ............ .......................................... 14

School Construction and Maintenance ......................................... 14Ini-Service Teacher Training ..................................................... 18Institutional Dvelopvneontp m ...................................................... 20Relafed lPolicy-Orientfd Studies ................................................. 24

IV. It013CT COSTS, FINANCING, MANAGE;lEN AND D9 LEHMffA= 25

A. Pnroject Costs .......................................................................... 25

Basis of Cost Estmates ................................................. 26Contingency Allowances ................................................. 27Foreign Exdhange Component ................................................. 27Custom Duties and Taxes ............... 27Increniental Recurrent Costs. 27

B. IProject Fluancing . . .27

C. Project Management and Im.pleentat.ion. . 28

Project Ipleentation Unit . . .28

D. Procurement and Disbursement . . .29

Procurement .29Disbursement .32

E. Monitoring and Supervision .33

Accounts, Auditing and Reporting .. 33Supervision .. 33Anmual Review and Sector Policy Dialogue . 33Mid-term Review and Evaluation .. 33Project Conmpletion Report. . 34

V. ABN]i AND RISS ... 35

A. Bf.e.its ... 35

B. Risks... 35

C. Environmental Inpact... 36

VL ATIONS TO B.E A GlR3EED) AMS { REM= ...................... 37

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CONTENTIS (cot'd)

ANNEXES

1 - Expeed Cost and Cash Disbursemt to Cover Earthquake Damages2 - Related Policy-Oriented Studies: Tem of Reference2a - Implemention Plan3 - Lessons Learned from the USAID iDasic Education Project4 - School Construction & Maintenance Component4a - Inplementation Plan4b - School Sites Donated for Phase I School Construction Program by Govemorate5 - In-Service Teacher Training Component5a - Implementation PlanSb - Monitoring & Assessment of the Teacher Training ComponentSc - Organizational Structure for ITT6 - Institutional Development in Management, Information & Planning Component6a - MOE Organizational Structure6b - Key Component Monitoring & Evaluation Indicators6c - Monitoring & Assessment of the Inst'l. Devt. Component6d - Technical Committee on Institutional Development6e - Short-term Training Requirements for Institutional Development in Centra &

Mudiriya LevelsSummary & Costing of Training Requirements

6f - EMIS Requirement for Computing Hardware/Software(Foreign & Local Costs)

6g - Measure, Timetable and Output6h - Implementation Plan7 - Disbursement Schedule8 - IDA Supervision Schedule9 - Project Management Flowhart10 - List of Documents in the Project File

STATISTICAL CHARTS

1 - Enrollment in Primary Stage (1981-91)2 - Enrollment in Preparatory Stage (1981-91)3 - Enrollment in Teacher Training (1981-91)4 - Number of Schools by Stage: Primary, Praratory, Total Secondary5 - Number of Students by Gender in Primary (88/89-90/91)6 - Number of Students by Gender in Preparatory (88/89-90/91)7 - Number of Students by Gender in Teacher Training Stage (88/89-90/91)8 - Public School Students by Periods In Primary (1990/91)9 - Public School Students by Periods in Preparalty Stages (1990/91)10 - Percentage Enrolhnent Girls in Primary Stage (1990191)11 - Percentage Enrollment Girls in Preparatory Stage (1990/91)12 - Percentage of Stdents Female by Stage: Prhnary, Prepatory & Total Secondary

(88/89-90/91)

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CONTENTS (cont'd)

SrATISTICAL CHARTS

13 - Distribution of Students According to Gender & Grade in Primary, Preparatory &Teacher Training Stages (88/89-90191)

14 - Distribution of Schools & Students by Shifts in Primary (1990191)15 - Distribution of Schools & Students by Shifts in Preparatory (1990/91)16 - Pupil/Class Ratio in Primary Stage (1990191)17 - Pupil/Class Ratio in Preparatory Stage (1990/91)18 - Percentage Enrollment Girls in Total Secondary Stage (1990/1991)19 - Distribution of Teaching Staff According to Gender & Qualification in Primary

(90191)20 - Distribution of Teaching Staff According to Gender & Qualification in Preparatory

(90191)

Map: IERD 24599

v -


BASIC EDUCATION IMROVEMENT PROJECT


Credit and Project Summary

Borrower: Arab Republic of Egypt

Benefidary: The Ministry of Education (MOE)

Credit Amount: SDR 40 million (US$54.3 million equivalent)

Terms: Standard IDA terms with 35 years maturity.

ProjectDescription: The project would assist the long process of improving access to and

increasing the quality and efficiency of the basic education system, and wouldconsist of the following components: (i) Institutional l)evelopment (IaWhich would contribute, through technical assistance, training, equipment andcivil works, to the establishment within the MOE the capacity to collect,process and analyze performance data for the sector, and to the strengtheningof its managerial capacity to make rational policy decisions and allocateresources efficiently based on that analysis. In particular, a managementtraining program and a comprehensive educational management informationsystem (EMIS) would be developed and used to address deficiencies inplanning, management and policy analysis at the central and local levels inaddition to the renovation of MIS facilities; (ii) In-Service Teacher Trainingwhich would focus on developing new training methods and enhancingMOE's capacity to upgrade the skills and teaching practices of existingteacdhrs as a step towards enhancing instructional quality. In particular, thecomponent would help establish the capability within MOE to design,produce and effectively use high quality teacher training materials. Towardthis end, civil works, technical assistance and training would be financed (a)to upgrade MOE's central materials production unit, (b) to produce prototypetraining modules, (c) to expand and improve the delivery of teacher trainingat the regional level, including construction of a regional training center(RTC) in Qena and upgrading of the six other RTCs, and (d) to develop andintroduce a pilot distance education program; (iii) School Construction andRabilitation which would, within the framework of the Govermnent'songoing enrollment expansion program, support (a) the construction andequipping of approximately 130 primary and 110 preparatory schools in 7target governorates, (b) the establishment of a maintenance program forschools, including training for about 350 supervisors and technicians, and (c)equipment and technical assistance for the MOE agencies responsible for

I-vi I

planning mad supervising tde construction work. Crteria for the selection ofsites favor underserved areas and segme of fte population, especially girls;and (lv) Relaled EolIyriend Studies which would closely coordinate withe *Human Development and Sustainable Growth- study and fte "PublicSector Invesament Review" cuaetly being prepared by IDA. The studiesenvisaged would further assist in providing clear guidance to the Government,on policy, structural and reglatory measures related to two topics of highprioriy: (i) teacher prepara" Jn policies and programs, including thestructre, operation and effectivenes! of both tie in-service training systems,and (ii) the identification of addidonal means of mobilizing public and privatesector resources to fiance basic education.

Benei: vssuming a minimum lifedme of a school constructed under the project to be25 years, it is estimated that more than 400,000 basic-level chldren wouldbenefit directly from the construction of new schools in the targetgovernates during the schools' lifetimes. Moreover, during the projectlifetime an additional 500,000 children in those govemorates would benefitfrom improvements in their school environments (i.e., facilities, equipment,and class sizes and duration) and from the positive impact thoseimprovements would have on instuctional qualit, as nultiple shifts arereduced and as a systematic preventive maintenance program is put in place(which could also significantly extend the lifetimes of schools beyond the 25-year esimate). By targeting previously underserved segments of thepopulation, such as girls and poor children, some of which are expected to beprincipal beneficiaries of the expanded capacity and improved quality of thesystem. In addition, the quality of instruction should improve nationwide aseachers are provided with better methods of presendng the curricula(through new training modules developed by MOE using institutionalcapabilities that would be strengthened under the project). Although theenlhanced capability would be utilized in training teachers in various subjects,it is esfimated that about 70 leaders (trainers of trainers), 3800 teachertrainers and 120,000 teachers would be trained in science, mathematics orEnglish during the lifetme of the project. Combined, these improvements inthe availability and quality of basic education should also encourage manypotenti dropouts to remain in school, thereby combatting one of the primarycauses of illiteracy. Other benefit would include: (i) the consolidation ofMOE's instituional capacity, including its informaion, planning and policyanalysis capabilities, so as to enable its management to make decisions andallocate resources in a more rational manner; and (ii) the conversion ofcurrent ad hoc attempts to mobilize resources for school rehabilitation andmainaDnce into a systematc program.

Ridus: The main risk expected relates to project implementation delays caused bybureacratic procedures within the MOE. To reduce this risk, a nationalcounterpart team and a project implementation unit has been established alongwith a technical secreaiat to oversee the effective and efficient execution ofproject activiies. Another risk identified relates to MOE's distortedincentive structure (resulting from the low salary scales and limted careermobility) which could make it difficult to retain MOE staff who are trained

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under the project To address this rik, the project wowd provide salarysuppl_em to key MOE and P1U staff Involved in project mplmn n asa stop-gap measure uil the issuance of a civil service reform package whichis to be addressed in a fuur structr adjusment progran. A 1982Presideal Decree which allows govenent employees working withintenational donors to recive salary slements in excess of tv normalcivi service wage scale will facilitate ftis plan.

Projet Costs:Lm Foreign 1- -(US$ million)

A. Insonal Development 1.3 2.3 3.6B. Project M _agement 0.7 0.0 0.7C. In-Service Teacher Training 6.1 4.5 10.5D. School Construction & Mantace 29.8 13.6 43.4E. Policy Studies 0.1 0.0 0.1

Total BASELINE COSTS 3Q 2L

Physical Contingencies 3.6 1.9 5.5Price ContIngencies 7.8 2.2 10.0

J1L4 4.1 ILI

TOTAL PROJECT COSTS 49_4 2fA

Now Tha ai soup tuo I. rmiaiug.

Financing Plan: IDA 33.2 22.3 55.5Government li .218

Total 42A 2441

Estimated Disbursements:

IDA Fiscal YearFY94 FY95 FY96 FY97 FY98 FY99 FY00 FY01 FY02

----- $s$ million)

Amuad 2.0 8.2 13.2 12.8 11.2 6.0 0.8 0.8 0.5Cunmuative 2.0 10.2 23.4 36.2 47.4 53.4 54.2 55.0 55.5

Eoonomic Ratof Return: Not applicable


BASIC EDUCATION IMPROVEM EN PROJECT


I. ECONOMIC AND SOCIAL BACKGROUND

1.01 In 1990, the Arab Republic of Egypt embarked on an economic reform programconsisting of macroeconomic stabilization and structural adjustment programs supported by anInternational Monetary Fund (IMF) Standby Arrangement and an International Bank forReconstruction and Development (IBRD) Structural Adjustment Loan, respectively. Additionalsupport from the international community, including debt relief from the Paris Club and othercreditors, and significant new financing pledged at a Consultative Group meeting, have alsohelped to soften the adverse impacts of the adjustment program.

1.02 The principal objectives of the reforms are to promote sustainable economicgrowth, improve efficiency in resource mobilization and allocation, encourage greater privatesector involvement in the economy, and elevate the overall standard of living. Accompanyingthese reforms are modifications in social policies to minimize the adverse effects of the reformprogram on the poor. The International Development Association (IDA) Social Fund Project(Credit 2276-EGI), approved on June 21, 1991, is an integral part of that approach.Furthermore, in support of these objectives, the Government and IDA reached a consensusduring recent policy discussions on the importance of strengthening the human resource base ofthe country as a means of sustaining the benefits achieved by the adjustment program, as well asof reducing poverty, unemployment and high rates of population and urban growth.' TheGovernment and IDA are presently working together to develop a comprehenwive humanresources development strategy that would address these and other social and economic concerns.

1.03 In addition to primary school-age children, two groups in particular would benefitfrom improvements in the human resource base: women and the poor. Notably, improvements ineducational access and quality for these groups, especially at the basic level (grades 1-8), wouldinfluence poverty, population growth and socioeconomic development by: (i) expanding earningopportunities, thereby enhancing economic standing and delaying marriage and child bearing; (ii)heightening awareness of good nutrition, health and sanitation practices; and (iii) providing rolemodels for future generations.

1.04 Furthermore, while urban and rural poverty declined during the 1970s and early1980s, many studies have documented its persistence since then, with the most recent figures

1/ During the 1980s, the population grwth rate averaged more than 2.5 percent per year. Recent IDA estimats suggestthat the rate has deceined somewhat to about 2.0 percent per year. In addition, the population of about 55 milloninhabitants only about 4 pement of the country's land area, and urbanization (47 percent in 1990) is expected to riseto nearly 64 percent by the year 2000. Among other thigs, thcse factors restict socioecononmc development by (Ocompounding demands for housing and pub'c services, such as education and heal care, thereby spreading resourcesmore thinly; and (ii) straining the capacity of the economy to create jobs fast enough to accommodate those enteringthe nonagriculu employment marcet.

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indicating ths poor households represent 20-25 perent of the population.2 Poverty is mostwidespread In rural areas, and is most closely associated with unemployed workers and Illiterates.Women and children are among the most vu:nerable groups. Often, children from poor familiesare exposed to difficult living conditions (e.g., malnutrWion and lack of protecton fompreventable diseases), have limited or no access to school, and enter the work force at a youngage. As a result, many of these children grow up Illiterate, a conditon at perpetuates povertyby reducing opporunities for highly productive employment.

2/ The povety line is edmaxed at Le 832 for urban areas and LU 680 for rual areas. Ghatas' estit (World Bank,1989) quoted in World Bank (July 1991) Pove ion and Adiw in EevDt Report No. 85151SGT.

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I. THE BASIC EDUCATION SYSTEM

2.01 An essential prerequisite for the successful implemenation of the human resourcesdevelopment strategy mentioned in para. 1.02 is the improvement and expansion of the basiceducation system (compriing priay grades 1-5 and preparatory grades 6-8). The portanceattached to basic education sms from the crucial roles It plays in developing fundmenal skills,such literacy and numeracy, and in preparing children for more advanced levels of education,both of which are necessary for the condnued socioeconomic development of the country. Acritical step tward ths end has already been taken by the Ministry of Education (MOE) d%rougha series of reforms aimed at improving the quality, availability and efficiency of the educationsystem. The primary objective of this reform program, which began in 1987 and has receivedsupport from the US Agency for Intenational Development (USAID), the British OverseasDevelopment Agency (ODA), the United Nations Children's Fund (UNICEF) and other donors,has been the expansion of the basic education system to provide universal access at that level.Signiftcant emphasis has also been placed on improving MOE's institutional information andplanning capabilities, and on developing new curricula and teaching methods for the classrooms.In 1988 the prinary level was consolidated from six to five grades, which resulted in a drop inprimary school enrollments and an increase in secondary school enollments due to thepreparatory existence of a double cohort (see Statistical Charts 1-3).

2.02 Despite progress at all educational levels, and especially at the basic level, in thenumber of schools (Statistical Chart 4) and in the quality and retevance of some curriculasubjects, the educational reform progran has not fully achieved its objectives. Notably, thefollowing problems persist: (i) MOE's limited instittional and mnagerial capabilities, as typifiedby its bureaucracy, weak administrative skills and lack of coordination among administrativeunits; (ii) low educational effectiveness resulting from low teacher quality and morale, limitedand often inadequate instructional materials, and incomplete implemeation of curricula changes;(Wii) inequitable access to education, particularly for girls and poor children; Civ) inadequate andinequitable resource mobilization efforts; and (v) an inadequate policy and regulatory frameworkto encourage private sector contributions to the fmancing and provision of basic education.

A. Strengthening Educational Mnagement

2.03 Perhaps the single most importa obstacle facing the education sector is MOE'sweak institutional capacity, which limits its ability to assess and manage the education sector andto allocate resources equitably according to priorities that seek to maximize the effectiveness ofthe system in improving the skill and productivity base of the labor force.

2.04 Over the past four years, USAID has worked with the Central Directorate forEducational Plannmig and Information (CDEPI) withn MOE in an attempt to develop some ofthese capacities, and has progressed in building a preliminary data base of educationalinformation and statistic, and in training a core cadre of staff at the central and governoratelevels capable of performing basic tasks such as collecting and processing information, preparingstatistical reports, and conducting simple analytical research. Apart from these areas of progress,however, the Ministry's capacity to enact policies and allocate resources based on accurateinformation, detailed analysis and rational planning remains very limited. Critical issues indeveloping this capacity include the following:

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(a) limited managerial and technical capacitY in MOE, at the central and governoratelevels, which limits Its ability to exercise effectively its analysis and planningfunctions;

(b) the absence of timely, reliable Information about the sector, which impairsnational policy analysis and formulation;

(c) the overcentralization of the analysis and planning functions; and

(d) the fragmentation, isolation and occasional duplication of plaming functionsperformed by CDEPI and other MOE directorates at the central level.

In light of the anticipated completion of USAID's financial and technical assistance to the sectorin mid-1994, a substantial need therefore exists for continued and expanded assistance to MOE tosustain the process of raising its Institutional capacity to an acceptable level, and to reduce theincidence and impact of the problems listed above.

B. Improving Educational Effectiveness

2.05 The education sector has been overburdened by rapid population growth over thepast 20 years (para. 2.01). Attempts to accommodate increases in the number of students haveabsorbed most of the sector's resources. In particular, the basic education system has borne thegreatest physical and financial burdens of population growth, as escalating enrollments haveresulted in overcrowded classrooms, double shifts and a reduction of per-student Governmentallocations. In addition, the emphasis placed on the rapid expansion of school coverage,especially in recent years, overlooked the importance of adequately maintaining existing schoolfacilities, improving the content and delivery of the curricula, and upgrading teacher skills. As aresult, the system experienced a decline in educational quality and effectiveness during thatperiod.

2.06 More specifically, the system has been overburdened by (i) curricula that are notwell integrated within grades, nor senuenced effectively across grades; and (ii) inappropriate linksamong teacher training, curricula content and student testing, that contribute to poor achievement,high repetition and dropout rates, and unnecessarily low inefficiency and high costs. Althoughimprovements have been made recently in the curricula and student testing systems as part of teongoing reform effort, much more needs to be done to enhance the leaming environment and toimprove the preparation and motivation of teachers, especially if outdated teaching methods are tobe replaced by modern theories and practices.

Enhancing the Learning Environment

2.07 Prior to the 1988-89 school year, students encountered a curriculum in need ofreform. Ihe syllabus did not encourage creativity nor was it responsive to the technological andeconomic needs of the country. Most subjects emphasized memorization over problem solving,with litle tine for actiwve student participation. As such, the curriculum was more suited totransmitting knowledge than to challenging students to think critically.

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2.08 As part of MOE's reform program, three new semiautonomous agencies wereestablished by ministerial decrees in 1990 and 1991 to help direct improvements in these areas.The frs of these agencies, the Center for Curriculum and tuctional Materials Development(CCIMD), has completed the development of a full range of new curricula. Its first product, anew subject termed 'environmental studies', combines science, home economics, agriculture andsocial studies to show children how these subjects relate to their lives; it was introduced intogrades 1-3 nationwide for the 1991-92 school year. Preliminary indications are that this newsubject is being adequately utilized by teachers and students. In addition, new textbooks formathematics, science, Arabic, religion, art and physical education were field-tested earlier thisyear and are expected to be introduced gradually nationwide in grades 1-5 for the 1992-93 and1993-94 school years. Other instructional materials are being evaluated and revised and will beintroduced during the 1992-93 school year. Topics such as population studies, environmentalprotection and even tourism are being integrated into the new curriculum, with emphasis placedon developing children's abilities to observe, compare, analyze and predict.

2.09 Concurrently, changes are being introduced by the National Center forExaminations and Educational Evaluation (NCEEE), with ODA assistance, in the area of testingand evaluation, including the revision of national achievement tests to include questions thatmeasure a student's reasoning and critical thinking abilities. Furthermore, semiannual exams arebeing devised to improve the validity of the test results, and to reduce the importance of the end-of-year and end-of-cycle examinations.

2.10 Finally, the National Center for Educational Research and Development (NCERD)is providing technical support to CCIMD and NCEEE, particularly for the improvement ofpedagogical methods and in the development of new examination questions, while also bolsteringthe research efforts of CDEPI's in-house research departnent.

Improving the Preparation and Motivation of Teachers

2.11 Teacher Preparation. Despite the advances being made in the area of curriculumdevelopment, the effective transmittal of these curricula to students is presently limted by anoversupply of inadequately trained teachers and a severe shortage of adequately trained andskilled teachers (see Statistical Charts 19 and 20). Most primary school teachers are graduates ofTeachers' nstitutes, and thus have only the equivalent of a secondary diploma or a two-yearpostsecondary diploma. In fact, most primary school teachers (about 147,000 out of 253,000)had only the equivalent of a secondary diploma in 1990-91.

2.12 Recognizing the need to upgrade teacher quality and reduce the oversupply ofinadequately trained teachers, MOE decided in 1988 to elevate the preservice requimnt forbasic-level teaching to a university degree, and to phase out the Teachers' Institutes by 1993.Many of the phased-out Teachers' Institutes have been transformed into specialized colleges ofeducation to train, at the university level, teachers of art, music, physical education, homeeconomics and educational technology. To date, the effectiveness of this change in preserviceeducation requirements has not been assessed.

2.13 Nevertheless, of more immediate concern are the teachers who are already in thesystem. The combination of inadequat preservice training, the introduction of new curricula,and the Government's former policy of guaranteed employment for all university graduates

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(regardless of academic perfornance or field of study),3 resulted in a cadre of teachers that isnow largely Incapable of effectvely tamitting te curricula to stden. These teachers wouldbenefit from appropriate and well-coordinated in-service traing, which the current system is ill-prepared to provide.

2.14 In additon, the supply of teachers exceeds the capacity of the basic educationsystem to use them effectively. Although virtually all teachers are assigned to teach in schools,often there are not enough classes for them and, as a result, many teachers are assigned a lightteaching load or perform only insignificant adminirive functions in schools. Also, the lowsalaries paid to teachers contribute to the low performance of te teaching cadre, and oftencompel many of the most capable to find other more lucrative jobs, notably in the private sectoror in other countries in the region.

2.15 Moreover, despite the lack of available Epace for a large number of teachers, thereluctance of many to tch in rural areas has created imbalancs in the distribution of teachersand caused severe shortages in a few rural regions. This phenomenon contibutes to disparitiesbetween urban and rural areas by increasing the rural student-teacher ratio and further reducingthe effectiveness of rural instructors, many of whom are already among the least capable.

2.16 MOE's responsibility for in-service teacher taining is extended through itsGeneral Direcorate for In-Service Training (GDIS1) and six Regional Training Centers (RTCs).Training is usually charactized by excessive lecturing and is perforned mainly by teachersupervisors or inspectors and university faculty who are specially recruited (and compensated) forsuch assignents. Few of the trainers have themselves had adequate traing.

2.17 The main issues related to in-service teacher training are the absence of an overallGoverment strategy to develop and coordinate trairnig programs, and the inadequacy of existngprograms. More specifically, these issues include the following:

(a) the need to streamline and coordinae the several agencies hat are designing andimplementng in-service teacher training programs, particularly GDIST, CCIMD,NCEEE, RTCs, and governorate- nd local-level teacher training offices, toproduce integrated training programs;

(b) the need to allow adequate time for large-scale training of teachers beforeintroducing new curricula into the system;

(c) the scarcity of budgetary resources, adequate teacher trainers and training modulesand materials;

(d) iade training facilities at GDIST and the RTCs, including limited access tosuch facilities in Upper Egypt; and

(e) the absence of competition with the private sector in the production of trainingmodules and in the implementation of training programs provides little incentivefor GDIST and CCIMD to increase the efficiency and qualiy of their output.

2/ Aho not cancled, this policy is no longer in priooe.

2.18 Teacher Motivation. Basic education teacher salaries are linhed to the civilservice pay scale and ranged In 1991-92 from LE 70-240 per month in public schools, dependingupon length of sevce and subJects and grades taught. Teachers are rarely dismissed, and salaryincreases and promotions are based on seniority rather than performance. Raises are limited tono more than 5 percent per increase, although in July 1992, additional across-the-board increaseswere given to all teachers to help offset the impact of inflatlon. Nevertheless, given the rapidincrease in the cost of living over the past decade, most salaries in 1991-92 are lower in realterms than ten years ago.

2.19 Private tutoring has emerged as a partial supplement to teachers' salaries, and hasbecome an integral part of the educational process. This creates a paradoxical sitaion:education is officiaUy free,4 yet teachers are "employed" in the evenings by parents to ensurethat their children pass their exams. While the Government sanctions a minimal amount ofprivate lessons on school property during the day, teachers are able to increase theLr incomessignificantly more by tutoring in the evenings. The practice varies widely and includes individualand group utoring, both throughout the school year and just during examination periods. Themost commonly tutored subjects are nmathnatics, science, and English. The rates charged byteachers are often determined by the ability to pay, with some teachers receiving as much as LE30 per hour to tutor children from well-to-do families. Also, some teachers exert minimal effortsin the classroom, while others give their pupils low grades, in order to generate private lessons.

2.20 Despite the abuses of the practice, private tutoring points to widespread resourcemobilizaton outside the budget. Moreover, it has provided a means by which teachers caneffectively lengthen the school day for students receiving tutoring, particularly for students inmultishift schools who have only 34 hours of class time per day. Often, evening lessons are theonly way a teacher can cover the full amount of materil that is required, owing to theabbreviaged class time and overcrowded classrooms during the school day. On balance, though,this practice reinforces the educational inequities that already exist between the segments of thepopulation that can afford tutoring and those that cannot, and thus it should be modified orreplaced by measures that would ensure the livelihood of teachers, while also proteting thequality of and access to basic education for the poor and disadvantaged. The current attempt toaddress the problem tirough periodic across-the-board salary increases for teachers is only astop-gap measure: although it represents a step in the right direction, it cannot solve theunderlying problem, which, while beyond the scope of this project, will be addressed in the studyof the forthcoming civil service.

C. Improving Equitable Access

Coverage of the System

2.21 Despite rapid population growth, the Govermnent has been able to increase thespan of the education system. Official statistics indicate that enrollment of primary school-agechildren increased from 83 percent of the cohort in 1981 to more than 90 percent in 1991-92(Chart 1). However, awing to persistent flaws in the methods used to record and collectenrolbnent data, these figures are inflated. Many children are registered in schools and counted

41 AJUtough sohool Abem averagng LE 30-40 per student vie introdud in 1991-92.

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in official statistics, but do not actually attend school. A better estimate of current primaryschool enrollment would be about 80 percent of the corresponding age cohort, while preparatoryschool enrollment represents less than 70 percent of its age cohort.

2.22 During the 1991-92 school year, there were 6.4 million students reportedlyenrolled in public primary schools and 3.5 million students in preparatory schools nationwide.These enrollment levels represent a total increase of 1.9 million students since 1984-85, at anaverage annual rate of 3.3 percent (1.1 percent per year at the primary stage and 7.9 percent atthe preparatory stage), i.e., higher than the population growth rate (para. 2.01). However, at thesame time, the dropout rate increased slightly to nearly 15 percent of an age cohort by the end ofthe primary stage (i.e., for every 100 who start first grade, 85 complete the primary stage), withan additional 10-15 percent leaving school by the end of the preparatory stage.

2.23 As noted earlier, access to schools is unequal in terms of geographic location,economic standing and sex. For example, enrollment of girls in some rural areas often does notexceed 35 percent of an age cohort, owing to cultural values that restrict girls' abilities to attendmixed-gender schools or schools more than a short walking distance from their homes (Charts 5-7). Likewise, children of poor families are less likely to enroll in school and are more apt todrop out than are children of more affluent families, particularly as the direct and indirect costsof education (including private tutoring) have escalated.

2.24 These factors have contributed to the country's continued high rate of illiteracy.Despite substantial increases in enrollment over the past decade, the illiteracy rate for persons 15or older has remained relatively constant at about 52 percent (approximately 37 percent for malesand 66 percent for females), suggesting that the illiteracy rate among those aged 15-25, who havebenefitted from greater educational opportunities during their lifetimes, is not markedly differentfrom that of their elders. More than half of all illiterates, especially in rural areas, left schoolduring the primary stage (or never enrolled at all) for social and economic reasons, whileanother 5-10 percent left school because they did not comprehend the relevance of the subjectsbeing taught. Also, many dropouts are dependents of adults who have emigrated to othercountries to find employment, suggesting a high opportnity cost of school for those children,who may support their families in the absence of a parent. A newly established national board topromote functional literacy, assistance by many donors, is implementing nationwide programs.

Inesing Physical Capacity

2.25 The facilities and conditions of the 15,100 primary and 5,600 preparatory schoolsin the public education system vary widely throughout the country, ranging from nearly 1,000older schools in rural areas built using crude designs and materials (often one- and two-roommud brick constructions), to more than 3,600 schools (encompassing more an 46,000classrooms) constructed in the last decade using more modern designs and materials.Nevertheless, many public schools remain severely overcrowded, particularly in urban areaswhere many schools hold two and sometimes three shifts of students per day (Charts 8-9).SOften classrooms do not have enough chairs or desks for students and suffer physical degradationfrom overcrowding, multiple shifts and, most importantly, irregular maintenance. It is estimatedthat to keep pace with population growth over the next five years, nearly 2,400 new schools(with an average of about 10 classrooms per school) will be needed, while an additional 2,000schools will be needed to replace existing, dilapidated schools. A firther 5,200 schools will be

S/ Mm average lm siz is 43 studenu, although in many ubn aeas chasses can toal as many as 75 students.

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needed to eliminate multiple shifts in existing schools. In addition, the October 1992 earthquakecompounded these problems by destroying nearly 1,300 schools and severely damaging morethan 2,500 schools (the financial impact of the earthquake is provided in Annex 1).

2.26 The shortening of the basic education stage in 1989 from nine to eight years, hasrelieved some of the erollment pressure on schools by reducing class sizes at the primary stage.However, this relief will be short-lived, as population growth is expected to increase primayschool enrollments to their earlier levels within three to four years.

D. Strengthening Financial Support for Basic Education6

2.27 In the First Five-Year Plan, the share of education in the total investment of thepublic sector was 3.3 percent. It has risen to 3.6 percent under the Second Five-Year Plan(PY88-FY93) and will rise to 9.9 percent under the Third Five-Year Plan (FY93-FY97).Though the education sector has claimed an increasing share of the Government's budget over thelast decade, this increase has occurred largely to cover recurrent expenditures that have risenrapidly as a consequence of the significant expansion of the system's coverage. In the ThirdFive-Year Plan, LE 2.6 billion has been allocated to basic education, representing 5.3 percent oftotal public sector investment. Nevertheless, at the same time, real per student recurrentspending on items other than teachers' salaries in basic education was falling from LE 7.1 in1981 to LE 2.4 in 1989/90. The percentage of MOE's recurrent budget spent on teacher salariesincreased from 69 to 75 percent.

2.28 Over and above these budgetary resources, the basic education system also relieson a schedule of annual student fees/contributions averaging LE 30-40 per student. Combinedwith the costs of school supplies, transportation and private tutoring, and the opportunity costs offoregone household labor or earned income, these expenses can be a crucial barrier to educationfor students from poor families, and particularly girls, for whom education is often considered tobe of lower priority to families, particularly in rural areas.

2.29 Fmally, although the ongoing economic reform program is expected gradually toresult in a fical environment more favorable to the needs of the basic education system, thereforms will take time to bear fruit and to generate an adequate and sustainable level of fundingfor the system. In the meantime, continued Government commitment, a rationalizing of itsexpenditures, and external aid will all be needed to sustain MOE's efforts to improve thecoverage and quality of basic education. Furthermore, to capitalize on the economic andeducation reform processes, policy options that maximize the potential for significant increases inresource mobilizadon and in the efficiency of resource use need to be examined. Importantoptions to be considered would include the following: (i) extending greater freedom and incentiveto the private sector to increase its involvement in providing basic educaton to segments of thepopulation Ihat possess the capacity to pay for schooling; (ii) involving rural communities in theconstruction and maintenance of school buildings; (iii) increasing cost recovery on an ability-to-pay basis; and (iv) inating community support for teacher salaries. These and other means ofimproving education financing are proposed to be studied under this project (para. 3.28 andAnnex 2).

di Sowrce: Clpter X, of Egypt Public Scczur Investment Review (Green Cover), para. 10.20 on Financingof Education and Annex Tables 10.1-10.2.

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Schol Maieance F na g

2.30 Before 1990, the Government allocated LE 10 million per year for maintenance ofall school buildins, an entirely insufficient amount. As one consequence of the dialogue leadingup to and attending the preparation of this project, the Government's commitment to maitnancehas changed sgnificantly, and in FY92 approximately LE 170 million was spent on schoolmaintenace, an amount almost equivalent to the combined expenditues of the previous twentyyears. 'he General Authority for Educational Buildings (GAEB) has assumed the responsibilityfor maintenance since mid-1991.

2.31 The Government institutionalized the maintenance process in FY92 by:

(a) establishing the Education Support Fund (ESF) to support acdvities crucial to theeducation process, such as maance; and

(b) collecting yearly maintenance fees from students, as follows:

LE 3 from eah Prim stage student- LE 4 from each Preparatory stage stdent- LE 5 from each Secondary stage student

Ihe amount collected from fees is approximately LE 100 million per year, whilethe amount collected from the ESF is almost LE 20 million per year. Half of allfees go to GAEB, while the other half stays with the city councils collecting thefees to be used for school maintenance. In order to generate more revenue, somegovernorates and city councils have increased their maintenance fees substantially.For example, Qaiubeya governorate doubled its maintenace fees to generate anadditional LE 3 million.

2.32 Under the Third Five-Year Plan (FY93-FY97), an additional LE 100 million willbe allocated by the central government annually for school mainnce. This amount istransferred to GAEB, which distributes it to the governorates. Final distribution of maintenanceresources takes place in a meeting chaired by the Prime Minister and attended by the Minister ofEducation, the Minister of Planning, and all 27 governors. In addition to the LE 100 million,more funds are expected to be allocated for repairs and maintenance as a result of the October1992 earthquake.

E. Previous and Current Initiatives

2.33 Egypt has benefitted in recent years from significant financdal and thicalsupport for the education sector from several countries and inernational organizations, includingthe Bank. Support from the United States has been particularly strong, as USAID has providedmore than US$425 million for the education sector since 1975. Notably, USAID's BasicEducation Program, which began in 1981, is expected to have provided more than US$190million to the system by e time it i completed in mid-1994. The major accomplishment ofthat program include the following: (i) the consuction of more than 1,950 schools, princllyin undersved rual areas; (ii) the development and provision of instructional materials andequpment for almost all the 15,100 basic education schools; (il) the estlishment within CDEPI

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of a preliminay education data bae and a core rup of personnel able to collect, proes andextract information from it; and (iv) significant mo dniatin of parts of the curriculum. Donorssupport for recument budg has been minimal.

2.34 To date, the Bank's involvemen In Egypt's educadon sector has been limited tosix vocatlonaltechnical education projec (totaing US$105.1 milion equivalent in IDA redtsand US$87.8 million in IBRD loas). She Its gaduation from IDA in 1982, Egypt has beenrelucta to accept Bank financing for any educadon projecs outside of vocational/teclnicaleducation on the grounds that borrowing costs wre too high. As a result of its reent drop inper capita income and subsequet eligibility for limited IDA fuids, Egypt has indicated Itswillingness to increa its conces,lonal borrwing from the Bank for othr types of projects.Furthermore, coinciding with the Bank's overall human resources development strategy for Egptand the Bank's cent emphasis on basic education as a critical presor to susinable economicand human development, the Goverment has demonstrated a hightned recognition of both Ihecross-sectoral nature of educational issues and the need for increased financial and technicalassistance to address those issues.

2.35 Other international agencies, including UNICEF, GTZ, UNESCO, UNDP and theFord Foundation, have engaged in a variety of small, gmsroots programs to promote literacymong youths and adults who either dropped out of school or never erolled. At present, thesegroups are coordiatng their efforts with UNDP in an overall litacy stategy that is beingdeveloped. In addition, ODA is assisting the NCEEE in improving national tesdng andevaluation standards and practices, while UNICEF is beginning a pilot project aimed at deliveringeducation services to isolated rural villages in Assiut sovenorate using, inter alia, exscommunity buildings such as mosques and meeting halls.

2.36 Finally, UNDP is funding a secretart of policy and technical advisors in theoffice of the Minister of Education that would help to interpret education data and to allocateresources and formulate policies accordingly (para. 4.11). In addition, within the framework of aUNDP preparatory assistance program for human resources development, UNDP has agreed toallocate a US$700,000 equivalent grat as a finacing for a number of importat activities beforethe proposed IDA credit becomes effective, including: (i) a series of experts in inutionaldevelopment, in-service teah training, and school mantnce; and (i) the core Wam of full-ime IDA project implemenion unit staff.

F. Lessos Larned

2.37 The principal lesso learned have come from USAID's B9aic Education Progm(Annex 3). Notably, (i) experience gained through its school construction program emphasizesthe need for a coordinated mainn ce plan to ensure that schools do not suffer rapid andneedless deterioration requiring additional invesment to repair. In addion, USAID hasdemonstrated the importance of specific and meaningf selection crieria for school locations, aswell as of deailed tender documents specfying how the qualit of constrcon work is to beachieved; (i) related to USAID's isftional support to MOE, difficulties were encountered inrecruiting and placing qualiy MOE personel, particularly in key leadership positions-hissuggests t need for now approaes to attract and retain high q ypersonne. USAID'ssupport to CDEPI has lacd a comenive maser plan for the eventual i natin ofMOE's reform pram acro al units of the Misty. Ths should reqe addional

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collaboration with other MOE units to identify key information requirements for policymonitoring and plan identification, as well as continued support to MOE offices at thegovernorate level; (iii) USAID's contributions to improving the relevance and quality of thecurricula and instructional materials did not sufficiently cover the need to improve the abilities ofteachers to use the new curricula and materials effectively; and (iv) the development ofinstitutions outside MOE, fully flnanced by donors, as a shortcut to bypass MOE bureaucracies,which proved to be nonsustahnable, counterproductive and were resisted by MOE staff.

2.38 Based on lessons learned from previous Bank/IDA involvement and those of anevaluation report of the USAID program, the lessons of experience confirm that projectownership by the Egyptian Government and the institutional development of MOE are a primaryrequirement for successful inplementation of the proposed project. The proposed project wouldbuild on USAID achievements in strengthening MOE's managerial capacity (Annex 3). TheBank project would help to ensure impact in institutional development through three measures: (i)including MOE staff in all stages of project preparation and implementation and thereforefostering coordination and project support within the Ministry; (ii) extending staff training tosenior management and to analysts for the data collected to be useful for sector planning; and (iii)recruiting, training and retaining high quality personnel in the Ministry, a major policy issuewhich should be addressed in the medium-term witiin the framework of public sector reform.Moreover, the proposed project would closely coordinate technical assistance, carefully monitorthe implementation of civil works and the procurement of equipment and funiture to correspondwith the completion of buildings.

2.39 Through the Bank's involvement in an ongoing engineering and technicaleducation project as well as in the vocational training projects (Loans 3137-, 2264- and 2594-EGI), the importance of basic education as an essential foundation for advanced education and-taining has been confirmed. In addition, based on USAID experience, the resolution of many ofthe crucial policy issues facing the sector is expected to be a lengthy process, given thesocioeconomic climate in the country. The proposed project would be a first step in such aprocess.

G. Government Strategy and Dialogue with IDA

2.40 As noted in para. 2.27, the Government's Third Five-Year Plan places greateremphasis on financing for the education sector. This is consistent with the Government'sobjective to promote an integrated human resources and social development strategy that willcreate the well-trained labor force needed to improve productivity and sustain long-term economicgrowth. Essential elements of this strategy include measures to address seven key issues: (i)population growth; (ii) the quality, efficiency and equity of education and health service deliverysystems; (iii) the relevance of the education and training systems to the needs of the economy;(iv) the prevalence of poverty, and tPe, possible creation of a social safety net associated witheconomic adjustment; (v) environr. -ital concerns that directly affect the health and safety of thepopulation; (vi) the need for greater resource mobilization and cost recovery; and (vii) the role ofwomen in the development process.

2.41 The proposed Basic Education Inprovement Project would extend IDAinvolvement into an area considered by the Government and IDA to be a critical prerequisite fordeveloping a skilled, literate labor force, as well as for improving the effectiveness of later

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educational levels and facilitating the reemergence of a market-oriented economy. According to arecent World Bank policy paper7, "the effects of [basic] education on development are largely aresult of the cognitive skills it imparts: literacy, numeracy and problem-solving skills. Increasingthe level of education and training of the labor force is thus a central development challenge,[since] a country's development prospects today hinge much more than even a generation ago onthe capacity to acquire, adapt and advance knowledge. [In addition), higher education andtraining need to rest on a solid foundation, which is essentially the product of the [basic]education system."

2.42 To develop a basic education system that adequately responds to the quantitativeand qualitative demands of the labor market and reduces the main causes of illiteracy amongyouths, and particularly girls, MOE requires important fincial and technical support fromexternal sources. Towards this end, the proposed project would provide resources to the sector,starting before the completion of USAID's Basic Education program in 1994, so that theimportant momentum initiated under the USAID-supported program would not be lost. Inaddition to extending access to schools to unserved and poorly served populations, the projectwould initiae processes to improve system management and teaching in the schools. Finally, theevaluation of project implementation, and execution of the studies it would finance, would extendand strengthen the Bank's dialogue with the Government on education sector issues.

2.43 Building upon the experiences of this project and in light of the ongoing publicsector investment review and "Human Development and Sustainable Growth" study, subsequentoperations are expected to address sectoral issues, such as the reform of financing mechanismsand incentive structures, and the strengthening of sectoral linkages to the labor market.

7/ PRimay Eucation. A World Bank Policy Paner. M. Lockheed, et al, The World Bank, 1990.

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m. THE PROJECT

A. Project Objectives

3.01 The proposed IDA Basic Education Project is intended to be the first in a series ofoperations in the subsector aimed at preserving and consolidating MOE's achievements to date inits reform of the basic education system. The project would assist the Government to improveand accelerate the implementation of its strategy to (i) stn MOE's institutional capacity toeffectively manage the system; (ii) improve instructional quality; (iii) provide universal access tobasic education, with special focus on females and the poor; (ih) reduce illiteracy amongchildren; and (v) mobilize community support and resources for the education sector. Throughmeasures in a selected key areas of intervention, the specific objectives of the project arefourfold:

(a) to improve access and equity through a well designed school construction andmaintenance program that could be used as a model by MOE;

(b) to improve the quality of teaching and consolidate advancements in curriculadesign through reinforcement of the in-service teacher training system;

(c) to enhance MOE's institutional capacity in policy analysis, management andeducation planning through training of MOE staff and further development andefficient use of an education management information system (EMIS); and

(d) to help defie policy options and alermatives in addressing two selected priorityeducation issues through studies to complement ongoing Bank-sponsored publicsector investment and human resource development studies.

B. Project Components

3.02 To accomplish the above objectives, the project would comprise the following fourinterrelated components: (i) school construction and maintenance; (ii) in-service teacher training;(iii) institutional development in management, informton and planning in MOE; and (iv) relatdpolicy-oriented studies.

School Construction and Maintenance

3.03 The primary objective of this component is to increase primary and preparatoryschool enrollments in urban and rural schools in seven priority governorates-balancing the needsto reduce severe problems of overcrowding and multiple shifts in urban areas and to improveaccess for girls and the poor in rural areas. Furthermore, the component would (i) ensureadequate financial and manpower resources for the maintenance of schools constructed under theproject; (ii) consolidate in the seven priorty governorates the maintnance initives begun bythe Minister involving local communities; and (iii) strengthen the institutional capacities ofMOE's Central Directorate for Educational Planning and Informadon (CDEPI) and the General

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Authority for Educational Buildings (GAEB) to carry out their respective roles in planning andexecuting school construction and maintenance work.

3.04 Consistent with the Ministry's priority defined in its Five-Year SchoolConstruction Plan, the proposed component would allow for three phases of construction ofprimary and preparatory level schools in areas where there are currendy no such facilities, whereenrollment of girls is low, or where overcrowding is severe and/or there are multiple shifts.Owing to the modest size of the proposed IDA credit, relative to the total physical and fiancialneeds of the basic education systems and to the serious impact of the recent earthquake (Annex1), the proposed component has targeted seven governorates and specific areas within each to fitthe project criteria for school construction, with the selection reviewed by the IDA twam duringappraisal. IDA would finance only school construction (civil works), while the Govermnentwould provide all the needed equipment and furniture for the IDA-financed schools. MOE shallobtain the Association's concurrence to the plans for furnishing and equipping the schoolsincluded in the prcject. Worth noting is that the project would establish a new sustainablemethodology for the development of school designs and a functional linkage between the MIS andthe identification of needs for schools, teachers and maintenance.

3.05 The selection of sites for the primary and preparatory schools to be constructedunder the project shall be made in accordance with criteria acceptable to MOE and theAssociation. Such criteria shall endeavor, in particular, to improve access for girls in ruralareas, to reduce overcrowding in urban areas and to achieve a proper balance of male, femaleand mixed-gender schools. To date, 83 sites have been acquired or donated by localcommunities for school construction in areas already identified by IDA for the first phase of theSchool Construction Plan. This important development provides more sites than the number ofschools (about 70) to be constructed under the first phase of school building. Further, a series ofdetailed drawings for a number of different size primary and preparatory schools has beenprepared by GAEB, and has been reviewed by MOE and IDA. Foundations have been designedto be earthquake resistant and to allow for the future addition of at least one story. Detaileddrawings describing the kindergarten component have been added.

3.06 Taking into account lessons learned from the USAID school construction program(Annex 3), agreement has been reached on an implementation plan with specific assignments forthe agencies or units involved. Notably, in order to minimize the appearance of conflict ofinterest in GAEB's official roles as both the executing and monitoring agency for schoolconstruction, a separate agency, the National Investment Bank (NIB), would assumeresponsibility for monitoring implementation of the component. NIB successfully performed asimilar function for USAID's Basic Education Program and agreement has been obtained thatNIB will fulfill the same role under the project and agreement has been obtained that NIB willfulfill the same role under the project. An implementation schedule has been agreed that willensure that schools will be constructed on a timely basis (Annex 4a). The final selection of theschool sites and the design of each school have been completed for the first phase of IDA-fnanced schools. During appraisal, assurances were obtained that the final selection wil be

V/ To reach fl enrolment by the year 2000, five new schools per day will have to be constud, assulingall eidstng schools will remain functional. This situation has been compounded by fte serious impact of theOctober 1992 eathquake. The IDA project would finance only about two percent of the needed new schoolconstruction over the next five years. Hence, the project-even in its larges component-is only a'demonstration" project, though a large one.

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submitted for approval to IDA by December 31, 1994 for the second phase and December 31,1995 for the third phase.

3.07 Maintenance. Maintenance services for school facilities are fmanced by GAEB's26 branch offices through contractual arrangements with district-level contractors or throughheadnmasters by providing LE 1,000 each year to pay for small repairs and minor maintenanceitems of equipment/furniture and the facility. During the year, each schooi is visited by a GAEBengineer who assesses the necessary repairs and submits his report to the appropriate authorities.These services are also partly financed by the contribudons (in cash and in kind) of the localcommunides.

3.08 The IDA-financed schools would serve as a pilot initiative for effective schoolmaintenance according to an agreed draft sustainable program. To ensure that the schoolsfinanced under this project are adequately maintained and to consolidate the existing maintecesystem so that the maintenance system can be replicated in the seven priority governorates, thefollowing arrangements have been made. Initally, the project would sponsor a series ofworkshops with 60 senior and/or mid-level MOE staff and PIU governorate leaders to discuss theimportance of preventive maintenance, the training to be provided under this project, andsuggestions for improving the proposed mechanisms for maintenance. The workshop would befollowed by a training program on preventive maintenance sponsored by TOMOHAR, thetraining agency of the Ministry of Reconstruction, New Cities and Housing. A total of 1,000mantenamce specialists would receive this training over the life of the project, with a focus onthose governorates participating in the school construction project. Of the 1,000 maintenancespecialists trained, 200 would participate in additional training to become maintenance rainers.Each maintenance trainer would then train janitors on simple mahtenance procedures. Thenecessity of such training has become even more pronounced following the destruction of schoolfacilities by the October 1992 earthquake. Emphasizing preventive maintenance would not onlyreduce the amount of severe maintenance problems, but would also improve the cost efficiency ofthe maintenance system. During negotiations, assurances were obtained that arrangements for thecarrying out of this training components have been concluded between MOE and TOMOHAR.

3.09 Regular maintenance activities for project schools would be tracked and evaluatedas follows:

(a) GAEB would inspect schools regularly and prepare for MOE an annualreport on their conditions of every school building financed under theproject;

(b) MOE would ensure that adequate funds are allocated for GAEB for themaintenance purpose of the project-financed schools; and

(c) findings of inspection and information as to the allocation of maintenance fundswould be provided regularly to IDA.

The same approach will be applied to the seven govemorates. An action plan willbe agreed during the amnwal review of project implementation.

3.10 Collaboration Between GAEB and CDEPI. MOE, GAEB and IDA agreed thatit is essential that GAEB and CDEPI contine to work together to establish a compatible systemof data collection and sharing, with immediate emphasis on GAEB's ongoing survey of school

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physical conditions. Such a system is an impo.tant prerequisite for the success of anymaintenance system.

3.11 Community Participation. Based upon a recently established system, commnityparticipation would be two-fold: (i) the communities would purchase/donate appropriate sites forschool construction (Annex 4b); and (ii) as in the USAID model, MOE would ask thecomnmunities to donate the equivalent of 5 percent of the estimated construction cost formaintenance, either in cash or in kind, as a prerequisite for building a school. For equitypurposes, the Minister of Education can waive this prerequisite for communities that are too poorto generate these resources. The funds would serve to supplement those already made availableto the schools through Government (central and regional) resources. Technical assistance will beprovided to enhance the role of communities in school building and maintenance.

3.12 The proposed component would provide financing for:

(a) School Construction. The construction of about 130 primary and 110preparatory schools in the following governorates: Cairo, Sharkeya, Ismaiia,Menofeya, Assiut, Sohag and Qena (with the actual number to be determined onthe basis of size of schools selected, and the cost of construction at the time ofimplementation. MOE has already selected sites for the first phase of construction(about 70 schools) based on criteria described in Annex 4. The proposedconstruction has been equitably distributed between urban and rural sites, andbetween primary and preparatory schools (with an equal number of male, femaleand mixed-gender schools). It is important to note that the cost of constructionhas already been lowered, especially in remote, rural areas,9 and MOE hasendorsed IDA's cost estimate of about US$105 equivalent per square meter(without furniture and equipment). Site selection and the design of eah school,included under the first phase, hLr been completed. (Estimated base cost:US$36.45 million equivalent)

(b) Local Maintenance Training. Throughout project implementation, a series oflocal training programs in the seven governorates would be provided byTOMOHAR to about 1200 GAEB engineers and MOE and GAEB trainers andspecialists in preventive and other type of maintenance. (Estimated base cost:US$300,000 equivalent)

(c) Technical Assistance for MOE and NIB to Consolidate Ther IstitutionrlCapacities. To support the technical team within the MOE responsible forsetting school design standards and planning school requirements, UNDP financededucation building specialists would be recruited by June 1993. The projectwould provide support for NIB to finance equipment, experts, and training, inorder to strengthen NIB's institutional capacity to administer and supervise schoolconstruction work. (Estimated base cost: US$200,000 equivalent)

(d) Enhanced Materials Testing Capacity. The project would finance the purchaseof equipment for a materials-testing laboratory within GAEB (US$150,000equivalent) and a mobile soil tesftng truck (US$150,000 equivalent). Adequate

9/ According to GA1B, the average constuction cost of a ten classroom primary school is US$185,OOOequivalent

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space for the equipment had been provided. (Estimated cost: US$300,000equivalent)

In-Service Teacher Training

3.13 Educational authorities in Egypt are well aware that to enance the educationalsystem in the ountry, teacher performace must be improved. Ihe proposed project takes Intoaccount the complexity and imortance of the many issues related to both the preservice and in-service cducation of basic-level teachers, and aims to address both forms of education. However,considering that all preservice teacher education is currendy under the responsibility of universitycolleges of education, preservice teacher education would, at this time, be addressed only by apolicy-oriented study included in the studies component of the project (para. 3.28 and Annex 2)tha would focus on "Teacher Preparation Policies and Programs."

3.14 Owing to the preponderance of inadequately trained teachers already in the systemand the continuing need to update teacher skills, in-service teacher training would be the mainfocus of the component's activities. The component would provide financial and technicalassistance to the in-service training system for a wide range of improvements that are consistentwith the demands of curriculum development, teaching approaches, and examination practices.The component would focus on developing cost-effective teaching methods and enhancingmanagement and instructional capabilities as a step towards enhancing instructional quality. Inparticular, the component would help establish the capability within MOE to plan, design,produce and use high quality teacher training materials.

3.15 Towards this end, four units would be established within GDIST related to (i) thedesign; (ii) production; (iii) and evaluation of training modules; and (iv) distance education.These units would produce effective prototype training modules in cooperation with the GeneralDirectorate of Audiovisual Materials (GDAVM) and/or other public or private organizations, asneeded. Approximately 70 senior trainers, 3800 supervisors, and 120,000 teachers of math andscience (grades 4-8) and English (grades 6-8) including those in the three governorates of thedistance education pilot study would be trained under the project. The training plan has beendetailed to facilitate implementation and supervision tAnnex 5) and an implementation schedulehas been developed and agreed (Annex Sa).

3.16 To address the needs of the large numbers of teachers who face difficulties (costsand inconvenience) in participating in teacher training, the proposed distance education programwould be introduced in the subject areas of mathematics, science and English. The modes ofdelivery are expected to include study assignments, TV and/or videotape viewing, personalcontact sessions, and guidance by supervisors and head teachers. In addition to internalevaluation of all activities, the distance education pilot training will be evaluated by NCERDand/or other appropriate institutions other than those directly involved in the training (evaluationto be completed by end of first quarter of year 5).

3.17 MOE recognizes the need for more integration and coordination in thedevelopment of in-service teacher training programs. A Higher Commission for Training(Ministerial Decree No. 219 of September 24, 1992) includes the management of the curriculum,testing and research centers, together with high MOE officials with a mandate to plan anddevelop, inter alia, in-service teacher traWning programs that are integrated and coordinated,especially with respect to developments in curriculum and testing. The GDIST and its units will

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involve representatives of the concerned centers In detailing fte training programs and in theirimplementation.

3.18 The process of curriculum reform and textbook revision is continuous and isrepeed in cycles. 'Me capability to be established in developing in-service teacher trainingmatrials is general in nature and should be useful at different levels. But, the plan is to startproduction of training modules and inplementing training programs of teachers of grades 6-8specifically in science, mathematics and languages to correspond as closely as possible with the

rent curricula reform and schedule of textbook production. The remaining categories oftrtinng would not correspond in timing with the current curricular reform. But flve years wouldhave lapsed and more in-service training would be needed. Furthernore, it is very likely that anew process of curriculum revision would start then.

3.19 The measures to be fnanced by this component are the following:

(a) the construction or upgrading of a facility to house GDIST's new moduleproduction and distance education units at Manshiet al-Bakri (Cost: US$650,000equivalent);

(b) technical assistance (80 person-months), courses and academic fellowships (96person-months of international study; and local study) for additional GDIST staff(Cost: US$1.69 million equivalent);

(c) construction and equipping of a new Regional Training Center (RTC) in Qena; tdesite has already been acquired. A design has already been developed and is beingdetailed to be ready for bidding documentation (Cost: US$800,000 equivalent);

(d) upgrading of the six existing RTCs (Manshiet al-Bakri, Assiut, Zagazig, Tanta,Port Said and Alexandria), including equipment and materials (Cost: US$340,000equivalent);

(e) providing equipment and supplies for the four modules production units to beestablished in GDIST, and producing five sets of prototype training modules(Cost: US$480,000 equivalent); and

(t) implementing training programs for about 70 senior trainers, 3,800 trainers and120,000 teachers in science, mathematics and English including those involved infield testing of a pilot distance education program for teachers in three selectedgovernorates (Cost: US$4.15 million equivalent).

More detailed descriptions of these measures and cost estimates are provided in Annex 5.Indicators related to speciflc outcomes, targets and methods of assessment unit monitoring areprovided in Annex 5b.

3.20 During appraisal, the following critical steps for the timely finalization andimplementation of this component were agreed with the Government:

(a) a commiment by MOE to assume the additional recurrent costs (Annex 5)generated by the expansion of this component;

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(b) selection of a site for the construction/renovation of facilities at Manshiet el-Bakrito house the four units to be established in the GDIST;

(c) within the framework of UNDP support for the institution building of MOE, theengagement of two consultants, in accordance wiffi the terms of referenceprovided in Annex 5 and using the UNDP preparatory assistance financing, todevelop, in further detail, the plans for the proposed GDIST units and their staffand to prepare detailed technical assistance terms of reference for staff trainingand finalize equipment specifications;

(d) appointment of a full-time coordinator in the PIU for the proposed GDIST moduleproduction and distance education units; and

(e) MOE shall ensure the staffing by December 31, 1993, in accordance with a plansatisfactory to the Association, of the four units of GDIST.

Institutional Development

3.21 Background. This component aims at supporting the MOE's objective, asexpressed in its Third Five-Year Plan, to upgrade, modernize and increase the efficiency of thebasic education subsector as a step towards increasing the efficiency of the sector as a whole. Atpresent, national and governorate policy analysis and planning lack both relevant, timely andreliable information, and coordination and integration among the various tasks performed bydifferent units within MOE. (See Annex 6a for MOE's organizational structure). It is evidentthat planning for each level and type of education, as well as for various educational inputs andphysical requirements, is performed by separate directorates in a fragmented, isolated and verticalmer without adequate horizontal linkages and coordination. Such coordination needs to beestablished among all MOE sectoral departments (undersecretaries) and the directorates chargedwith planning, as well as between these directorates and CDEPI. The Minister of Education hasagreed and issued the necessary directives that give CDEPI the responsibility to coordinateamong the various MOE directorates all issues related to comprehensive educational planning(i.e., planning the different aspects of the educational system). Agreement was reached thatMOE shall ensure, not later than December 31, 1993, that all senior positions in CDEPI shall befilled by appropriately qualified persons.

3.22 The component measures MOE's ongoing efforts, assisted by USAID, to createthe institutional capacity to develop and utilize an Educational Management Information System(EMIS). It acknowledges the substantial institutional development that has occurred, includingtechnical staff training, installation and design of systems for processing data from annual schoolsurveys at both the central and governorate levels, and the recently established program forexpanding and enhancing the school survey and information system. However, the participationand training of the "users", in this case the basic education sector, is essential to the achievementof the full effectiveness of such a program. Existing institutional development efforts, however,need to coninue and expand in order to sustain accomplishments to date, especially since theUSAID assistance is scheduled to end by mid-1994. Additional efforts to coordinate andrationalize educational planning and to develop an integrated educational data base are alsorequired. These are the focus of the proposed component. An important action taken is that ajoint USAID, MOE and IDA coordinating committee has been formed to synchronize an actionplan for the USAID phasing out period.

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3.23 Objective. The objective of the institutional development component is to assistMOE to strengthen management, planning and policy analysis. The first phase of the componentis to design an institutional development program for strengthening and improving themanagement and planning of basic education through training and retention of senior and mid-level management and to sustain these functional improvements through the use of hnowledge-based systems and procedur based on improvement In the design and use of information. Thesecond phase of the component (to start after the phasing out of the USAID progran In mid-May1994) will assess the information needs of MOE for effective manageume, planning and policyanalysis and design an improved information system that provides the relevant information in atimely, reliable fashion. The detailed objectives of the component, including criteria and methodsof assessment are shown in Annex 6c.

3.24 To achieve the above objectives, the following agreements have been reachedbetween MOE and IDA:

(a) Technical Committee. According to the madt of the Higher Commission forTraining (HCT), chaired by the Minister, a Technical Committee for nsdtituonalDevelopment (TCID), linked to HCT (see Annex 6d) had been formed asconfirmed during negotiations. This Committee would include senior-level MIOEstaff members. MOE shall maintain TCID with adequate resources and facilitiesuntil the completion of the above-mentioned program, and shall assign to it theresponsibility for the carrying out, in coordination with PIU and CDEPI, of themeasures for institutional development. UNDP-financed experts in educationalplanning and management, organizational development and training, andcomputer-based management information systems would assist the technicalcommittee in the development of the institutional development program.

(b) During project implementation, the TCID would examine the planning andmanagement functions carried out initially at the diwan (central) level, and duringthe second phase at the mudiriya (regional) level, and would identify the gapsbetween the functions, skills and information the system currently provides andthose needed for effective planning and m e . The component would buildupon the training and information technology supported by USAID and wouldinclude four elements: (i) a staff training progran based on technical andmanagerial requirements and existing staff training and incentive practices; (ii) thespecification of information needs for directorates at the mudiriya and diwan levelsby type of information and the time (during the year) when the information isneeded10; (iii) a strategy and a programn for implemendng adequate training anddeveloping an information system to respond to those needs; and (iv) thespecification of system requirements: e.g., staffing, software and hardware mainlyat the nudiriya level, and later at the dhvan level.

(c) MOE has agreed to link training provided under this component (i) to a recentlydeveloped system for promotion to General Director (and higher posts); (ii) tocriteria for the selection of trainees; and (iii) to measures auned at retaining

I0/ Much of the infomtion for th analysis is included in the sudy by J.Toronto, -An OqW&tiona A1 ywiofthe Ministry of Education (ARE): The Producon, Flow, and Use of Inmtion in th Decision-MakingProcess3; HID; May 19.

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trainees in their areas of acquired expertise. Putting into effect of such incentivesystem was confmed during negotiations.

(d) The expected output from the TCID Includes the specification of a program ofmanagement training for senior and middle-level staff based on sound managementprinciples and linked to the improvement of planning, operations, efficiency andeffectiveness within basic education directorates.

(e) Within the framework of UNDP support for the institutional development ofMOE, the final EMIS strategy (development master plan) would include thedevelopment of specific recommendations for training needs and for simplifyingand streamlinig the process of data collection by various users witiin MOE, aswell as the definition of local information needs, and fiuther refinement of thehardware/software and communication technology requirements."1 As reflectedin the agreed implementation plan, TCIM assisted by UNDP-financed experts, andin collaboration with USAID resident experts, would complete the master plan bySeptember 30, 1993.

3.25 Implementation of this component in its two parts (phases) will result in improvedpolicy analysis, planning and management in basic education. This will be reflected in thearculation and implementation of measures designed to (i) increase administrative access, andreduce wastage (dropout and repetition), and (ii) increase educational quality. It will also beconducive to the optimal use of scarce resources in achieving these objectives. Indicators tomease the implementation of these measures have been agreed (Annex 6b).

3.26 Building upon the ongoing USAID program, the proposed institutionaldevelopment component would support the following efforts: (estimated total cost for thiscomponent is US$4.61 million)

(a) Technical Assitce. To accelerate project implementation, a UNDP financedteam of experts would assist the TCID as indicated above. Subsequently,following project effectiveness, the full-time PIU coordinator for the componeitwould assist in drafing terms of reference for, and supervision of, short-termspecialists and assist in the organization monitoring and implementation of thetraining program. Short-term consultants (64 person-months) would providetraining and analysis in fields such as educational planning and management;systems design and software applications; and research and policy analysis.Priority would be given to hiring national consultants/institutions to perform thesetasks.2 The estimated cost for this technical assistance is US$1.2 million.

(b) Traning. The overall objective of the training to be provided Is to link policiesand plans to management performance more effectively. There are three types oftraining to be provided (see Annex 6e): (i) short-term training for headquartersmanagement and technical staff (US$430,000); (ii) short-term training for

1 noe appraial mission reviwed and approved a draft stmtegy (master plan) subject to the final plan includingspeib ommons with rspect to tmning newds.

2/ 7 wThe eof inteaal consltsi would be reattd to aeas where adequate natonal expeliseis not available.

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governorate management and technical staff (US$560,000); and (iii) technical(medium-term) training abroad (US$120,000). The overall total cost for trainirgwould be US$1.11 million. The training would cover topics such as: managementby objectives; decision analysis; coordination and teamwork; comnunications; andthe use of information systems to monitor, report and make decisions. Trainingwould also introduce computer applications such as word processing, spreadsheetsand databases. Most of the traning would be carried out locally, and would use aworkshop and team approach to analyzing and improving unit management. Thisprinciple is particularly important for the key target group, senior managers.Detailed tables related to the training and tecmical assistance programs in (a), (b)and (c) were developed by IDA in collaboration with MOE and with assistancefrom USAID-funded consultants. These tables (Annex 6e) include the types oftechnical assistance; the provision for training, including the target groups, themanagement and technical skill areas; the number of trainees, duration andlocation for training; and the preliminary identification of system hardware andsoftware.

(c) System Hardware, Software and Technical Support. The component wouldassist the CDEPI to extend systems initiated at central and governorate levels toserve planning and operational needs. At the center, the acquisidon of addidonalhardware, software and technical support (including maintenance), would build onthe current efforts for the development of an integrated basic education data base,and would provide on-line access to this data base to planners, decision makersand researchers. At the governorate level, the strategy is to target planning andbasic education operational units, and extend the use of the schools data basesystem now set up and functioning in the Education Statistics Offices. Costsassociated with this subcomponent include the following: computer hardware;facility planning and modifications; maintenance and other recurrent costs; andtechnical assistance needed to develop and oversee these systems. The estimatedoverall cost is US$2.2 million.

(d) Provision of Space for CDEPI/EMIS Facilities. The objective of thissubcomponent is to accommodate CDEPI offices in adjacent space so that theDirectorate can function more effectively as a team, and so that the access of theDirectorate units to information contained in the schools' data base can be linkedby a network. The units to be accommodated include the Research Directorate;the Planning and Follow-up Directorate; the Physical Planning Unit; and an EMIStraining room. During appraisal, CDEPI provided IDA with a proposed designfor CDEPI offices. However, IDA agreed with MOE officials that to be able todesign appropriate space for these offices, detailed functional specifications,organization and design to accommodate EMIS will be required. The estimatedcost for providing additional space, and renovating existing space to enable anetwork to be established is US$100,000. A detailed cost table for EMISrequirements is shown in Annex 6f. A more detailed description of the primarycomponent measures and outputs are shown in Annex 6g and an implementationschedule is shown in Annex 6h.

(e) Technical Documentation. Appropriate technical documentation and referencematerials in support of policy analysis, planning and technology use would beprovided under this subcomponent at an estimated cost of US$200,000.

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3.27 Sustainabilit of the Training Programs and the Retention of Staff. Thecomponent is designed to focus on (i) realistic and cost-effective training programs, and (ii)measures to retain highly skilled or newly trained staff. During negotiations, the Governmentconfirmed the details of supplementary/incentive pay for persons with high technical skdlls withinCDEPI and the general education sector. An esdmated 80 staff members will have or willacquire high tchnical skills during the project.

Related Policy-oriented Studies

3.28 As noted earlier, there are several priority areas with important policy implicationsfor MOE which merit in-depth analysis. Two areas in particular would be examined under theproject. The first, described in Annex 5, would address teacher salaries and preparation policiesand programs, including the structure, operation and effectiveness of the preservice teachereducation system. The second study would focus on ways to (i) use more effectively andefficiently resources allocated to the education sector, and (ii) to mobilize additional financialresources for the basic education system, taking into account the issue of equity.

3.29 Both proposed studies will take into account the 'Human Development andSustainable Growth' study, the 'Public Expenditure Review' and the 'Private Sector Regulation'study being prepared by IDA at the request of the Egyptian Government Moreover, these twoproposed studies would be designed and undertaken in full collaboration with an Egyptiancounterpart team and with the participation of national experts. Agreement was reached thatMOE shall (i) carry out the project-fmanced studies (with the assistance of consultants) underterms of reference satisfactory to MOE and the Association; (ii) ensure, by December 31, 1994,the completion of such studies and the fumishing, through PIU, to the Association of theirfindings and recommendations; and (iii) prepare, in consultation with the Association, andthereafter carry out a plan of action, based on alternatives consistent with MOE's policies,objectives and programs in the education sector.

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IV. PROJECr COSS, FINANCING, MANAGEMENT AND IMPlENENTATION

A. Prjec Costs

4.01 Mme ttal project costs are esmated at LE 243.7 milSlon or US$73.8 millionequivalent including contingencies, taxes and duties, of which US$24.4 million equiv, or 33percent of the total project cost, is the foreign exchange component. The proposed IDA credit ofUS$55.5 million equivaent would finance 80 percent of the total project costs includingcontingencies but excluding taxes and duties; Govenumnt will finane the balance of US$18.3million. Total condngencies represent 27 percent of the base cost. Major invesmt costcategories are school construction and maitenance, and in-service teacher training. Incrementalrecurrent costs to be financed by the Govrenment will arse mainly from salanes of additionalstaff, and operations and mantenance of new faciles. The esdmated cost distribudon by projectcomponent is shown in Table 4.01, while the smmay of project cost estim by category isshown in Table 4.02. The bases of cost estmates are briefly described below.

Table 4.01: PROJECT COST SUMMARY

TotalForeign Base

Local Foreipn Total Local Foreign Total Exchange Cost-I(LE million)- -(US$ million)- (%)-

Institutional Devt 4.3 7.5 11.8 1.3 2.3 3.6 63.7 6.1Project Management 2.3 0.0 2.3 0.7 0.0 0.7 0.0 1.2ln-Svc Teacher Trng. 20.0 14.7 34.7 6.1 4.5 10.5 42.4 18.0School Const. & Maint. 98.5 44.7 143.2 29.8 13.6 43.4 31.2 74.4Policy Studies 0.3 0.1 0.4 0.1 0.0 0.1 25.0 0.2

Total Base Cost 125 A 67. 1922 auQ 2Q aa 1M .n

Contingencies:Physical 12.0 6.3 18.2 3.6 1.9 5.5 34.4 9.5Price L U 33.0 7A L I, 10 01Subtotal LLZ I. 1L4 4I .& 1 lS.

Total Project Cost 163.1 80.6 243.7 49.4 24.4 73.8 ! 33.1 126.6

Note: Totals may not add up due tO rounding.

1&,ca~ imSiki _ Wddd $.IiIS4.4ml.

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4.02 Tble 4.02 provides a breakdown of the investment and recurrent costs of the project.Baseline investnent and recurrent costs total US$51.2 million and US$7.1 million, respectively.

Table 4.02: SUMMARY OF PROJECT COSTS BY CATEGORY OF EXPENDITURES

TotalForeign Base

Local Foreign Total Local Foreign Total Exchange Costs---- (LE million)------ ------(US$ million)----

Invesun.nt CostsCivil Works 81.2 41.1 122.3 24.6 12.5 37.1 33.6 63.6Equipment 1.4 8.7 10.1 0.4 2.6 3.1 86.3 5.3Furniture 8.3 3.6 11.9 2.5 1.1 3.6 30.3 6.2TA/Fellowships 1.3 7.1 8.4 0.4 2.1 2.5 84.7 4.3Training 11.9 44 16.3 3.6 _13 4.9

Subtotal 104.1 64.9 169.0 31.5 19.7 51.2 38.4 87.8

Incremental ecurrent CsSalaries 6.9 0.0 6.9 2.1 0.0 2.1 0.0 3.6Optn. & Maint. 14.4 21 16. 4 4 0 6 12.9 _2

S;ukIa1 21.3 2.1 23.4 6.5 0.6 7.1 9.1 12.2

Total Baseline Costs 124 67.0 .192.4 38.0 2 53 34 2 .i

Contingencies:Physical 12.0 6.3 18.2 3.6 1.9 5.5 34.4 9.5Price 257 73 33 0 7 8 12 10.0 22 172

Subtotal 37.7 13.6 51.2 11.4 4.1 15.5 56.5 26.7

Total Project Cost 163.1 80.6 243.7 49.4 24.4 73A8'a 33.1 126.6

Note: Totals may not add up due to rounding.

a Ptod8 coiss batos and dedmatd at US$44 millo.

Basis of Cost Ftimtes

4.03 Base and unit costs for the project are estimated on the basis of prices prevailing atthe time of appraisal. Local costs were converted into US dollar terms at the prevailing exchangerate of LE 3.3 per US dollar. Baseline costs are derived as follows: (i) civil works from recentcontracts awarded by GAEB for similar buildings; (ii) technical assistance costs from ongoing

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contracts. Staff-month costs for specialists include fees, housing and subsistence, travel andoverhead costs; (iii) equipment based on final lists and recent quotations from supplies; and (iv) staffsalaries from prevailing civil service scales.

Contingency Allowances

4.04 Physical contingencies are estimated at US$5.9 million, based on 10 percent of thecost of all items except technical assistance for which 5 percent was provided. Total pricecontingencies are estimated at US$9.7 million. Price contingencies for local costs have beenestimated at 9.1, 6.2, 4.5, 4.1, 4.0, and 4.0 percent, respectively, for the years 1994-1999, based onthe latest economic review of the country. Price increases for foreign costs have been estimated at3.8 percent per annum throughout the life of the project. Total contingencies are estimated to beabout 30 percent of baseline costs.

Foreign Exchange Component

4.05 The foreign exchange component was estimated as follows: (i) civil works, 35percent; Qi) equipment, 95 percent; (iii) furniture, 30 percent; (iv) technical assistance/fellowships,100 percent; (v) local training, 20 percent; and (vi) incremental recurrent costs for operations andmaintenance, 10 percent, and for salaries, 0 percent.

Customs Duties and Taxes

4.06 Project costs include taxes and duties estimated at US$4.4 million equivalent or 10percent of civil works costs. Equipment and software imported directly for the project, as well astechnical assistance, would be exempt from duties and taxes.

Incremental Recurrent Costs

4.07 The new recurrent costs to be generated by the project itself would consist ofsupplemnentary/incentive pay for staff with high technical skills in the basic education sector(CDEP1), salaries of staff for the new Qena RTC, the institutional development programs and salarysupplements for PIU staff, as well as annual equipment operation and maintenance. At 1993 prices,these incremental recurrent costs are estimated at about LE 23.4 million over the nine-year life of theproject, or LE 3.9 million per year of a fully operational project. This annual recurrent cost is lessthan 0.26 percent of MOE's planned 1993 budget and is deemed sustainable.

B. PROJECT FINANCING

4.08 The proposed IDA credit of SDR 40 million (US$55.5 million equivalent) will finance100 percent of foreign cost and 74 percent of local cost or about 80 percent of the total project costincluding coningencies but excluding taxes and duties amounting to US$4.4 million equivalent. TheGovernment will finance US$18.3 million equivalent, representing about 37 percent of local costsincluding taxes. The proposed financing plan is summarized in Table 4.03. The Government shallprovide promptly, as needed, the funds, facilities, services and other resources required for theproject.

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Table 4.03: FINANCING PIAN (US$ miliot)

% ofFinancing

Local Foreign Total Plan

IDA 33.2 22.3 55.5 75Governmnt 16.2 2.1 18.3 25

Total 49.4 24.4 73.8 100

C. Project Ma ent and Implementation

4.09 Preparation of the project has been facilitated by the Minister's fiull support and by theearly eslishment of a high-level countepart team reprseing the various MOE units assigneddirect responsibility for the project components (i.e., CDEPI, GAEB, the First Undersecretary forServices, and the First Udescetaiy for Basic Education) and chaired by the ex-president of AinShsmu University. To date, this tm, along with the senior policy group including allundersetaries, has contributed substwially to the design of the project, and is expected to providevaluable input to the start-up and operation of a project impleentMtibn unit (PIU) under the auspicesof the Minister of Education's office. To facilite a smooth transition from the USAID basiceducation program (which is scheduled to end in mid-1994) to the proposed IDA project, USAI) hasagreed to assist the MOE in startp activities for the civil works, teacher training and institutionaldevelopment components of the proposed project, before credit effectiveness.

4.10 Overall authority for project management would rest with the Minister of Education.Also, the recently appointed speial advisor to the Minister would liaise with the projectimplementation unit to facilitate project implementation.

4.11 Furthermore, as noted in parm 2.36, UNDP funding of a Technical Secreuriat In theoffice of the Minister of Education would aid the mngment of the project. The secretariat wouldstrive to provide technical and analytical support to the Miister, while also helping to coordinate andmaximize the value added of the various donor actives in the Mistry. The s triat would workwith the high-level counterpart tem comprising all MOE staff at or above the rank of undersecretaryto evaluate project action plans and propose policy changes to the Minister.

Project llanento Unit

4.12 The PIU, that includes a core team of full-time staff, would be responsible for thedaily magement of project imple ion, including maagement of project funds and routine on-site supervision of project activities. Ihe processing of procurement documents woul also becarried out by the PIU. However, for school construction-related contracts, this role would be

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reduced to one of final oversight responsibility, since GAEB will carry out the tendering and bidevaluation processes for dut component and NIB will monitor the implementation.

4.13 Six fill-time PIU staff would mae the unit fully functional, comprising a projectman er, dputy director, a prou nt/accoundng specialist, a civil works coordinator, a teacher

Waining coordinator, an utional development coordinator, and support staff consisting of anadministrive assistant and a bilingual secretary. Agreement with MOE was reached duringappraisal on the structure and funding of the PITU and on the selection process for PIU staff (whichwould follow the sane competitve application and review procedures used successfully for the PIUof the Bn's reen Engieri and Technical Educadon Project (Loan 3137-EGT)). In fact, twoof the six PIT staff have already been appointed. The Governent confirmed that by Septmber1993, the PIU will be fully staffed. As a condition of effectiveness, Government action is needed onthe appointment of the full-time PIT staff and provision of suitable accommodations for the tean.

4.14 Because it is criticalto attract qualified staff and to provide adequate incentives tosutain the PIU, IDA will participate in financing part of the PIU salaies and operating expenses ona declining basis (e.g., 100 percent the first year; 90 percent the second year; and 80, 70, 60, 50, 40and 20 percent in subsequent years). The management structrre for the implementaton of theinterrelated components of the project was designed to develop close collaboration amongImplementing authorities, delegate decision making to the lowest appropiate levels, and developmanageria capacity in the sector.

4.15 The PIU coordinator for each component would interact with a counterpart team fromthe apprpriate MOE departments. These counterpart teams have already been formed according tocieria agreed with IDA, and are chaired by the appropriate underseary or his delegate. ThePIU would be responsible, inter alia, for preparing and implementing anmual work programs to beapproved by the appropriate MOE authorities and by IDA (Annex 7).

4.16 Project Launch. The PIU would organize a project launch workshop, with IDA'spartcipaton shortly after credit effectiveness. The purpose of such a workshop would be (i) tofamiliarize all relevant project officials with IDA rules and regulations; (ii) to learn from lessons ofexperiences from ongoing Bank-financed projects; and (iii) to review in detail with relevant projectentities and authorities all project components and activities.

4.17 PIroject im t . During negotiations, agreements were made on detailedproject implementation plans for each component (Annexes 2a, 4a, 5a and 6h).

D. Procurement and Disbursement

Procurement

4.18 The estmated costs and procurement arrangements for the project elements to befinanced by te IDA Credit are smmarized in Table 4.04. Except as noted in para 4.19, alleqipment, civil works and maerials to be financed under the IDA Credit would be procuredfollowing international competitive bidding (ICB) procedures in accordance with the Bank'sGuidelines, *Procurement under IBRD Loans and IDA Credits.' In particular:

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(a) Equipment and Materiab. Equipment would be gtouped into appropriate bidpackages for purposes of uniformity and economy of scale. Of these packages, about75 percent of the total value of equipment would be procured through ICBprocedures. Egyptian bidders would be allowed a nargin of preference of 15 percentof the bid price or the custom duties that a non-exempt importer would have to pay,whichever is less.

(b) Civil Works. All civil works contracts estimated to cost more than US$500,000 percontract would be procured through ICB. It is envisaged that about 30 contacts willbe involved whose contract value would be in the range of US$0.5 to US$1.5 million.Local civil works contractors competing for bids under ICB would be allowed apreferential margin of 7.5 percent over prices of competing international bidders.Works procured through ICB would account for about 60 percent of the total value ofcivil works. The remaining 40 percent of civil works would be in packages sukablefor LCB procedures acceptable to the Bank. During negotiations, the packaging ofthe first tranche of school constructions was agreed.

4.19 Other Procurement Procedures. The exceptions to ICB procurement would be asfollows:

(a) Equipment and Materials. Since there is adequate local availability of materials andequipment at competitive prices, local shopping procedures with at least threequotations from three independent suppliers would be used for contracts for equipmentand materials for all project institutions, estimated to cost less than US$100,000 percontract, with an aggregate limit of US$600,000.

(b) Books and Inoteectual Property. Contracts for intellectual property items such asbooks, journals, teaching materials, computer software including annual upgradingand licensing arrangements estimated to cost about US$800,000 in the aggregate, maybe awarded on terms satisfactory to IDA following direct negotiations withproperty/copyright owners.

(c) Civil Works. Although packaged, about 40 percent of civil works would be toosmall and too dispersed geographically to be of interest to foreign bidders. Civilworks bids estimated to cost less than US$500,000 per package (US$13.4 millionaggregate) would be awarded following local competitve bidding (LCB) procedures.

The competitive bidding procedures for GAEB have been reviewed and foundacceptable regarding economy and fairness. However, some of these procedures willhave to be modified to comply with IDA guidelines. During negotiations,Government agreed that the procurement procedures to be followed would complywith IDA guidelines.

(d) Technical Assistance (IA). Selection of consultants would be in accordance with theBank's Guidelines, "Use of Consultants. " Specialist services would involve bothconsulting agencies and individual consultants, and fellowships would be obtainedmainly through consulting organizations and firms. The terms of reference forconsulting services were reviewed and agreed during appraisal.

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Table 4.04: PROCUREMWE ARRANGEMENTS (US$ milllons)A

Pcraemnt MethodCategory ICB LCB Other NBFP Total

Civil works, design & supervision 27.0 19.4 46.4(24.3) (17.5) (41.8)

Equipment, software, mterials 2.3 1.4" 3.7(2.3) (1.4) (3.7)

Furniure 4.60 4.6(0.0) (0.0)

Technical Assisance/Fellowships 3.6" 3.6(3.6) (3.6)

In-service/Local Training 6.0 6.0(6.0) (6.0)

Salaries 0.8k 1.802.6(0.4) (0.0) (0.4)

Operational Costs 2.7" 2.7(0.0) (0.0)

School Maintenance 4.2w 4.2(0.0) (0.0)

Finmcing Requirement 29.3 19.4 11.8 13.3 73.8IDA Fmancing (26.6) (17.5) (11.4) (0.0) (55.5)

Note Numben may not add up to totals duo to rounding.

w Auimaabbspsraiala a, rqeosvwm fhmaoedby doa MA CIILhi No&'BnkfimWW.V Lwm .bq0*(#W,OOOqp9aat.) for iu .Osn km On USS100.OOjwr pckag, an bas of at Ingt tue quaOaomf dwl_ iqm_fbat

uwm oB. iata _d anwcpai4proutdd feromcpMaa psbima(ewsia.US$SOO.OOO.

5 PIIJ sald aid opaCmlo psucr¢ i cdsnch acepals sA peoceduau(_ swwa$400.Oo)(.a/ O@traffs*ssadmi vmml patl.lo fhuacaibyGowmmauhsecedn WWft=la= #a~,mgvm matscdu

4.20 Contract Review. Equipment Lists, draft bid invitations and bidding documents, andconsultants' terms of reference were reviewed during appraisal. All contats awarded through ICB,as well as consultant appointments, and all contracu valued US$500,000 or more would be subject toprior review by IDA. It is estimated that prior review would cover about 57 percent of the value ofatl contracts for civil works and equipment. IThis relatively low percentage is considered acceptablein view of the large mber of small contracts and the well established procedures for LCB for civilworks. The remaining civil works and equipment contracts would be subject to selective post-awardreviews by IIDA.

4.21 School construction would be implmented through the PIU, NIB and GAEB. GAEB,through the education departmn in the governorates, would be responsible for acquiring the school

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sites according to criteria agreed with IDA and within the governorates selected for participation inthe project. A sample of these sites would be visited by the PIU and NIB to ensure that all selectioncriteria have been met. According to the needs of the community, GAEB would decide in fullconsultation with MOE the type of school to be built and this would be reviewed by IDA prior tocalling for bids. Before GAEB awards the contract, it would be reviewed by the PIU, NIB and IDAto ensure that IDA procurement guidelines have been followed. More detailed descriptions of theseprocedures are provided in Annex 4.

Disbursement

4.22 The proposed project is expected to be disbursed in about 18 semesters over theperiod 1993-2001 following the standard for the human resources sector for Egypt (Annex 8). Thedisbursement period is deemed feasible in view of the advanced level of project preparation (e.g.,standard school designs have been prepared, and many school sites have already been identified) andthe initiation of some activities before project effectiveness using UNDP financing.

4.23 The credit closing date would be June 30, 2001. Disbursements, which are expectedto be completed within six months after project completion, would be as follows:

(a) 90 percent for civil works expenditures;

(b) 100 percent of foreign expenditures for equipment and installation costs, furniture forfacilities other than schools, books, training materials, proprietary software andsupplies; 100 percent of ex-factory cost of locally manufactured items; and 85 percentof the cost of goods procured locally;

(c) 100 percent of expenditures for technical assistance, studies, fellowships, local and in-service training programs, and architectural and engineering services; and

(d) PIU salary and operating expenses on a declining basis (i.e., 100 percent for theperiod ending December 31, 1994 and decreasing by 10 percent each year until itreaches 20 percent by December 31, 2002).

4.24 All disbursements against contracts for goods and services exceeding US$100,000equivalent would be fully documented. For expenditures below that level, disbursements would bemade on the basis of Statements of ExDenditure (SOE) certified by the PIU Project Manager. Therequired supporting documentation would be retained by the PIU for at least one year after receipt bythe IDA of the audit report for the year in which the last disbursement was made. Thisdocumentation would be made available for review by the auditors and by visiting IDA staff uponrequest.

4.25 Special Account. MOE would open and maintain a Special Account in the NatonalBank of Egypt in which IDA, upon request from MOE, would deposit funds up to an authorizedallocation of US$2.5 million equivalent. The Special Account would be replenished againstwithdrawal applications of at least US$.50 million at monthly intervals or, as appropriate, when theundisbursed balance of the Account is equal to US$1.0 million or less. All disbursements under theproject would be against standard documentation except for contracts below US$100,000 whichwould be claimed under statement of expenditure (SOE) procedures. All SOEs would be madeavailable for examination by IDA supervision missions. During appraisal, the Government agreed

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that the Special Account and SOEs would be audited in conjunction with oe anmal audit of theproject accounts.

4.26 Rtractive Finacig. To support civil works preparation activldes necessary totake place between negotations and project effeveneW , wihdrawals In an aggregate amount notexceeding US$500,000 equivalent may be made on account of paymens made for expendituresincunred after March 1, 1993.

E. Monitoring and Supvsio

Accounts, Auditing and Reportig

4.27 Sepae accounts would be mntained for all expeniures made under the project.The accounts and statements of expenditure would be audited each year by independent auditorsacceptable to IDA, and submitted no later tham six months afker the end of the Government's fiscalyear.

4.28 MOE shall prepare, through PIU, and furmish to the Association, on a format agreedupon bete MOE and the Association, quarterly reports on progress in the carrying out of theproject. The report will include any problems encountered, and solutions proposed or adopted, andthe schedule of activiies for te next six-month period.

4.29 During appraisal, Government assurances were received that the PIU would submit toIDA annual audit reports and quarterly progress reports acceptable to IDA.

Supervision

4.30 Specific supenrision plans were agreed with MOE during appraisal. Periodic IDAsupervision missions (three per year, including annua reviews to approve aual action plans) areanticipated throughout the fist three years of the project. In addition, an annual review would beconducted joindy by MOE, MIC and IDA (including the Bank's resident mission) to evaluate theeffectiveness and impct of the project, assess emergig needs for adjustnt of project actives andagree on the approved action plan. The resident mission would be instumental in, inter alia,following up on pending issues. Moreover, annual country impleation reviews will be used as avehicle to highlight implementation difficulties. (See Annex 9)

Annual Review and Sector Policy Diague

4.31 Because the proposed project is the first step of a longer-term sector reform strategy,agreement has been reached with the Government (MOE and MIC) that the aual review will alsobe used as a platform to discuss with the Government major sector policy issues and to help developand implement a sector reform strategy.

Mid-term Review and Evaluation

4.32 During negodations, agreement was confirmed hat MOE shall conduct, joindy withthe Association, by June 30, 1997, or such ote date as the Association may agree, a mid-termreview of the project. The report shall detne imp ion progress and ways to improve

- 34-

project operations and allow an opporunity to effect changes in policy, based on experience duringthe a period and emergent sectoral needs at the time of the review. The mid-term review wouldalso affect the necessary mid-course adjustments in project components and procedures.

Pject Completion Report

4.33 Within six months of the credit closing date, the PIU would compile, at the request ofIDA, project data and forward the same to IDA, for the project completion report, which wouldsummaie project implementation performance and evaluate its impact.

- 35 -

V. BENEFTIS AND RISKS

A. Benefits

5.01 Assuming a 25-year minimm lifetime for schools constructed under the project, morethan 500,000 basic-level children would benefit directly from the construction of new schools In thetarget governorates. Moreover, during the project lifetime, children h. those governorates wouldbenefit from improvements in their school environments (i.e., facilities, equipment, and class sizesand duration) and from the positive impact those improvements would have on instructional quality,as multiple shifts are reduced and as a systematic preventive maintenance program is put in place(which could also significantly extend the lifetimes of schools).

5.02 In addition, the quality of instruction should improve nationwide as teachers areprovided with better methods of presenting the curriculum (through new training modules developedby MOE using institutional capabilities that would be strengthened under the project). Although theenhanced capability would be used to train teachers in various subjects, about 70 leaders, 3800tacher trainers and 120,000 teachers would be trained in science, mathematics or English during thelifetime of the project.

5.03 Combined, these improvements in the availability and quality of basic educationshould also encourage many potential dropouts to remain in school, thereby combatting one of theprimary causes of illiteracy.

5.04 Other benefits would include the following: (i) the consolidation of MOE'sistitutional capacity, including its information, planning and policy analysis capabilities, to enable itsmanagement to make decisions and allocate resources in a more rational manner; and (ii) theconversion of current ad hoc attempts to mobilize resources for school rehabilitation and maintenancehito a systematic program.

B. Risks

5.05 The main risk associated with this first IDA project in basic education in Egypt relatesto potential project implementation delays caused by cumbersome bureaucratic procedures withinMOE. To reduce this risk, a project high-level counterpart team has been formed within MOE and aTechnical Secretariat has been established.

5.06 Furthermore, the project takes into account the experinces of other bilateral andmultilateral donor agencies with MOE and the basic education system. Another risk is MOE'sdistorted incentive strucure (resulting from the low salary struture, limited career mobilit, and lackof institutional loyalty among many staff), which could make it difficult to retain MOE staff who aretrained under the project. To address this risk, the project would provide salary supplements to keyMOE and project implementation unit (PIU) staff as a stop-gap measure untl the issue of civilservice reform is addressed. A 1982 Presidential Decree which allows government employeesworking with international donors to receive salary supplements in excess of the normal civil servicewage scale has facilitated this action.

-36-

5.07 Finally, the absence of coordnation among donors involved in ihe sector could resultin duplication of effort and conflicfting priorities among donors, as weU as confiusion among MOE'smanagement and staff. To minmize this risk, IDA and UNDP have prWosed, and the Minister hasagreed to, the creation of a technical secruetarat in the office of the Minister to coordinate donoractivities and provide technical and policy analysis to MOE's senior management (see paras. 2.36and 4.11). The proposal already endorsed by a donors meeting held in early June 1992, is beingfinanced by UNDP and implemented by MOE. IDA will be the executig agency for UNDPfinancing.

C. Ewrmewtal Impac

5.08 The proposed project would yield positive environm and social benefits byconstructing new schools using safer designs and providing schools wfith better sanitary facilities andhygienic environments, in line with a program already approved by boti the US and EgyptianGovernments. In addition, curricular advances that promote health and enironmental educationwould be supported through the project's teacher training component. The project has been classifiedunder Environmental Category C.

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VI. ACrIONS AGREED AND RECOMMENDATION

6.01 To ensure timely implementation of the project, Government assurances and/oragreement were confirmed at negotiations:

(a) that MOE shadl obtain the Association's concurrence to the plans for furnishing andequipping the schools included in the project (para. 3.04);

(b) the selection of sites for the primary and preparatory schools, to be constructed underthe project, shall be made in accordance with criteria acceptable to MOE and theAssociation (para. 3.05);

(c) that MOE shall ensure, not later than December 31, 1993, that all senior positions inCDEPI shall be filled by appropriately qualified persons (para. 3.21);

(d) that MOE shall maintain TCID with adequate resources and facilities until thecompletion of the component's objective (para. 3.23), and shall assign to it teresponsibility for the carrying out, in coordination with PIU and CDEPI, of themeasures for institutional development [para. 3.24(a)];

(e) that an incentive system to retain MOE senior staff trained under the project will beput into effect [para. 3.24(c)];

(ft) that MOE shall (i) carry out the project-financed studies under terms of referencesatisfactory to MOE and the Association; (ii) ensure, by December 31, 1994, thecompletion of such studies and the furnishing, through PIU, to the Association of theirfindings and recommendations; and (iii) prepare, in consultation with the Association,and thereafter carry out a plan of action, based on alternatives consistent with MOE'.policies, objectives and programs in the education sector (para. 3.29);

(g) that MOE shall provide, promptly as needed, the funds, facilities, services and otherresources required for the project (para. 4.08);

(h) on the detailed project implementation plan (para. 4.17);"

(i) that procurement procedures to be followed would comply with IDA guidelines (para.4.18);

a) that MOE shall ensure the staffng, by December 31, 1993, in accordance with a plansatisfactory to the Association, of the four units of GDIST [para. 3.20(e)];

(k) that MOE shall prepare, through PIU, and furnish to the Association, on a formatagreed upon beteen MOE and the Association, quarterly reports on progress in thecarrying out of the project; and

Mme proet impl_mentaion plan, ageed dudog negotations, includes meumes tbat wil be undertkn bobre projectefciene[efleced in 6.01(c), and G)l.

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(I) that MOE shall conduct, jointly with the Association, by June 30, 1997, or such otherdate as the Assocation may agree, a mid-term review of the project.

6.02 As a condition of effectiveness, Government action is needed on the appoitment ofthe full-time PIU staff and provision of suitable offices (para. 4.13).

6.03 Recommendation. Subject to the above, the proposed project provides a suitablebasis for a credit of SDR 40 million to the Government of Egypt.

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EXPECI ED COST AND CASH DISBURSEMENTTO COVER EARTHQUAKE DAMAGES

CASH DISU.ITEMS AND BASES FOR ESTIMATES COST IN USS MILLION (1992/93)

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (U S S N )Sehoots

(a) School bufIdings ihichcollapsed completely. Total Cost: 193 93

(1288 schools at average cost of US$150,000 per school)

(b) Major rep1irs in schools. Total Cost: 150 150(2546 Schools at average cost of US$59,000 per school)

(c) Minor repairs in schools. Total Cost: 50 50Total damaged schools: 6,650(2816 schools at average cost of US$17,500 per school)

Pubtfe BuitdfnosReconstructing conpletely Total Cost: 120 29collapsed public buildings. (200 buildings at average cost of US$588,000 per

building)

AntiouitiesRestoration of antiquities. Total Cost: 636 136

(212 antiquities at average cost of USS3 million perunit)

InfrastructureNew housing zones to Total Cost: 100 50accom odate refugees.

Medical Supplies Total Cost: 50 50

Direct Cash Compensation Total Cost: 50 50

TOTAL 1349 608

Total Expected Expenditure 608

Total Expected Cash Donations 200

Net Amount Covered by Egyptian Government 408

-40 -Am"

RELATED POLICY-ORIENTED STUDIIES: TERMS OF REFERENCE

Teacher Preparation PoHces and Progrms

Justificton

1. Recent changes in teacher education and training have resulted in the abolishmentof teacher training instiutes (five years after preparatory) for preparing primary teachers and therequirement of a university degree for all prospective teachers. Universities had to expand theirofferings and capacity to accommodate all preservice teacher education programs. In addition,faculties of education offer graduates from faculties other than education the opportnity toqualify as teachers through a General Diploma program. Many of the old teacher traininginstitutes were converted to "Specialized Colleges of Education" for the preparation/training ofteachers of special subjects such as art, music, physical education, home economics, educationalinformation, and educational technology. The transformation has been abrupt without properstafflng of these specialized institutes resulting in output of relatively low quality. Meanwhile,practicing teachers were given the opportmity of pursuing a program of certification to the levelof a university degree in education (basic education) through distance education. The preparatoryand secondary teacher training programs that continue to be offered in the faculties of educationvary widely in their quality. The specific needs of the middle or preparatory stage do not seem tobe addressed as teaching in preparatory schools is a temporary measure preceding moving tosecondary level. Clearly, there is a need to examine closely the system of teacher preparation, tomake an inventory and evaluation of the programs and practices, and to make recommendationsfor improvement based on a set of priorities.

Purpose and Objectives of the Study

2. The major purpose of the study is to provide guidelines and operationalrecommendations instrumental in improving the quality and efficiency of the preservice teachertraining system and in designing practical actions for policy implementation. Specifically, thestudy would examine the teacher education system, identify the strengths and weaknesses of eachtype of program, and formulate proposals and recommendations for improvement especially inrelation to:

its overall philosophy, general policies, and organizational strucure and the factorsunderlying the dominace of teacher lectring and student memorization inschools;

the optmum mode of preparation of teachers of the different cycles-primary,preparatory, and secondary;

the programs of study for each category of teachers;

the practical component of teacher education;

the optimum methods of induction or follow-up of novice teachers during theirfirst year or two of teaching;

-41 -

An=e 2

the relative costs and efflciency of teacher education;

the supply and demand for teachers in different cycles and subjects and the impactof teachers' salaries; and

the effectiveness of MOE/university cooperation and coordination in planning forand implementing teacher education based on needs.

Methodology

3. In order to realize its objectives, the study team would:

(a) review instuctional progams with regard to requirements, flexibility, graduationrequiraemnts, regulations governing transfer from one program to another, andother relevant aspects;

(b) examine admission policies and repeition, dropout, and graduation data for thepast decade, at all faculties of education and teacher training institutes and tracerstudies involving government employment policies and practices;

(c) review all policies and practices regarding fees, financial incentives relative toother fields of study, housing and subsistence costs/support;

(d) gather other data including teachers' salaries as deemed necessary to meet theobjectives of the study; and

(e) process and analyze all the collected information and preset it with conclusionsand recommendations for improving the system.

4. It is expected that the study team would collect information through various meansincluding: survey of the literature and the examination of documents, programs and textbooks;direct observation of the teaching-learning situation and its setting; interviews or enquiriesinvolving representative samples of administrators, professors, and students of colleges ofeducation; interviews with and/or administering questionnaires to directors of education,inspectors, subject specialists, school principals, and teachers both experienced and recentgraduates; overview of latest recommended practices in different countries both advanced andcomparable to Egypt in socioeconmic stats. The collected data has to be processed andanalyzed in a manner that will lead to sound summaries and conclusions.

Output

5. In the fial report of the study, which should be both in Arabic and English, thestudy team should:

(a) provide badcound information and describe recent developments and te currentstatus of teacher preparation in its different categories;

- 42 -Annex 2

(b) provide an evaluation including advantages/disadvantages as well as strengths andweaknesses of the various policies and practices in preparing teachers of thevarious cycles and categories;

(c) analyze trends in admissions policies and practices, the relative quality/potential ofenrolled students, related incentives for study in the field of education as comparedto other fields, and socioeconomic conditions of teachers compared to holders ofother positions;

(d) present detailed recommendations for improving the various aspects of teachereducation; and

(e) propose an overall plan of action for improving the system that embodies therecommendations.

Resources and Required Qualifications

6. The study would be conducted by a team of foreign and local consultants asfollows:

(a) One international expert and two local experts should be in charge of the study.The international expert should have had experience in similar assignments andshould be well-versed in the field of teacher education and research. It ispreferable if one of the two local experts has a background in a subject-matter areawhile the other is specialized in the field of education. Both should have had wideexperience in teacher training with one of them involved in the issues of primarytacher education. They should be known for open-mindedness and objectiveoutlook. All three experts should have high degrees at the level of the doctorate.In selcctng the experts, consideration should be given to experience in teachertraining, in conducting evaluation studies, research methodology,and inleading/administering a research group and study.

(b) Four research associates who could be recent graduates (relatively young)preferably with a high degree, at least two from external universities. They shouldbe involved in teacher training representing different categories - primary,preparatory, secondary and specialized institutes.

Budget

1 International expert(s) residing in Egypt 6 person-months2 Local experts 12 person-months4 Research associates 24 person-months

Local travel and expense:TypingTranslationDuplication

- 43 -An2

Counterpart team: Higher Consultative Committee to Discuss Issues of TeacherPreparation, Training and Welfare

Seminar attended by key MOE and university officials and representatives of the WorldBank and donor agencies. The total budget limit is about US$70,000 equivalent.

Starting Date and Duration

7. The study should be initiated at the time of project effectiveness and the finalreport completed within 18 months. The seminar to discuss the report should be held within 6moiths after the completion of the final report. A review of the progress of the study based on apreliminary progress report and involving the Higher Consultative Committee for TeacherPreparation, Training and Welfare and IDA representatives should be carried out about ninemonths after inition.

RESOURCE MOBILIZATION FOR FINANCING BASIC EDUCATION

Justification

8. The MOE is faced with providing education to a population that has been rapidlyincreasing over the last several decades. Further, the Government has committed to providebasic education to everyone. To continue to expand the resources available while maintainingwhat already exists requires that significant resources be invested in the sector. However, thereis Little evidence that the resources required can be provided by the central government. Toexplore possible options to compensate for this lack of funds, it is critical that an objective studyof the current system be conducted to identify inefficiencies and recommend more effective andefficient ways to use available resources and identify alternative sources for resourcemobilization.

9. The share of the central Government expenditure on the education sector has increasedover the last decade. Allocations for education have increased from 7.6 percent of theGovernment's recurrent budget in 1980-81 to 13.9 percent in 1989-90. Similarly, the share ofthe GovernmenT's investment expenditures for education have increased from 3.6 percent in1980-81 to 6.3 percent in 1991-92. Yet, spending on education relative to GDP has declinedover the last decade. In 1980-81, public expenditure on education was 3.1 percent of GDP,whereas over the next decade this share declined significantly. Chapter 10 of the "Public SectorInvestment in Human Resources" (Green Cover) addresses the public financing of education.

10. There are two principal issues related to the allocation of resources: (i) lack ofcoordination in how investment and recurrent budget decisions are made for the sector as awhole; and (ii) inappropriate intrasectoral allocation.

(a) Budget Decisions. Investment decisions are made by the Ministry of Planning aspart of the Five Year Plan, while maintenance decisions are made by the Ministryof Planning and the MOE according to the recurrent budget resources. Theinefficiency lies in the lack of coordination during the decision making process,and the limited consideration of the impact additional investment in new facilities

- 44-

may have on the recurrent budget allocations. This lack of coordingion reflects aneed for better planning for the sector. To maimize efficiency and effectiveness,decisions on the allocation of the recurrent budget must Include a consideration ofplanned capital investment.

(b) Intrasectoral Resource Allocaton. In tems of the recurrent budget, teachers'salaries coninue to conume a greater share (averaging 70 percent for 198687 to1990-91). Increasing the share for teachers' salaries leaves inadequate resourcesfor supplies and maintenance facilides. Prom 1980-81 to 1989-90, real per studentrecurrent spending on items other than teachers' salaries in basic education fellfrom LE 7.14 to LE 2.371 Without sufficient funds for maintenance, buildingsand equipment fall into disrepair. New schools must be built to replace thosefacilities that are beyond repair, and therefore place an additional burden oninvestment expenditure.

(c) Despite a higher rate of social return for investment in primary education, totalspending per basic education student continues to decline in relation to spendingper higher education student. Total spending per student in 1990-91 was only LE250 for basic education versus LE 2100 for higher education. The share ofrecurrent budget resources for higher education from the MOE and the MOHE hasincreased from 33 percent in 1980-81 to 37 percent in 1989-90. Investmentexpenditure, specified in the Third Five-Year Plan, is equally divided betweenpreuniversity and university education, despite the fact that in 1990-91, 94 percentof the students were enrolled at the preuniversity level (53 percent at the basiceducation level) and 6 percent of the students were enrolled at the university level.

It is unlikely that additional funds will become available in the short term for theeducation sector. Yet resources must be provided to meet the increased demands on thesector arising from increased access and population growth. To address these demandsand improve the existing system, the MOE should assess the efficiency in the provision ofeducational services, and define alternative sources of financing. The ResourceMobilization for Financing Basic Education study will support a close examination of theexisting resources available for basic education and the utizaion of these resources, aswell as provide recommendations for the generation of alternative resources.

Purpose and Objectives of the Study

11. The purpose of this proposed study is to take a critical look at the manner in whichresources for basic education are generated and allocated and provide practical recommendationsfor mobilizing additional resources for the sector. The study would examine the policies anddecision making processes for the allocation of resources both for education as a whole and basiceducation in particular. Further, the study would identify cost saving measures to addressexistng inefficiencies within the sector. The study would consider:

J1 Draft of the "Public Sector Investment in Human Resources - Egypt" report; the WorldBank; September 1992.

- 45 -Annx2

(a) the mmner in which resources are generated;

(i) the mechanisms and policies by which resources are allocated to theeducation sector;

(ii) the mechanisms and policies by which resources are allocatedintrasectorally, including issues of geographical equity, distribution bylevel of education, and investment and recurrent budget allocations;

(iiI) trends in resource allocation, including the role of the government, theprivate sector, student fees, informal fees, etc.

(iv) the supply and demand for education at different levels of schooling, andthe indirect costs to parents (private tutoring);

(v) the relative costs and efficiency of the delivery of services at the differentlevels of schooling;

(vi) other potential resources for financing basic education and concretesuggestions for their mobilization;

(b) Methodology. To realize these objectives, the study tm would:

(i) review existing financial resources available to the education sector and thebasic education sub-sector in particular;

(ii) review resource allocation procedures and assess the efficiency andeffectiveness of these procedures. Resources to be considered include bothfiscal, material, and human resources (e.g. the assignment of teachers);

(iii) gather other data as deemed necessary to meet the objectives of the study;

(iv) process and analyze the information collected and present it withconclusions and recommendations for improving the efficiency of theallocaion mechanisms, propose alternative sources of financing for thebasic education sector and how these resources might be mobilized, andsuggest cost saving proposals for the education sector.

12. The study team should benefit from the fndings and recommendations of The WorldBank Report (Green Cover) "Public Sector Investing in Human Resources"

(a) Output. The final report, which should be made available in both Arabic andEnglish, should:

(i) provide backgrund information on the current status of financing theeducation sector and the basic education sub-sector;

- 46 -Annex 2

(ii) provide an evaluation including strengths and weaknesses of the variouspolicies and practices for the allocation of resources for education and thebasic education sub-sector;

(ii) analyze the cost efficiency and effectiveness of the utilization of resourcesand propose suggestions for improving the system;

(iv) identify the existing inefficiencies, including staff distribution, the lack ofcoordination in the decision making process, etc.;

(v) present detailed recommendations for mobilizing resources for basiceducation, including the role of the private sector and student fees and thecapacity for cost recovery programs;

(vi) propose an overall plan of action for improving the financing of basiceducation that embodies the recommendations.

(c) Resources and Required Qualifications

(d) Budget

3 locally hired international and national experts 12 person-months

4 research associates 20 person-months

Local travel and expenseTypingTranslationDuplication

Counterpart team: Representatives from MOE, MOP, MOF

Seminar attended by key MOE and university officials and representatives of theWorld Bank and donor agencies.

The total budget limit is US$70,000 equivalent

(e) Starting Date and Duration. The study should be initiated at the time of projecteffectiveness and the final report completed within eighteen months. The seminarto discuss the report should be held within six months after the completion of thefinal report. A review of the progress of the study based on a preliminaryprogress report involving IDA representatives should be carried out six monthsafter initiation.

IMPLEMENTATION PLAN FOR THE POLICY-ORIENTED STUDIES COMPONENT

Actfvity Pre-effectiveness Year I Year 2 Year 3 Year 4 Year 5 Year 6

l 01~~~~~~a 02 CO_ 0 4 1 12 3 14 1 12 13 14 1 12 3 14 I 2 13 14 _ 3 14

Teacher preparationpoticies and progrs,.- - - - - - - -

Resource mobilization forfinamcing basic education.- - -- - - - - - -- - - - -

Discussion of findings andrecounendations.- - - - - - - - - -- - - - -

Agree on an action plan.

1%,

- 48 -Annex 3

LESSONS LEARNED FROM THE USAID BASIC EDUCATION PROJECTS

A. Institutional Strengthening: Policy Analysis, Planning and EMIS

Background

1. In 1986 USAID arranged for the Basic Research and Implementation inDeveloping Education Systems Project (BRIDGES), directed by the Harvard Institute forInternational Development, to work with the Ministry of Education to identify ways to improvethe management and organization of the education system. In 1988, Dr. Fathi Sourour, Ministerof Education, presented a new five-year plan for educational reform. That reform was aimed at amuch improved quality of basic education, relevant to Egypt's modern requirements, whilesimultaneously expanding access to achieve universal participatiort.

2. The objective of the BRIDGES project was to work cooperatively with the MOEtoward the development of improved educational planning, an educational managementinformation systems (EMIS), and policy research and analysis.

3. Following a series of studies, senior management training workshops, andpreparatory consultations, a major proposal was prepared in 1988 for an integrated approach toplanning and policy analysis in keeping with the Minister's vision, and the willingness of USAIDto support a major policy reform to improve the quality of Egyptian basic education.

4. Detailed specifications for the structure, functions and staffing of a comprehensivePlanning Unit were developed. The Unit was to operate under the Deputy Minister of Education,and report to a Council chaired by the Minister, with Cabinet Ministers of Finance, Planning,Manpower and Training, and representatives of other governmental and nongovernmentalagencies. It was originally to be based outside of the Ministry of Education offices operating asan independent institute, drawing professional staff at the level of university faculty. Therationale for that strategy was that this would be the only way to attract really capable,professional level staff; and that the new policy needed fresh thinking, vision, dedication andtechnical expertise.

5. The Education Planning Unit was to have two general sections: Physical Planningand Educational Planning. Under the Education Planning section there were Directorates forPolicy Analysis, Research, Evaluation, Educational Forecasting, Resource Management &Financing, and Technical Services. An EMIS was to be would be developed to support thefunctioning of these Directorates.

6. However, this Educational Planning Unit never functioned as designed. Thehigher level Council that was to provide policy direction was not formed, and high quality staffwere not recruited. In addition, the new Unit had no operational links to the Ministry ofEducation, and therefore no access to primary sources of information, and no influence overplanning decisions. The new Planning Unit was resented and its work resisted by the establishedoffices of the Ministry. The Minister decided, in early 1990, to create a new Division within theMOE, headed by an undersecretary, called the Central Division of Educational Planning andInformation (CDEPI). This Division brought together under one head the previously separate

-49-Ane3

Directorates of School Planning and Follow-up (which prepares the Investment Budget for theMOB) and the school statistics directorate (now the Information and Computer ServicesDirectorate). A new Research Dectorate was also formed under the new CDEPI.

USAID Asscitance

7. USAID provided both project assistance and budgetary assistance, first to theEducational Planning Unit, and then to the CDEPI. The intent of this assistance continued to beto tengten policy analysis, planning, and management in support of the educational reformeffort. The budgetary assistance provided approximately US$250,000 per year for supplementarypayments to up to 100 staff in the Ministry involved with the project. It also providedallowances to members of standing committees reviewing training needs and the development ofthe EMIS. The Government was to cover an increasing proportion of the budgetary supportcosts under the project (provided for the first years through 'in-kind' expenditures), up to 50percent by 1992 and 100 percent by 1996. The project assistance provided up to four long-termadvisors (Policy Analysis, Economics of Education, EMIS and Training), short-termconsultancies, hardware and software for establishing the EMIS at headquarters and in 27governorate offices, and a training program.

S. A recent evaluation of the USAID assistance to Basic Education has found that:

(a) the Information and Computer Services Directorate (ICSD) has: developed atecnical team of systemns analysts, programmers and trainers; created a muchimproved information system for processing and utilizing school data; installed aVAX minicomputer and PC work stations and completely renovated the ICSDcomputer center; trained staff on relational database software; installedmicrocomputers, custom database applications in Arabic, and trained staff in 27governorates. Tasks ahead include the expansion of the information system and itsutilization for management and planning; and the broadening and strengthening ofpolicy analysis and planning;

(b) the Research Directorate recruited and trained approximately 15 staff who areengaged in the analysis of a large scale national survey which assesses studentachievement in four subjects and relates this to teacher activities. A secondsurvey, linked to the first, examines the cost, prevalence and nature of privatetutoring, and families' willingness to pay. In spite of this impressive start, there isa real question about the sustainable capacity of this Directorate to carry outpolicy-related research; and

(c) the mandate for CDEPI, which is to develop strategic and coordinated plans forinvestment and management in basic education, is still unrealized. Theorganizational and technical capacity to obtain and utilize information on humanresources, costs and fnancing, physical facilities, and student achievement isembryonic.

9. Furthermore, there has been little substantive institutional impact on theimprovement of policy analysis, planning and management in the Ministry of Education. Whileit is true that there has been development of technical staff to handle EMIS functions, both at

- 50 -

Annex 3

central and governorate levels, to date, there are few examples where EMIS infonnation hasimproved management practices, strategic planning or policy analysis.

Constrats

10. The functions of management and planning necessary to elaborate on,operationalize and implement a reform of basic education are very different from those formaninaning an existing system. The Ministry of Education is structured to perform maintenanceoperations for an existing system. The procedures for carrying out these functions are wellestablished, and staff are evaluated by their attention to these procedures. Due to a long-standingpractice of employment guarantees for university graduates, there are many more employees thanare necessary to perform routine office functions. This is coupled with extremely low wages sothat there are virtually no incentives to improve management efficiency. The main characteristicsof the decision-making processes in the Ministry of Education reflect this Institutional setting.

(a) Educational Planning in the Ministry is essentially a system of fiscal control andis not concerned with policy analysis, research and long-range planning. Thereare no sectoral planning guidelines to MOE from the Ministry of Planning. At theMOE level plans are simply collations of governorate and departmental requeststhat are sent, with fLxed costing, on to the Ministry of Planning. The Ministry ofPlanning in consultation with the Ministry of Finance balances these requests withother Ministry submissions, and after negotiations in Cabinet, a budget allocationis handed down to the MOE, typically about 60 percent of what is requested.Thus, there is no external pressure to improve the MOE planning process, whichdepends more on the negotiating power of the Minister than the quality of theanalysis or information provided.

Annual planning for staff (teachers), books, and school repairs, arehandled by separate Directorates in the Ministry, each of which collect,process and utilize information from the schools, through the governorateoffices. As long as the MOE, and indeed the entire government's,planning procedures depend on political advocacy rather than analysis andreliable, appropriate information, improving those procedures and ftemanagement of resources is problematic.

(b) Perhaps the most salient organizational feature of the Ministry is its bureaucratichierarchy, characterized by a top-down autocratic approach to decision making.High-level policies and decisions are often arrived at without making use ofinformation and research available, and even without consultation with the officialswho will implement the decisions. This contributes to an organizational climatewhere senior officials use information less to support decision making than toconfirm decisions that have been made.

(c) Despite almost thirty years of government sponsored initiatives to decentralizeadministrative authority and to give governorate and local level officials moreautonomy, the national decision-making process is still highly centralized.Nonetheless, the governorate and local level officials are much closer to theschools than headquarters, and often know, frst hand, pressing needs andpriorities.

- 51 -AmLex 3

(d) As a corollary of the bureaucratic hierarchy and centralization, the Ministry Is alsocharacterized by the lack of effective coordination across division and directoratelines. Each department tends to function as a completely separate component ofthe organization, with minimal linkages to other units. Each major department atheadquarters employs a separate system of annual data collection. Although thisconsumes an enormous amount of time and energy, and duplicates efforts at theschool and local levels, It is tolerated because of the surplus of employees and thelack of overall management coordination. It does mean that vital tasks related toteacher supervision, dissemination of new curriculum, and technical supportservices are sacrificed to administrative, accounting functions.

(e) The government personnel system, as it operates within the Ministry, does notencourage innovation or change. Rather, it rewards those who follow establishedprocedures, and remain loyal to those above them. This system functions so thatthose who are fially promoted to top leadership positions at the end of theircareers, only stay in those positions for a short period (on average about 18months) before retirement. In this setting, the utilization of information to raisequestions about policy or management is not a route to promotion. Thus, thefundamental assumptions about the linkage between effective management andinformation does not apply in the Ministry of Education as it currently functions.

(t) One of the central constraints to improving the quality of planning andmanagement of basic education is the systemwide belief that overcrowding andlack of schools is the central problem. Senior officials seem convinced thatbuilding classrooms is the panacea for the ills of the school system, so thatconcerns about overall strategic planning-related to the curriculum, the quality ofinstruction, teacher in-service training, school leadership-are not a priority. Thisgeneral belief constrains efforts to improve coordination, management, and thedevelopment and utilization of a comprehensive information system.

Implications for World Bank Basic Education Project

11. A starting point for improving the quality of planning and management in theMinistry of Education is the commitment for educational policy reform including such issues asthe access to education (including access for girls and difficult-to-reach populations), schoolefficiency, quality of the curriculum and instruction, pupil assessments, teacher training, andschool leadership. The government has made it clear, both through policy decisions (allocating alarger proportion of the budget to basic education in the Five-Year Plan), and through legislation,that it places priority on expanding access to and improving the quality of basic education.

12. An effective strategy will ensure that the ownership of the process of innovationand change is with the Egyptian government. It will therefore start with development of amanagement plan, based on the consultations of senior staff within operational divisions of theMinistry, on the implementation of the government Five-year Education Plan. A central featureof the management plan would be the in-service training of senior staff and mid-level staff of theMinistry of Education, and involve appropriate key staff from the Ministry of Planning. Thetraining must be provided at the governorate level as well, since any improvement will involvethe decentralization of planning and management functions.

- 52 -Annex 3

13. Staff management training as a strategy for increasing institutional capacity forplanning and management would seek to cut across vertical and horizontal institutional barriers toimprove plamnig and operational decisions. A key to this is a consistent message from the toplevel of Ministty leadership that analysis and information are expectd from subordinates informulating mangemt decisions.

14. The development and use of the EMIS will reflect the specific requirements forinfomaion to assist in planning and management in the directorates (and governorates). Thisbegins at a rudimentary level, which concentrates on Issues of class size and physical facilities.But it should develop as the information needed for strategic planning grows. For example, anational system for in-service teacher training will need to target teachers by level, subject areaand qualifications-and will need to monitor their involvement in training and the impact thattraining has on pupils' attainment and learning achievement.

15. . To summarize, one of the basic lessons learned from the USAII) assistance toeducational planning in Egypt is that a focus on developing an infonnation system will not, initself, improve educational plaming and management. A broader strategy is needed which buildsEgyptian ownership of the process of change; takes account of the nature of the MOE as anorganization; and focuses on ways by which policy intents can be reflected in managementbehavior.

B. Curriculum Development and Testing

Badcground: Establishment of the CCIMD and the NCEEE

16. The concept of creating a specialized center in charge of curriculum and materialsdevelopment began in 1988, and was a part of the then Minister's overall education reformprogram. A number of studies had pointed out the short-comings and pitfalls of the tehnologyand procedures of curriculum development in Egypt. In particular, the process did notincorporate qualit design, editing, or field testing, and it was ad hoc, organized only by subjectpanels. The analyses recommended establishing an organization to take charge of curriculumreform in Egypt. The creation of the Center for Curriculm and Instructional MatralsDesign (CCIMD) was a major project of the plan for educational reform in Egypt.

17. CCIMD was created initially in 1989 as a division of the National Council forEducational Researcn and Development (NCERD). A Ministerial Decree in June 1990 defined

* its mission as the Ministry's source of curriculum materials, without clarifying its institutionalstatus with the Ministry of Education and its parent organization, the NCERD. Most CCIMDstaff members are seconded from NCERD or are university lecturers or graduate students whoare on limited term contracts without competitive salaries or benefits. The decree stated thatCCIMD was to:

(a) plan, design, develop, field test and modify, produce, evaluate and revise curriculaand instructional materials in all subject matters at all levels of pre-universityeducation; and

- 53 -Annex 3

(b) train trainers of teachers in newly developed curriculum and instructional materialsto enable them in turn to train teachers on a systematic basis.

18. To assist the CCIMD in accomplishing its mission, USAID contracted with theEducational Development Center, Inc. to provide technical assistance, training and procurementsupport. USAID also provided budgetary support, directly to the new center, for salarysupplements and equipment: word processing, desk-top publishing, and photocopying.

19. The accomplishments of CCIMD are considerable, given the uncertainty of itsinstitutional status. It is organized into functional units (design, preparation, technology, fieldtesting, follow-up, and training). The quality control process includes: a lengthy design stageduring which issues of integration, sequencing, age appropriateness, and learning environmentare taken into account; specific quality control criteria for authors and editors; interactive editingduring and after the writing process; preparation of a teachers' guide to accompany textbooks; ateam approach to design and ?authoring?; a field test phase; and a guide for teacher trainers.

20. The first materials developed by CCIMD were for an innovative course, grades 1to 3 in Enviromental Studies This course replaced previous 7 materials in Science, SocialStudies, Health, and Home Economics. It contains many useful suggestions to teachers, andpromotes a child-entered activity based pedagogy. However, the shift from teacher-entered tochild-centered learning is a major undertaking and requires a coordinated long-term effort,particularly in-service teacher training. Unfortunately, the new curriculum materials aredistributed nationally without this training, except at the schools used in the trial phase.

21. CCIMD now has completed scope and sequence charts for all subjects in primaryand preparatory grades, and has completed revised curriculum materials for grades 1-3 in fourcore subject areas (Arabic, Mathematics, Environmental Studies and Art). A schedule fordeveloping, writing, testing, revising, printing, training teachers and distribution for all primaryschool subjects is worked out through 1996.

22. The National Center for Educational Evaluation and Examinations (NCEEE)was a second new institution established as a means of realizing policy objectives to reformeducation. The NCEEE was created by Presidential Decree in 1991 with the following mission:(i) to establish the standards, norms and criteria for evaluating all levels of education; (ii) toprepare examinations, including the Preparatory, Secondary and University Entranceexaminations; (iii) to regulate the quality of all examinations; (iv) to conduct research onevaluation methods and instruments; (v) to train educators and administrators in the use ofexaminations; and (vi) to provide consultations for universities and other institutions.

23. The NCEEE mandate to improve pre-university education through improvedtesting, training and research rests on the assumption that better testing will encourage improvedcurriculum and instruction. But it is also true that effective testing itself must be based on clearand systematic curriculum objectives. Prior to the establishment of the NCEEE there were anumber of consultancies, supported through USAID and the British Council/ODA to examine thefeasibility and design for the Center. Subsequently the Center has created two branches:Administration and Finance, and Academic Departnents. The Departments are TestDevelopment, Research, Dissemination and Training, and Operations and Information. Formallinkages have been established through the NCEEE Board with CCIMD, the General Division forIn-service Teacher Training (ODIST) and the National Council for Educational Reseach and

-54-Annex

Development (NCERD). Informal linkages with CCIMD are effecewd through membership ofcurriculum staff on most of the 36 test development committees of the Testing Center. Also,NCEEE staff serve in various capacities within CCIMD.

24. NCEEE is now undertaking the revision of national achievement tests, includingquestions that measure students' reasoning and critical thinking abilities. Pilot governorates arebeing targeted for developing and trial testing.grade 4 assessmerts in literacy, numeracy andgeneral knowledge.

25. The NCEEE resources in personmel, finances, and equipment are limited. Atpresent, staffing levels are short of what is required for the Center to be fully operaional. Sincemany of NCEEE's senior staff are university faculty who continue to teach and have otherresponsibilities, institution building has been problematic. A large new building has now beencompleted at El Moqattam and is being funished and equipped largely through governmentfinancing. USAID support to NCEEE has been limited to short-term consultancies.

Issues

26. The central issue facing the Curriculum Center and the NCEEE is theirinsiutional capability to fulfill their missions. CCIMD's uncertain organizational status inrelation to the NCERD and the Ministry of Education has compromised its ability to recruit andretain qualified staff, to acquire space, to coordinate with Ministry Directorates and wih thefield. It is unitkely that the CCIMD can fully attend to its mission unless its status is furtherclarified, enabling it to attract and hold professional staff.

27. Yet even the establishment of CCIMD as a national center (established throughPresidental rather than Ministerial decree lke the NCEEE and NCERD), would not guarantee itsinstituional effectiveness. The NCEEE has not, as yet, been able to maintain a consistently highlevel of full-time professional staff for its departments, although its record on this is better thanthe CCIMD.

28. A second, broader issue, has to do with the overall impact that the work ofCCIMD and NCEEE is likely to have on the quality of classroom learning. While it is criticalthat both curriculum and testingJassessment be developed in coordination, the third element in anoverall strategy for improving instruction must be the professional in-service training of teachers.Without a major and sustained in-service program, the new curriculum materials and assessmentswill not have much of an effect on teacher classroom behavior.

29. USAID did anticipate this issue and intended to provide assistance to an in-serviceteacher training program in the proposed Basic Education II program, which was to support thenationwide disseminaion of new curriculum materials.

Implications for the World Bank Basic Education Program

30. With the advances underway in the area of curriculum development for primarygrades in all core subjects, ihe instructional processes in the classroom needed to transmit thiscurricula requires a large scale and sustained in-service training program for teachers. Thistraining is a key component in the process of basic education reform.

- ss -

31. Although the inOtutional framework for CCIMD and NCEEE is still frail,signiffcant inestments have been made to introduce innovative, professionally sound practices inthe design and development of curriculum materials and student assessments. In the process ofimplementation for the World Bank fInanced Basic Education Project, strategies for Strenhthese institutions, and building on the work they have initiated, should be encouraged. The in-service training component in particular will build on the work started under CCIMD, and shouldensure effective, systematic coordination both with the Curriculum Center and with NCEEE.

C. School Construction and Maintenance

Positive Aspects

(a) School mapping as a condition for building proved to be a valuable exercise as itserved to ensure that schools were built in appropriate sites.

(b) Defining and implementing the criteria for site selection again allowed for theproject to target a particular segment of the population.

(c) Approaching the project on a pilot basis allowed for the lessons learned to beincorporated and therefore improved the project over years.

(d) Strong relations were established among the implementing agencies to faciliatesmooth implementation at both the central & local levels.

(e) Establishing a pricing control system at NIB facilitated the review of contractsprocess.

(f) Establishing a soil testing review medcnism at NIB served as a second checkpoint for the assessment of something as fundamental as the foundation of theschool.

(g) A niemism was put in place and efforts made to ensure that project funds weremade available in a timely manner.

(h) Icentives were provided to motivate and retain employees of project implementingagencies.

(i) Mechanisms were established for continuous evaluation and feedback.

Negative Aspects

(a) Until July 1991, fimds for maiance were scarce and therefore littlemaintence activity for facilities or equipment was provided.

(b) Until maitenance became a priority, there were few maintenance plans, programs,and systms.

-~56-

(c) Lack of monitoring of mainteance needs (until December 1990).

(d) Lack of some details in the implementation drawings especally in the toilets areareaued in early problems and deterioration of these areas (a concern which hassince been addressed and included in GAEB and Physical Planning Unit'sdrwings).

(e) Contractors were not prequalified until the last phase of the project.

(t) In some instces, poor quality materials were used.

(g) In some districts, supervision of the construction by the local engineers was poorand inconsistent.

(h) Teachers were inadequately trained in the use of equipment provided.

Equipment

32. In the area of equipment, it is worth mentioning that the USAID-fnanced BasicEducation Project procured US$40 million worth of equipment, audio-visual aids and tools whichwere distibuted to more than 15,000 primary and preparatory schools. These tools andequipment included: slide projectors, overhead projectors, sewing machines, stoves, poultryeupment, carpentry tools, electricity tools, home maintenance tools, horticulture tools, maps,science transparencies and charts, science mobile labs, etc. Effective utilization of these toolsand equipment was not achieved in some areas because of:

(a) the lack of training for teachers in the use of equipment;

(b) lack of electricity in some schools which received some electrical equipment;

(c) lack of operational budget to buy materials, such as cloth for sewing machines andwood for carpentry necessary for utilization of equipment;

(d) fear of damaging the equipment, especially relatively expensive pieces, such asoverhead slide projectors. This fear resulted from a lack of training and the policythat teachers pay for any damage to the equipment; and

(e) lack of storage areas in additon to lack of maintenance instructions.

Important remarks

(a) Redistribution of USAID-financed equipment should take place to improve itsutilization.

(b) Training of teachers in equipment utilization is essential.

(c) The problem of fear of damage of equipment by tachers must be resolved.

.7*

(d) Equipment and matials tht are not needed any longer as a result of curriculumdcn can be used in summer camp actvites and libraries (nmps and globes forexample).

(e) M and repais as well as operation budgt should be adequate to coverneeds.

Contribuions by Lnal Com mu

33. Under tie USAMD Basic Education Project, local conmmnities donated sites forconstruction of schools in most cases. In the other cases, stes were owned by either cenal orlocal goverment. The acqWsition of land was a prequsite for constructing a school in acommunity. Not only did it alow for the project to then build more schools Oand costs are anesmated 20 percen of constuction costs), but also demonstted he communities int intaking an active role to see that their children wre ducated. In addition to contributng land,some communties donated boundary walls. Under the USAID project, more than 700 boundarywalls (out of 1900 schools) were built up by localities.

34. In addition, more ton LE 3 million were collected from about 300 communitiesfor maintamig schools financed under the project. These fiuds were deposited into interestbearing accounts and will be used specifically for communities wich collected them (eachcommunity separately).

- 58 -Anex 4

SCHOOL CONSRUCTION AND MAINTENANCE COMPONENT

1. The following detailed component description is based upon IDA discussions withrepresentatves of MOE, the General Authority for Educational Buildings (GAEB) and USAID.In addition, fleld visits to observe school conditions and to meet with staff of GAEB's branchoffices were made to Giza and Sharkeya governorates.

A. Site Selection Criteria

2. The target governorates for school construction and mainenance have beenselected according to the criteria provided below.

General Selection Criteria for Target Governorates

3. The proposed project cannot address the school construction needs of MOE on anational level. However, the project would increase its effectiveness by focusing on a limitednumber of governorates (seven). The selection of those governorates was based on objectivecriteria, with the premise that other governorates would receive similar attention either frommure IDA projects or from other international development agencies. The following selectioncriteria were used in choosing the target Governorates:

(a) Governorates where the enrollment ratio of basic school-aged children issignificantly below the national average;

(b) Governorates where the enrolment ratio of basic school-aged girls is significantlybelow the national average;

(c) Governorates where the incidence of double and triple shifts in basic schools issignificantly higher than the national average;

(d) Governorates where overcrowding in basic schools is significantly greater than thenational average.

Site Selection Criteria for the Construction of New Schools

4. MOE has requested that about one half of the total number of schools to be builtunder the proposed IDA-assisted project be primary schools and that the other half allow forcoeducational preparatory schools where acceptable (generally in nrral areas) and otherwiseprovide equally for preparatory schools for boys and for girls. The final number of schoolswould depend on the location of the schools (since urban schools tend to be larger than ruralschools), and on the cost of each school (which has been increasing faster than the rate ofinflaion). MOE's proposed standard primary school consists of two classes per grade level plusone class for repeaters and two classes for kindergarten, for a total of 13 classrooms (MOEexpects to return to six Primary School grade levels in 5 or 6 years). MOE's standardPreparatory School consists of three classes per grade level plus one class for repeat for a total

- 59 -Annex 4

of 10 classrooms. The project would allocate fiuds for an equal kiumber of classrooms in bothurban and rural settings, in accordance with the following selection criteria.

(a) Rura Locations. For the selection of new school sites in rural locations, thesame criteria were adopted as had been utilized by MOE for the USAID BasicEducation construction program:

(i) where the female enrollment ratio is below national average;

(ii) where the nearest existing school is over 2 kilometers distant from anotherschool;

(iii) where overcrowding is deemed severe; and

(iv) where existing buildings are clearly substandard.

Furthermore, existing schools that are overcrowded or that operate on double ortriple shifts, and have sufficiently large sites to permit the construction ofadditional buildings, would be considered for the construction of extensions:

(b) Urban Locations. In urban locations, the following criteria was applied for theselection of replacement school sites:

(i) school sites where school buildings have had to be abandoned and torndown due to the dangerous condition of the existing structures and wherethese closings have caused extreme overcrowding in surrounding schools;and

(Hi) rented school buildings which are clearly substandard and in dangerousphysical condition and for which alternative government-owned sites havebeen identified for the construction of replacement schools.

B. Cost Estimates

5. The proposed component would include the following:

(a) Construction of about 240 primary and preparatory Schools (with the actualnumber to be determined on the basis of size of schools selected, cost ofconstruction at time of appraisal and total amount of the IDA credit). Thepreliminary costs have been estimated on the basis of recent GAEB cost figures(primary schools at LE 105 per square meter and preparatory schools at a lumpsum of LE 600,000 per school; in view of the across-the-board 20 percent priceIncreases since the October 1992 earthquake, construction costs went upproportionately).

(b) Traiing of about 1200 maintenance workers and technicians: GAEB proposedthe following training

- 60 -Annex 4

Estimated Cost US$0.300 M

(c) Te ical Asssace and Tla1Ig to strengthen the intiuonal capacities of theMOE technical unit and GAEB:

Specalized Training Abroad of MOE Archis andEngine (1 of each/year, 5 years): 542x9,000 US$0.090 M

Speciized Training Abroad of GAEB Archiects andEnginee (1 of ach/year, 5 years): Sx2x9,000 = US$o.090 M

Matrials Tesdng Laboratory In GAEB:

GAEB Materials Testng Lab: US$0.300 M

Special Studies by Experts:

Study to help establish a sustanable program forprevenive building m mce: US$0.020 M

Study to identify alternrive mea to ensure thenecessary funding to put the PreventiveBuilding Maintenance Program into eff:ct: US$0.020 M

C. EeU Pi

Genal CMi Works Poicy so ili of CDEPI

6. All policy matters related to civil work shall be the sole responsibiity of MOE,and its agent, CDEPI. These responsibilities shall inclde the folowing (among others):

(a) The collcdon of educational data regrding curricula, students, teachers,administatos, schools and the communities they serve, and the entry of these datainto MOE's database on which national educational planning and strategies are tobe based (computer coding for the physical hacilies is to be compatible withGAEB's identification system to permit automatic enty of GAEB's school datainto MOE's dbase and vise versa);

(b) Ihe establishment and periodic updating of national educational policies, planningobjectives and strategies, and thir translation into civil works execution programs;

(c) In coordination wih GAEB: the establishmet and periodic updating of nationalschool planning and design standard, the adherence during project implementionto these same stadrds, and paicipion with GAEB in the connuing search toprovide the maximm qualt and quatty of new and upgaded clasrooms for theleast jusfiable expense (cost-effective invesmnt for optmized space udlizaion).

- 61 -Annex

7. In order for CDEPI to be able to carry out the above general civil works policyresponsibilities, it is essential that it build up its technical expertise capable of assuming thoseresponsibilities. lhis technical expertise would assist CDEPI's Planning Unit In: targeting newschool locations and evaluating the suitability of newly identified sites (perhaps in randomsamples); participafting in GAEB's periodic review and updating of MOE's design standardsoriginally prepared by MOE's Physical Planning Unit (which is being phased out); reviewingGAEB's detailed design work (to confirm that it fully responds to MOE's design criteria);par-iciping in bid reviews and contract award meetings (representing CDEPI); and attendingpractical and final completion meetings on behalf of MOE.

Genea Civil Works Execution Responsibilities of GAEB

8. The following matters related to the execution of civil works activities shall be theresponsibility of GAEB, subject to review and acceptance by CDEPI on behalf of MOE. Theseexecution responsibilities shall include, among others:

(a) The establishment and periodic updating of a database concerning the physicalcondition of primary and preparatory school buildings which can be shared withCDEPI's database (this will require coordination with CDEPI to develop acomputer coding system that is compatible with both databases); priority attentionis requested for the Governorates selected for the proposed IDA project;

(b) The detailed design and preparation of tender documents for the construction ofnew schools and for the extension and rehabilitation of existing schools, byadapting MOE's standard plans to specific conditions of site and building inaccordance with civil works completion schedules defined by CDEPI on behalf ofMOE;

(c) In coordination with CDEPI: the application and periodic updating of nationalschool planning and design standards, and the adherence during projectimplementation to these same standards, with GAEB providing the physical facilityanput; (when GAEB wants to initate a change in a planning or a design standard,the proposed change should be developed in coordination with MOE's technicalunit).

9. In order to minimize the potential for misprocurement, inernational constructionprocedures prescnbe separation between the agencies which draw up design and technicalstanards; prepare building designs and construction documents; have primary control over thetendering process, maie final tenderer selections and award the construction contract; superviseconstruction; direct practical and final completion inspections. In order to avoid appearances ofconflict of interest (or worse), these steps should not all be carried out by the same agency.

Specific Civil Works Identifiaion Responsibilities of CDEPI

(a) Prepare a School Map for each Governorate as it exists today and as MOEdemnes it should be, and with GAEB update this Map annually with new datafor each school; ,

- 62 -Annex 4

(b) On the basis of needs idenndfied through the School Mapping exercise, prepareannual lists of new construction needs and of school upgrading needs bygovernorate;

(c) On the basis of the anual lists mentioned in the preceding item and the availablefunds, draw up lists of first-priority schools to be built and to be rehabilitated,ensuring the availability and governent ownership of the properties;

Spedfic Civil Works Execution Responsibilities of GAEB

(a) Based on the data base being prepared (and anticipated to be completed by the endof 1992), GAEB will prepare the following output, with priority attntion to targetGovernorates:

(i) Listing of schools in each Governorate according to physical condition andsuitability to function;

(ii) Listing of schools in each Governorate according to educational criteria;

(iii) Lsting of schools in each Governorate according to their need formaintenance (it has been agreed tha CDEPI and GAEB will coordinatetheir respective school classification systems to become compatible and toensure ihat all physical facility information pertinent to both agencies winbe accepted in both computerized databases);

(iv) Engineering Record for each school;

(v) Document engineering criteria and match them with the educational criteriato be followed;

(vi) Analyze results of studies conducted in GAEB Research;

(vii) Document and analyze school mapping data, diagnostic data and projecteddata;

(viii) Adapt MOE's appropriate standard school model to the given siteconditions (topography, bearing capacity of te soil, solar orientation,access, etc.), and submit modifications of the standard model to CDEPI'stechnical unit for review and approval;

(ix) Prepare construction drawings and tender documents including Bills ofQuantities and Specifications;

(x) Manage the tender process and follow up implementation of the projects;and

(xi) Supervise construction from award of contract through practical and finalcompletion of the project.

-63 vAnnex 4

C. Objectives for Strengthening MOE's Civil Works Management Capablies

10. lhe project would reinforce CDEPI's internal technical staff wit a nucleus of full-time educational building specialists to improve MOE's capability to deal with the aboveobjectives in the most informed and equitable manner possible, without duplicating the role ofGAEB, as follows:

(a) Strengthen MOE's internal capabilities to monitor and analyze the work beingcarried out to quantify and to prioritize the national needs In all areas of civilworks (new construction, repair/rehabilitation of existing buildings and preventivemaintenance of all buildings).

(b) Strengthen MOE's internal capabilities to allocate the available resources inaccordance with confirmed needs, and according to objective criteria.

(C) Strengthen MOE's internal capabilities to translate the Minister's educationalobjectives into cost-effective building programs by maximizing space utilizaton.

(d) Strewhen MOE's internal capabilities to analyze, monitor and guide the executionof all civil works acivities and to contain their costs.

IMPLEMENTATION PLANS F'OR CIVIL WORKS COMPONENT

I ~~~~~Pre-effectfve | Year I Year 2 | Year 3 | Year 4 | Year 5 Year 6Activity__=__=s:=_____________

tQ 2 3 4Q t 2 3 4 t 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 t 2 3 4

Schoot Desfst ____ _ _

sfte Setection _ ___ _ _ _ _ _. _ __ _ _

Const. & Furnm. i@E_ _ ____-I-_______

Pphanse3 Schoolts -T||| Ca m ty Partic. _== - -,'.''X,'.,,--

|tralnfng E _ __l0ii |TA for MEPI & AE -\=B -- z

LSoSI testing Lab _ __ [ = II=L

101

- 65 -Annx 4b

SCHOOL SITES DONATEDFOR PHASE I SCHOOL CONSTRUCTION PROGRAM BY GOVERNORATE

(Assiut Govwerate, Educatio Dieckrate, Pnlaing & Follow-up Department)

D_ _ _ _ _ _ Schad Ame OWneMNP

Sef a-ScWa.aIn 14 Kart Donated

lobet lO Y -Primay 14 Kiar Donated by Seddik Aly

aYro Ard El Haft - Pepartr State propery in proem_________ of being tanered

AI-Sahe E Mooma at the Subs - Primary One feddan_______

Abyoub ESawaem ID Dabara - Prmay 14 Karats Donatd

AI-Fath Aid K El Nemuae 14 Karate __I

El-Ohanaym Dek El anadl - Seoqda One feddan Stat proper

Vocatiol- prep TWO feddans

rhuTeg An 131Zaraby - Scoar 42 feddas ArcultrA Reform(Aguture) prope and hs been

allocated to the MOE

_________________Aid Dikran -Basic Educatio One fedda

El _adar 0l Hamey - Pimay 245 m State Propery

A143taima--. Seconday 4200

Aisut M kd- Dak E* ucatiN 18 Kaats

Bhan -Back Education One feddn 8 Karate

Dronks AW El Shusavai One feddan Allocated

2Manbfalt Ard El Rab P ep. 3600 m Donated

Al-Hama - Pm. 8 Karat state propert

E-hanayem ElEade El ?oushuraa One feddan State Property - allocated

ElI-Koun"a Aid Natara Prm. 12 Karte State Property

El-raa _ - Prep, 10 Karate Donated

Dekr 13 Kiosd - Pim. 11 Karats State Propey

-66-An= 4b

SOHAG GOVERNORATEEducadon Directe

Planning and Follow-up Depa,*nent

SCHOOL DISTRICT

1. Nagaa El Makia Primary School Johina District

2. Shaa Prepartory School Tema District

3. El Tabbakh Primary School El Marajha District Replacement

4. Bani Awam Primary School Dar El Salam District

1. Primary School Tahta City

6. El Ktitah Primary School Sakolta District

7. Nagaa El Tiena Primary School Gerga District

8. Nagaa Ibrahim Primary School El Kola-Akhmim District

9. Primary School El Menshah District Replacement

10. El Ogobeya Primary School El Menshah District Replacement

- 67 -Amex 4b

QINA GOVERVORATE

E4ucadon Direcorate

Planning and Foelow-up Deparment

SCHOOLS KaIm LCATION

1. Seminhood Preparatory School Abou Tesht

2. El Rabha Primary School Abou Tesht

3. Naa Rawai Primary School Naga Hammadi

4. El Haama Primary School Deshna

5. Abou Shahiba School (Basic Education) Qift

6. Kome Skyen School (Basic Education) Qousse

7. El Iaranat Primary School in Zawiada Nakada

8. Abou Bakr El Sedeek in El Shaghab Essna

9. El SheMh Essia Preparatory School Qena

10. El Deir El Sharkey Primary School Qena

11. Abou El Hassan Primary School Qena

All these sites are ready and there is an allocation decree.

-68 -Amex 4b

SMRYA GOVBRNORATEducoaen lD oerate

Planidag and Follow-up Depofunen

SCHOOL VLAGE SPACE

Repair in Zankalone Primary New

Kf SIkerAbou Tlgah Primy NewEl Manshia El Gedida r NewEl Hawamda Primary New _

Kafr El Malamia Primary NewSan El Hagar South Pdimary NewEl Awamra (Samakeen Primary NewEl Sharak)El Nama Prepartory Prpato NewEzbet El Nagighi Primary NewWahed VilLage in Primary NewKasby WestEl Khalyla Primary NewSharaa PMary Rpl t

Sabah Abou Khaiifa Primary NewEzbet El Gohary Primary New

Kafr El Azazi Primary ReplaceentManshiat Said Primary NewNaziat Tal Moftah Primary New

El Nasria Primary Prmary New

HehyhHoud Naghah Pimay NewEh _Awlad Mhanaa Pprtory NewBani Salah Praparatory New

Menia El RamhSanhoot Praatoy NewEl Aaras Pratoy New

-69 -Annex 4b

ISMAILA GOVMERNORATEEducation Drectonzte

Plannig and Follow-up Depadment

SCHOOLS KIND LOCATION

1. Primary School El Sheikh Zayed-Third District - Fourth Area.

2. Preaory School Water Tank Filth-Site Handed Over to GAEB

3. Pimy School El Salam District-Near the New RetailMarket.

4. Prearatory School Site has been handed over to GAEB

5. Preparatory Big Social Community with only one primaryschool.

6. Primary School El Sheldh Zayed, Area from University ClinicCenter to the Garden Behind the NewGovernorate Building

7. Primary School Abou Swair-El Warawda (Replacement)

8. Prmary School Inside the Preparatory Badr School Site inNefresha-behind the School and the Site isready.

9. Prmary School 11 KM West Tent Port Said-El Saleheya(Sami Saad) the site is ready

SecondFaeP ___y School Ezbet El Menyawi (site is ready)

dM ED Katr GharbPrimary School El Raih-Near Village Council (site is limited)

Fourth E1 Tal El JederPrimary School Ezbet Khenfer-the New El Kassaseen-the site

have been cenoted.

-70-Anmx

MENOPEYA GOVERNORATE

Educion Diivctoeste

Panning and FOilow-up Depawnent

SCHOOL VJILLGE SPACE

Meet Mousa School Meet Mousa IF 19T Direction of Meet Mousa Near

1 Acre 19 Ershadya Housing Project

Kamtes

Part of the Ground Shanawan 3200 e Direction of Meet Mousa Near

Youth Center Ershadia Housing Project

Shanawan

Ard El Marageeh Shanawan 2000 m1 Directon of Meet Mousa Near

South Side Ershadia Housing Project

El Maai l Maai 14 Eara Space No. 319 Renewal from

Space No. 124

-71 -Annuex -4b

CAIRO GOVERNORTEEdwaden Directamte

Pmnag twd Folow.up Depanment

School Location Area Type Soil Test j Ownership | Remarks

New Site at Mateya 2000 n2 Donated Done Confiscated Donated

El-Daher - Prim. 900 n2 Donated Done State Property AvailablePort Said Street

Tebbin Site 6000 ei New Not Rented Rented for 50 years.__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ._________ d o n e

Abou El Seoud Area 7605 e2 New In the State Property Mania El Rodaapprox. prcess Housing Society

Three sites at Sakr 2209 m2 New Not done State Property Allocated for a yearKorish, Maadi 2000 n2 New Not don.

1622 ni2 New Not done

Site in Helwan 2320 e 2 New Not done State Property Allocated for a year

Sites in El Nasr City s264.5s m2 New No need 9 sites among7.3S.61 M2 9 delivered

i__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ sites

El Attar Ptim. School Evacutedsite

-72 -Annex

IN-SERVICE TEACHER TRAINING

Introduction

1. The quality of the teaching-learning situation in Egyptan schools is hampered bymany problems resulting in a low level of achievement. Attempts are being nade to reform thecurricula including textbooks and examination methodology, but the teacher remains the key forsuccessful implementation. Current m-service teacher training is generally planned at the centrallevel and is implemented sequentially by training leaders and trainers at the central and regionallevels, and training teachers at the governorate levels. The mode of delivery has been mainlythat of ineffective lecturing to large groups, sometmes followed by sessions of discussioninvolving smaller groups, but some improvement have been observed recently. TDe efficiencyand effectiveness of in-service teacher training have been impaired by several issues andproblems including the following:

(a) fragmentation of training responsibilities;

(b) lecturing as a predominant mode of delivery;

(c) budgetary constraints resulting in limited coverage and iadequate compensation totrainers, thus failing to attract the more qualified or effective trainers toparticipate;

(d) absence or scarcity of effective training modules and materials;

(e) inadequate training facilities at the General Directorate for In-service TeacherTraining (GDIST) and the Regional Training Centers (RTCs) and their unevendistribution in the country;

(t) lack of clarity in line-management accountability in-service training especially thatthe local training budget is controlled at the mudiriya (governorate) level, and thateducationai Directors in the mudiriyas are accountable both to the Governor andthe Minister;

(g) absence of an active role for head teachers in academic and pedagogic supervisionat the school level; and

(h) the difficulty, inconvenience and personal costs incurred in traveling to andresiding around training centers by many groups of teachers especially in ruralareas. This is exacerbated by the fact that many trained teachers avoidassignments in distant rural areas.

2. The in-service teacher training component addresses the quality of input into thetraining system by focussing on the preparation of integrated training materials and the training oftachs in slected subjects and levels. In line with the priorites of the MOE as expressed to

-73 -

IDA missions and after considering the basic issues of this subsector, the in-service teachertraining component will concentre on:

(a) formulating national policies and plans for in-serice teacher training;

(b) establishing in GDIST the capabilit and capacity to design and produce qualitytaining modules and inucdonal materials and the act productton of suchmaterials in science, mathematics, and English;

(c) training leaders and trainers of teahers who will be inumental in implementingmeddsms for in-service teacher training at the governorate/Idarat levels;

(d) developing, on a pilot project basis, a distance education in-service teacher trainingprogram to be field-ted in three govenorates;

(e) rehabilitating the GDIST/Cairo RTC and the General Directorate for AudiovisualMaterials (GDAVM) complex at Manshiet el-Bakri to house the new units of theGDIST. it should be noted that due to the impact of the October 1992 earthquakeon the 0DIST/Cairo RTC building, a new plan needs to be developed and fundsnot to exceed those already allocated will remain earmarked for this componet;and

(f) constructing and equipping a new RTC in Qena; and enhancing the technicalfacilities of the other RTCs.

Objectives of In-service Teacher Training

3. The ultimate goal of in-service teacher training is to improve teaching-learningprocesses through sustained professional grwth of wachers. Its objectives in the basic educationstage as envisioned by the MOE are as follows:

(a) enhancing the effectiveness of teachers and improving their methodology andpefrace;

(b) developing capabilities, profesional skills, and knowledge of teachers in anintegrated manner;

(c) improving teachers' attitudes and behavior escially in relation to workrelationships; and

(d) enabling teachers to acquire matery of new developments in their fields orsubjects and to remain updated in advances in science, technology, and modemmethodology.

Detiled Descriptin of Component

4. Policy Forulaion and ImpeImentation. In line with the need to coordinate andingrae in-service teacher taning activities, Minis decee No. 219 of September 24, 1992was issued establishig a Higher Comminssion for Trin. The Commission is chaired by H.E.

- 74 -Annex 5

the Minister and includes the Directors of the Center for Curriculum and Instructional MaterialsDevelopment (CCIMD), the National Center for Examinations and Educational Evaluation(NCEEE), the National Center for Educational Research and Development (NCERD), and othersenior MOE officials. The general director of the GDIST is the secretary of this commission.The Commission's mandate is to establish general policies for training and delineate guidelinesfor ptanning training programs in ways that ensure coordination among the various dirctraeand centers. In addition, the Commission has the authority to monitor the implementation of thegeneral policies.

5. The major functions of the new capability to be established in the GDIST are: (i)to translate the national strategy and policies of the Higher Commission for Training into actionplans; (ii) to assess specific needs, prioritize and coordinate them into annual integrated rainigplans; (iii) to ensure that final instructional materials encompass subcomponents reflecting theconcerns of the CCIMD, NCEEE, or other directorates, which are related to changes incurricula, textbooks, examinations, teaching methodology, educational technology, etc.; and (iv)to evaluate implementation and adopt/recommend corrective or improvement measures.

The New Units of the GDIST

6. Capability to Design and Produce Quality Modules. To realize the previously-mentioned objectives, the project would support the development of the capacity to plan, designand produce quality teacher training modules and materials. To achieve this along with othergoals, the following four new units is being established in the GDIST:

(a) Planning and Instructional Design Unit. The major fumctions of this unit wouldbe to: (i) identify and analyze training needs; (ii) plan and design programs to trainleaders and trainers of teachers; (iii) plan and design training manuls for teachertrainees; and (iv) plan and design special programs for in-service taining ofteachers through distance education. The ultimate product of this unit would bethbe draft text of each type of instructional material, mcluding written materials andthe script for video/audio cassettes or any other form of AV material.

(b) Production Unit. The production unit would: (i) produce training materials forleaders and trainers of teachers; (ii) produce training materials (i.e. trainingmanuals) for teacher trainees; and (iii) produce training materials for teacherstrained through distance education. Production of the materials would normally bein cooperation with the GDAVM. However, it should be possible to contractother institutions or organizations, public or private, to produce or contribute tothe production of certain materials.

(c) Distance Leaming Pilot Unit. The distance learning unit would plan andimplement a distance teacher training program on a limited scale in threegovernorates in cooperation with the other units. The modes of delivery areexpected to include study assignments, TV and/or videotape viewing, personalcontact sessions, and guidance by supervisors and head teachers. The future ofthis unit would be decided by the MOE after the conclusion of the pilot study andits internal and external evaluation. More details about ibis subcomponent areprovided below.

- 75 -Anne S

(d) Internal Evalwaton Unit. The internal evaluation unit would: (i) conductcontinuous internal evaluation of all training activities and functions; (ii) prepareand develop insuments and methods for the evaluation of training programs; (iii)supervise the administration of these in the various centers and locations; (iv)collect and analyze the data in order to determine strengths and weaknesses in theprograms and; (iv) share the results along with appropriate recommendations withthe other three units.

7. There should be close cooperation and coordination among the units as well asbetween these units and the GDAVM. A reorganization in the MOE's structure has beensubmitted for approval in which both the GDIST and t,e GDAVM would report to the sameundersecretary (these two general directorates currently report to the same First Undersecretaryfor Services but to two different undersecretaries).

Scope of Traiing Supported by the Proposed Project

8. The training modules to be produced would be designed to best meet the needs ofspecific traiing sessions. The modules may include various types of instructional materialsincluding written materials, exercises, sample tests, video-cassettes, audio-cassettes, andtransparencies. Although part of the specialized capabilities are subject matter-related, thetechnical skills acquired in this project by the staff of the various units are general in nature andwould be used to produce training materials in other subjects in addition to mathematics, scienceand English. Thus, the GDIST would eventually utilize this capability in the preparation oftining materials in subjects other than those directly supported in this project. In addition tomodules for leaders and trainers of teachers, it is planned to produce manuals to guide individualteachers both before and after training.

9. The proposed project would support preparation of programs and training leaders,trainers, and teachers to: (i) enhance the performance and effectiveness of teachers; (ii) provide amore effective vehicle for introducing developments in curricula and textbooks; and (ii) improvethe evaluation of the teaching process especially in the formulation of test questions and analysisof results. The five specific categories of teachers targeted by the project's training programs:

teatchers of Mathematics for grades 4-5 and grades 6-8 (two categories of teachers)

- teacher- of Science for grades 4-5 and grades 6-8 (two categories of teachers)

- teachers of English for grades 6-8 (one category of teachers)

Iitially, leaders would be trained at the central level and would then train trainers of teachers(typically supervisors) at the RTC level. Teacher training would take place at the local level.

The Stucture of the Training Program

10. Training would take place sequentially at different levels represented by thefolowing:

(a) Level 1: Training of leaders (trainers of trainers) would take place throughcentralized training programs that depend upon well-prepared training modules and

-76-

packages. Ibis traing wold be done by local and foreign consultants in Cairoand involve 14 leader for each category (two for each Regional Training Center),for a total of 70 leaders for the five categories in the seven RTCs.

(b) Levd n: Training of trainers of teadcn would take place in the seven RTCs andwould be conducted by the eader trained in Level L Each of these trainers(mostly supervisors but may inchlde selected head teachers) will also be providedwith a training package similar to that of the leaders, with modifications ifnecessary or additions related to specific objectives of teacher training in the field.Ihe numbr of trainers would depend upon the number of teachers that wouldulmately be trained in each category and training sessions could be repeated asneeded to satisfy all the needs. The approxinate mbers of supervisors (potentialtrainers of teachers in te 23 govemorates, excluding those in the distanceeducation governorates) in 1992-93 are as follows: Science, 860 primary and 400preparatory; Ma*t, 960 primary and 490 preparatory; and English, 500preparatory.

(c) Level III: Training of teachers in the field by the trainers tained in Level II.Normally, each trainer would train the teachers under his/her supervision andevaluation responsibility. Each echer would be given a printed manual as aguide in the training process and for future reference. It is estinmted that this

aining would involve the following numbers of tehers:

Esdtated Number of Teachers In Regular Training(Exchding Distance Education)

M;emticsScienc EnsHsh lUta

Grades 4-5 27,000 18,000 - 45,000Grades 6-8 20,000 23,200 1S,200 58,400

Dance Education Plot Study

11. In view of the large numbers of teachers and the difficulty, cost and inconvenience oftransportation and accommodation, especially for those residing in dispersed rural areas, distanceeducation would be introduced on a pilot project basis in three governorates as an alternativemode of delivering in-service teacher training. Distance in-service teacher training would bedelivered through a mulmedia packagp which may include some or all of the following: printedself-learning materials Including reading/study assignments, exercises and self-evaluation; TVbroadcasts and/or video viewing; radio broadcas and/or audio-tapes; personal contact sessionsof short duration; and close guidance by supvisors and/or head teachers in study centers andwithin the school.

12. This pilot study would take place in the governorates of Al-Buhayra (coordinated byAxana RTC), Kaf EI-Sheikh (ordinaed by Al-Garbiyyah RTC), and Assiut (coordinauledby Assiut RTC). The same categories of tears (subjects and class levels) would be servicedby the distamce education mponent in the three governorates as in the regular training part

- 77 -Am 5

of the project (science, math, ad English). Ihe estimated mnmbers of teachers ihat would betrained in the various subject matters tirough distance education in the ftree selectedgovemorates are presented in the following table:

EAtmated Number of Teachers Involved in Distance Educatdon Plot

Grades 4 - I Grades 6 - 8

Math Science Math Science English

Al-Buhayra 1800 1200 1100 1170 670Kafr El-Sheikh 950 750 840 800 560Assiut 120 8 12Q fl7

Total 3950 2750 2760 3740 1890

13. The estimated number of supervisors that would be trained in the three distanceeducation governorates is presented in the following table:

rades 4 - S Ges 6 - 8

Math Science Math Science English

AlBuhayra 80 82 41 33 41Kafr El-Sheikh 52 49 23 18 22Assiut 34 3 22 aa 22

Total 166 164 93 74 92

14. In principle, the traiers of teachers in these three governorates would receive thesame training as those in the remining governorates although the details would have to beworked out by the specialists. Furthermore, they would receive additional training in mattersparticularly related to the distance education programs in their govenorates. The teachers in thevarious categories following the distance education program would depend largely upon self-studymaterials. Furthermore, they would have access to special instructional materials such as video-cassettes, transparencies, and audio-cassettes in study centers at each district (Idara) level ofwhich there are 14 in Al-Buhayra, 10 in Kafr El-Sheikh, and 11 in Assiut. There may beadditional study centers if needed to make the materials more accessible. In addition, there willbe three full days of face-to-face interaction between the teachers and the trainers organizedthroughout the year, in addition to an evaluation day. These direct contact days have to be onlya part of those in the regular trin program in order to differeniate betveen the two.

15. Many of the capabilities praining to the designi and production of quality trainingmodules overlap with capabilities needed for the design and production of materials for distaneducation. Nevertheless, the Distance Learnig Pilot Unit to be established within the GDISTwill assume technical and admdnistrative responsibility for the distance education pilot project

- 78 -Anex

including magenmnt, academic programming, and trainees support services in coopaon withthe coordinators appointed for the purpose in the tree corresponding RTCs.

16. Each of te three RTCs should act as a catalyst and a clearinghouse to facilitae, incooperation with local training centers, the flow of marials; administering and coordinatingface-to-face sessions; trning local supervisors and head teachers in providing in-schoolassistance to teachers; and in follow-up activities. In view of the research-oriented nature of thissubcomponent, it is essential that an external (not involving those participating in thedevelopment and implementation of the project) evaluation of the progrm (as developed andimplemented) be undertaken. It was agreed to approach te NCERD for implementing thisexternal evaluation which would form a basis for further action pertaining to distance educationas a mode of delivery.

17. Civil Works and Equipment. In view of the fact that five of the six existing RTCsare in or north of Cairo, the proposed project would finance construction and equipping of a newRTC in Qena. This will alleviate the difficulties experienced by trainees in the southerngovernorates and will serve the govemorates of Qena, Souhaje, Red Sea, and Aswan. Anarchitectural design has bee prepared and cost estimates have been made. Site acquisition hasbeen initiated and needs some follow-up for finalization. With respect to Manshiet el-Bakri, fialdecision regarding the construction/rehabilitation of needed facilities had to be postponed becauseof the impact of the earthquake on the upper floor of the GDIST and the Cairo RTC. A newproposal was presented during negotiations within the ceiling of the already allocated cost, withparticular attention given to house the new four units of the GDIST. Other support to each of thesix RTCs would mainly relate to basic educational technology, selected needed office equipment,library enrichment, and basic computer hardware and software mainly for record keeping. Anindividual list should be compiled for each RTC.

staffing

18. An experienced and dynamic educator should be appointed as the PIU Coordinator ofthis component of the project early enough for him/her to work closely with the consultants in thepre-effectiveness stage. In addition, the personnel and technicians needed for the four units to beestablished in the General Directorate for In-Service Training are as follows:

(a) Planning and Instuctional Deign Unit

- Director- Science team leader- Science specialists (3)- Mathematics team leader- Mathemaics specialists (3)- English language team leader- English language specialists (3)- Part-tm specialists contracted for specific assignments as needed; recruited from

counselors, supeniors, CCIMD, NCEEE, universities, etc. (4 for each subject).- Admiistrative staff (4)

- 79 -

(b) Producdion Unit

- Director- TV recording specialist (1)- Electonic montage specialist (1)- Cameraman/Assistant TV director (1)- Scriptwriter (1)- Designer, graphics, layout, illustrator, tansparencies (2)- Audio director/recording (2)- Desk-top publishing (2)- Administrative staff (2)

(c) Distance Learning Pilot Unit

- Director- Field Director- Administrative staff (2)- Coordinators in the 3 corresponding RTCs (3)

(d) Internal Evaluation Unit

- Director- Evaluation specialist (2)- Administrative staff (2)

Outline of Subcomponents to be Supported by Proposee iject

19. To summarie, the proposed project would finance the following: (i) design,development, printing and production of instructional modules for training in science,mathematics, and English for leaders, trainers and teachers of grades 4-8 and for ' pilot, distanceeducation-based in-service teacher training program; (ii) construction or renovation of facilities inManshiet el-Bakri, Cairo to accommodate facilities and resources for the design and productionof training modules and instructional materials and for the pilot distance education program (notto exceed the allocated limit); (iii) construction and equipping of a new RTC in Qena andupgrading technical facilities and resources in the other RTCs; (iv) procurement of equipment,software, and supplies for establishing the capability to produce modules and to operate the pilotdistance education program; (v) operational costs including training costs at the different levels,and building and equipment maintenance; (vi) provision of technical assistance (short- and long-term consulting experts and international fellowships) and local training for establishing thedesign and production capabilities; and (vii) an evaluation study by the NCERD of the pilotdistance education progran, as developed and Implemented. Details of compiled lists of specificequipment, facilities, software and building specifications and costs need to be checked by theabove consultants and are subject to review and approval of IDA.

-so-

Annex S

ADDITIONAL RECURRENT COSTFOR IN-SERVICE TEACHER TRANING SYSTEM

GDIST salaries, part-timers, andDistance Leanig Support $0.45 million

RTC in Qena salaries $0.L12 million

Subtotal $0.57 million

TECHNICAL ASSISTANCE AND STAFF DEVELOPMENT COST(US Dollars)

1. Technical Assistance

A. Pe-effectiveness (UNDP funding)

1. nstuctional Design (ID) spec. (4 p/m) 50,0002. Educ. Technology (ET) spec. (4 p/m) 50,000

B. Project

1. ID specialist (24 p/m intermittent) 320,0002. ET specialist (24 p/m intermittent) 320,0003. Subject specific consultans (18 p/m) 240,0004. Additional consultants for itegratd

production courses in Egypt (6 p/m) 80,000

2. Staff Development

A. Courses of Study Abroad (General director of4 units, 4 directors of unis, S from design,5 from production, and one from evaluationunits (16 x 6 months each) 540,000

IQWta $1,600,000

3. Staff development, local consultants andcounterparts and intensive language training LE 300,000

GRAND TOTAL SL60

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EQUIPMENT, CIVIL WORKS & OTBER NEEDS(US$)

1. GDIST Units - Design, Producion, Evaluation and Distance Larning

(a) Office equipment nldhing photocopi 60,000(b) PC compute nd piherl chudg

desk-top pubhing 35,000(c) VCR & monitor for viwing 5,000(d) TV cameras and accesor 50,000(e) A complete audio studio lS0,000(f) Trasmon equipment 5,000(g) Video duplication equipment 35,000(h) Cassettes (video & audio) (Mev.) 15,000(V) Spae parts 5,000( Equipment to print colored transparenci

for ovrehead projection 30,000(k) Other AV equipment 20,000(I) Producdon & reproduction of modules (Dev.) 40,000(in) Supplies & odter miscellaneous (Dev.) 30.

Subtotal 480,000

(n) Civil works at Manshiet-Bakri to house newunits of GDIST 650,000

2. RegIonal Training Centers

(a) VCRs (2x7) 15,000(b) TV moniors X7) .15,000(c) Audio CR (2x7) 4,000(d) Other AV aids, speilized office equpent, -

overhad projecdon (avage 15,000/RTC) 105,000(e) Enrichment of Libraries over S years at

8,000 each (excluding Qena) (Eq.) 48,000(t) Supplies over 5 years at 2000Iyear/RTC (Dev.) 70,000(g) Equipment for reproduction of cassettes

for 7 centrs 70,000(h) Additional supplies for 3 RTCs involved

distance education progrm (Dev.) is

Subtotal 342,000

- 82 -Annex

3. New RTC in Qena

(a) Civil works 640,000(b) Science laboratories (3) 90,000(c) Computer laboratory 21,000(d) Office equipment including desk-top

publishing unit 35,000(e) Library (initW acquisition) 10,000(M) Library budget (3 years) 6,

802,000

4. Study Centers for Distance Education Pilot

(a) Large TV monitor (35 centers) 35,000(b) VCR for viewing (35 centers) 35,000(c) Audio CR Ste=eo(35 centers) 21,000(d) Supplies (400./center) 14,000

Subtotal 105,000

5. Contributin of Government in Egyptian Pounds (LE)

(a) Lot of land in Qena 15,000 sq mestimated at LE 200/sq m (LE 3.0 iililion)

(b) Furniture for Qena RTC and for additionalunits in GDIST (LE 0.5 million)

COSTS OF THE REGULAR TRAINNG PROGRAM

A. Training of Leaders (Central, for all Governorates)

70 leaders/14 leaders/session = 5 sessions

Cost/session: 14 modules x LE 100/mod = LE 1400Expert (foreign already compensaed), local experts LE 3000Per diem LE 20/day x 10 dayslsession x 14 leaders LB 2800

Other waining materials & expenses LE 800Cost/session LE 8000

Cost of 5 sessions LE 40000

- 83 -Am= S

B. Traiing of Supeviors (egional, for 23 Governorates)

Primary scdence 860 superv. 22 sessionsPreparatory science 400 superv. 10 sessionsPrimary mathematcs 960 superv. 24 sessionsPreparatory math 490 superv. 13 sessionsPreparatory English 500 pra. 13 sessions

3210 superv. 82 sessions

Cost/session: LE 100/module x 40 modules LE 4000Trainers LE 3000Other training materials/exp. LE 1000Per diem @ LE 10/day x 10 days LE 4000

Cost/sessions LE 12000

Cost of 82 sessions LE 984000

C. Traing of Teachers (Local, for 23 Governorates)

Prmary science 18,000 teachers 450 sessionsPreparatory science 23,200 teachers 580 sessionsPrimary mathematics 27,000 teachers 675 sessionsPreparatory math 20,000 teachers 500 sessionsPreparatory English 15,200 teachers 380 ssins

Total No. of seions fpr teachers 2585 sessions

Cost/session: Training materials @ LE 10/traineeincluding printed manual LE 400Trainers LE 2000Per diem @ LE 5/day x 10 days x 40 LE 2000

Costlsession LE 4400

Cost of 2,585 sessions LE 11,374,000

Total Cost of Regular TrIning (A+B+C) LE 12,398,000

84-

TRAING IN DMISANCE LEARNIG PlAWr PROGRAM (3 GOVERNORATES)

Similar amptions wili be used for computing tie cost of this component except that theface-to-face training of teachers will be for three days of direct contact, ad one day ofevaluaton.

Training of supervisors, a total of 19 sessions* about LE 12,000/session LE 228,000

Traiing of tahers requre 379 sessions.Cost/session: Trainn materals 0 I 10/trainee 400

Tinrs (4 days) 800Per diem O LE S/day x 4 days x 40 SW

cost/session LE 2000

Cost of 379 sessions LE 758,000

Moduleslpackages (5 tpes x 35 centers) LE 17,500Total Disa Leaing Progrn LBE 1,003,500

OVERALL TOTAL DERECI COST OF TRAININGINCLUDING DISTANCE LEARNING LE 13,401,S00

(abot $ 4,050,000)

Ihe above includes developmen costs of modules and mater:

LB 7000 (A) + LE 238,000 (B) + LE 1,034,000 (C) +LE 151,600 (Dit Educ.) + LE 17,500 (cen) - LE 1,448,100

or $0.44 million

- 85 -An=e S

COST TABLE2

Summiay Account for In-servio Tea ler Trining Component(m Millions of US Dollars)

GDIST RTCs IN- DISTANCSERVICE ETEACHER EDUCATITRAINING ON

. INVESTMENT COSTS

A. Civil Works 0.65 0.64 -

B. Equipmen (incl. Qena) 0.48 0.51 0.11

C. Furnitre (GOE) 0.03 0.12 -

D. Tedhnical Assistance 1.69 - -

E. OtdrTeacher - - 3.76 0.30Tainin Program

TOTAL INVESTMENT COSTS 2.85 1.27 3.76 0.41

.I ADDMTIONAL RECURRENT& OTHER COSTS

A. Salaries 0.45 0.12

B._Equipment M ntC. Buildingintec .

Notes:

Govenment contribudon includes, among other items, land for the Qena facility, all furniturefor GDIST and Qena RTC, and additional recurrent costs.

Zi Thse costs are estimates.

- 86-Annex S

EGYPT BASIC EDUCATION IMPROVEMENT PROJECTTerms of Reference

Consultnts for l-Sevice Teacer Training Component(Pr-effectiveness of PrAject-Clendar 1993)

1. EXPERT ON INSTRUCTIONAL DESIGN (ID)

Duration: 4 months, 2 visits, in Egypt

Attachment: First Undersecretay for Services, MOE

Qualifications Ph.D. with specialization in Educational Technology/Instructional Design witha minimum of 8 years of experience in the field, preferably with internationalconsultancy.

Job Description: Within the framework of an agreed specific work plan and in collaborationwith assigned Egyptian counterparts, the expert would

(a) prepare instructional materials development plans for the project andcoordnate findings with the Educational Media and Technology consultant;

(b) address the details of the instuctional design process for the projectworling closely with specific curriculum area specialists and potentialproduction personnel to establish a 'systems approach" in designinginstuctional materials, self-study modules, and media units;

(c) organize a workshop on systems design (using one of the subjects that willbe dealt with, e.g., English) including needs analysis, task analysis,specification of objectives, reviewing alternatives, writing syllabi,constructing units or training courses, deciding on teaching strategies,selecting the media, writing scripts, writing criterion tests, validating,field-testng, evaluating and revising products and methods of utilization.Subject matter counselors should be involved in this;

(d) develop detailed functions of the members of the proposed Planning andDesign Unit and prepare work flow chart on materials design anddevelopment and outine and specify functions of design rnd developmentWteams*;

(e) prepare and conduct workshops for key personnel of the proposed units inmatters directy related or relevant to instructional design particularly forteache training materials to complement the training described under (c).Recommend in a specific manner further training activities locally orprograms abroad (suggesting institutions) as may be needed;

- 87-

(f) assist in selecting the most promising counerparts for foreign study; and

(g) fornulate a plan for developing the capability of the members of thePlannng and Design Unit.

Lnguages: English; proficiency in Arabic is desirable.

tA88 -

I. CONSULTANT IN EDUCATIONAL MEDIA AND TECHNOLOGY

Duistion: 4months,2visitsinE"ypt , ; i:.

Attadnuent: First Undersecretary for Services, MOE

Qualifcaions: Ph.D. with specialization in Educational Media, Educational Technology, orProduction of Instructional Materials with a minimum of eight yearsexperience in the field, preferably including International consultancy.

Job Descriptio: Within the framework of an agreed specific work plan nd in collaboration withassigned Egyptian counterpars, the expert would

(a) study the general plan for establishing the four urits in the GDIST for thedevelopment and utilization of group and self-instructional teacher trainingeducational materials and modules and make suggestions for improvement;

(b) study the current capabilities for the development of instructional materialsin the General Directorate for Audiovisual Materials (GDAVM) and inother public and pAvate organizations to assess how the proposed unitscomplement available human and physical resources:

(c) assess the current systems or methods in the production of instructionalmaterials that can be used in the production of teacher training modulesand recommend changes or improvements in consultation and coordinationwith local counter irts;

(l) conduct a workshop to illustrate the process of producing instructionalmaterials that have been designed and to point out the strengths/weaknessesof different alternatives in relation to the desired objectives;

(e) recomnend media production requirements and refine the preliinaryspecifications for facilities, equipment, and materials providing anestimate of related costs;

(f) develop plans for the development of prototype media materials for the in-service training of teachers in collaboration with counterparts and theinstructional design consultant;

(g) assess plans for the distance education component and disseminationstrategies and make recommendations for improvement where warranted;

(O) review proposed staffing and structure within the proposed units and theinterrelationships of the other relevant entities in the system, i.e., RegionalTraining Centers (RTCs), Center for Curriculum and InstructionalMaterials Development (CCIMD), National Center for Exanatons andEducational Evaluation (NCEEE), GDAVM and recommend changes if

* 89 -

_ecessary. n oordon wih local coun_rparts and ID conultant,detl desction of Sucdons ad _suggestt requiments,prams, ad usdlutlos. At In sekctn the most pronisingcanidat for oxcig study; a

(i) propose a ist of W _erencs whih would support the poential staff of thfour uits In tir profedona gowt hi relaion to the overall goals of thfour unis.

Liaguag.: English; profic y in Arabic i desrable.

IMPLEMENTATION PLAN FOR THE IN-SERVICE TEACHER TRAINING COMPONENT

I Preoeffective | Year I Year 2 I Year 3 Year 4 | Year 5 Year 6II Activity --2IQ4I_< M 2 4lII412-11IIIIIII

|Engage "InstrflDsgz___r___TI

detaited plans for the 3

Appet. of nes staff fordesign & materials_ * * _____ _

Language trainingfor-staff of the units.pecs

ALointan d. f_tor allst aff fof te units.

Apt.cfnwstaff.lodesign &mterfat o

spcalists. f h ufs

LreI in. fr. .orktstafft^PEl of th 1units.1 11 L

Pre-effectiveness Year 1 Year 2 Year 3 Year 4 Year 5 Year 6ActivQty 0 - 1 23 4 3 234 1 3 4 1 32 4 2 3 1 2 3 4

1 2 3 3

Prearpation of detailedtraining plan.

Prepn. of seope &sequence for trnsmaterials incotLaboretion WI OSAWK,CCIND & ucuEu.Designing tng materials(phase 1, science, math& English, grades 6-8).

Production, trial &duptieatfon of video &audio tapes and printingof materials.

Procurement of eqpt forRTC9.

Proc of eqpt. for stdy

ICERD develops anexternal evaluationscheme for DistanceLearning Pilot stdy.

Internal Evaluation Unitdevelops sumative _yevaluatlon scheme fortraining sessions.

Training of leaders(trainers of trainers).

-_ - -_ _ _ _

Leaders train trainersat seven RTCs.

Trainers train teachersat District trainingcenters.

Intro, of prog. &distribution of diet.learning materials.

Devt. of trng mat.(phase 1I, science &ma'th, grades 4-5).

At.iy……… - - - -P etofe tve nes To Ie Yea r 2 vow 3 Year 4 To _ Ye S ew , Activity 1 2° 4° 1 23 4 1 234 1 234 1 23 4112 2 3 4

____ ____ ____ ____ __ 1 2 3 42 3

Leadwer train treinwesat sven RTCs.

Trainers train teach___at D strfot tratning

Distributfon of distea_________ __ _ I F--'|

tewataten sttaiV.* * 7 = = == f t

sfo*.~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~..

-93 -4 Annex~~~~~~~ sb

MONITORING AND ASSSSMEN OF THE TEACHER TRAIN1NG COMPONENT

Benerat Oblectives iteria far Asseosment ,ods o snt

The overall objective of this cpenent Is Achievemnts of he e objectivs ay be The folloIdng mthods wouldto iqprove the quality of teaching and directly evaluated by the extent to Wheh be utiltzed to enble projectconsolidate advancemmnts in Curricula design professionat actvities @f the varieus achievements to beand exofnation practiees through agecies lnvolved in Teacher Training affectivey evaluated:reinforement of the capabilities of the conform with the national strategy andGeneral Directorate for In-servie Training poliefes of the Hfgher Couittee for 1. Observation of training(DDIST) to dwelop a varfety of finov tive Training and are prioritfied end coordinated activities.teacher trainino practices and associated into amual integrated training plans. 2. Interviems with keymaterials, which arm: personnel of various- Consistent with the Philosophy and These can elso be assessd by the extent to cooperating Dfrectorates

rationale of Tescher Training in Eqypt. which: and Centers with KaE.- Suitable for GIST's natfinal In-service 3. Inspection of strategies,

Teacher Training Progt-m. * Nmbrers of the coordinating agencies, intesrated plans for* Applicable to all Governorates, based on especially those of the Planning and teacher training, ad

the results of the pflot distance Instructiornl Design Unit within ODIST. trafning materials.education program in 3 Governorates. can determine and communicate needs and

- Appticable to a variety of training skills that are appropriate for teachersprograms for education personnel (other at each level and for each subJect area.than teachers).

- GDISTfs newly estaboished units canspecify and pruduce new trainingactivities and materials in awcordancewith desired criterfa.

- ewly developed materials provide a goodmodel for the production of similarmaterials for training teachers forother subjects and other personnel(i.e., principats, laboratorytechnicians, etc.).

SascifIc Oblectivas Criteria for Assessment Nethods of Assessment

1. Assist the ODIST In establishing, within Achfevements of these objectives my be The following methods wouldNOE, the capacity to plan, design, evaluated by the extent to which menters of be utilized to enable projectprodue, and utilze new trafning ODIST: achievements to bematerieals, and to oprove the scope and effectively evaluated:qtality of these materials. - related staff from CCI. and NCEEE are

2. Support inpravements In teacher training able to specify ard design innovative 1. Observation of thepractiees that are eonsistent with training materials to meet supervfsors' training strategies andcurrent developm ents In Currfeulas and teachers' needs including materials selected peckages oftextbooks, and exemination practices of for self study. specific trafningbasic educatfon system. - are able to supervise and mcnitor the materials.

3. lmprove the detivery of in-service overall development and administration 2. Interviews withteacher training materials at the of training programs conducted by the administrative andGovernorate and local levels through the Trainers of Trainers at the Regional professional staff oftraining of teachers and trainers of Training Centers and by Trainers of GDIST including writerstrainers for all Governorates. Teachers at the Local district levels. and developers of

4. Upgrade the skills of exfsting teachers are abe to plan and execute a pilot training materials.and fnprove teaching prectices as a step distance education project In 3 3. Interviews withtowards eanancing instructionat quatity. Governorates . leadersitrainers sho

5. Assist GDlST to develop Its ability to conduct various trainingpltan, impleent, mane, and evatuate a program.pilot project for distance e*&=saenprogra for the in-service training ofteachers.

-94-Amex

| 8"cf ic outcom torlnNdaimAewii

I. Improved Cmmunfication ed coodinatifn 1. ne ytar sler proect effectiv_ns: t . Sedemml wtings withamong variow Directote cnd agencs All prties Involved with in-slece key NIO offfelte,involved in Teahr Trainino (CCi, training of tahers wuld be wrking in Director of Centers Od*iCUE, mIST, U8S & SAVN). harmoy n the elcent of Director ot In-ervice

2. Institutimlialction within NOE of * coordinated a InteGrated techr Tohr Training Pregraosystes for daloping en delivering traInitng pltn. for th purpose ofteacher training prres by key group 2. Two years after project tefetiveess reviewfing, clrifying endof people In the curriculu armes of All stall of the four newly establhed resolving Issu.s Inscience, methematics end English, do units within MIT would be trained wd project imlaitetion.have deveped protessfotn suppt poess prolesionsl suport skills. 2. Sedmaul progress*k;lts end a shared understanding of the Tm letdes d speciatlsts lor reports intludingdeasired tchwr practices for each Sciencs athematics and English ould alyses o trainingpartfcultr curriculu ares. be trained *nd able to begin d teloping needs of super 4s and

3. Stall of the CDISI skilled in using prototpes lor oibject specfic training teachers.modem tedmtologcal lacilitis to plan, mterials.design wnd detlop high qualtty training 3. Ouring 3rd year of the project:materials lor Science, Mathematics ard (a) All MIST professional staff wouldEnglish for grades 4-8. be able to ue capters nd other

4. Training of (70) ational and Reglonal modem tecntolgies as a raturatleders (Trainers o@ Trainers), nd 3800 port of their work to assist withTrainers (Supervisors) uwth practical their planing, design, writing,experlonce of teachinftrafnfng methods editing and adinistratien offor the subjects of Siene, Mthemtics training coures.and English that are taught In grades 4- (b) The first two packages of training8. materials in Science and Mathemtics

5. five packages of multimedia teacher for grades 4 and 5 would betraining materialts nctuding vide- produced.cassttes, transportatin, audio 4. During 4th year of the projectscassettes, and written mrusals for (a) Training of 70 national ard regionalScience, Mathematics end English taught leaders (trainers of trainers) wouldin grades 4-8. be completed.

6. Pilot project, In 3 Governorates, with (b) Leadrs train 3800 trainers at 7its detailed speciffeation (objectives, RTC.targets and wvatuatien criteria) In (c) Distributien of distance teemingwhich 35 district-tevel studcy cantors materials to all targeted teachersare equipped with resource materials and of Scienc awd Mathematics in 3facilities to au;port practical training Governorates at 35 district centers.for teachers. (d) The remaing packages of training

moterists (Science, Mathintics andEnglish) for grads 6-8 would be

(e) Trainers train about 50,000 teachersof Scienc and Mathematics forgrades 4 ard S at all districttraining centers.

S. ouring 5th year of the projects Actionslisted In 4a, 4b, 4c and 4a above ouldbe repeated in the 5th year for Science,Mathemstics and Engtish for grades 6-8.

-95 -

ORGANIATIONAL STRUCT FOR IN-RVICE TEACHER TRAINING

plo44OR Saldoasmbip) I

se ,~~~~~~~~~~~~~~~~~~~~~~~~~~~~~sco

The Minister @ L I lI comr~~~~I

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Aul.VsalE B n UO 1

Aob isslu PsSad Cl.A- s b.IaAWatu Wt l4elk 0.r-------

Anlut Vioa DUPIU K bGe DAt In T1 TrainingJ ------ ____ ____

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-Al-_ reDSni C Al-reAlmomr_ b Sac itnlF ~ ru4

Al4itut fel -lil _ " DG t llt*bDAngAmdl i z m" unm 1hit Fleb -Am

AiWVts 0--d Al4aroudSWmm0A.,,.y . o S- w et -S. Sla Mi et ab -Svox Pouat F Red Su

D3,t o - D"bhour _ rX O -

S h i SnXita - Sbubts Bhdt

bienfot lkiA1.DuWS_KROt HmdetWadi A Natsou - 'Dttaa C

DlaUlct 1C. GovemoratoGOeua,GrOm Mtlt TC. OOWOwSl G0w at4 (DiatFt 1tC. S o*tRlsatu mc aSaR1(DLPP 8.md by KIC Srad aby ETC Semd IV ETC DLI) sawd byETClousd by ET (L?P Stw"d by WTC 8eta. by WTC

-96 -Am

INSllllJlONAL DEVELOPMENT IN MANAGEMENTINFORMATION AND PLANNING COMPONENT

1. Provided below is background information and attached are draft terms ofreference for the development of a mastr plan for educadonal planning and the developnm ofan integrated education management information system (EMIS). The UNDP-fnanced study todevelop this master plan should be conducted prior to project effectiveness (the start of I)DAcredit disbursement) by a consultant or a group of consultants with experience and knowledge ofeducational planning and maagement, the MOE orgaizational and fimctional environment, andinformation technology for the development of management information systems. The study sexpected to require about 4-6 person-months and should be conducted in close collaboration withCDEPI management and specialized staff. The study should include the definition of a phasedand gradual implementation plan for the development of the EMIS and complete procuremeXtdocuments in accordance with applicable Egypdan and IDA pr guidelines andprocedures.

The Planning Proces

2. The decision making process in MOE requires a well-developed institutionalcapacity to prepare short-, medium- and long-term plans for educational programs. A functionalanalysis of the decision making process is a necessary first step to enable planners to identifymajor obstacles and propose solutions. Such an analysis should take into consideration severalexisting phenomena, such as:

(a) the compartmenlized nature of MOE, at both the diwan (cental) and mudiriya(regional) levels, and the subsequent fia on of MOE's problem solvingsystem;

(b) the presence of several parallel data collection processes;

(c) the limitation of educational planning to a system of fiscal control and preparationof annual estimates for the chapter (bab) three capital investment budget; and

(d) the absence of an institutionalized mechanism to utilize data in planning and inanticipating the needs for various inputs of the education system (e.g., personnel,physical facilides, equipment, financial resources, etc.).

3. A proposed master plan should highlight such issues and attempt to oudine anapproach to tackle them through streamlining of the interrelated functions and processes. Anintegral component of this plan would be a proposed program of staff development and technicalassistance for the various targeted directorates and units within MOE, at the diwan and mudiriyalevels, that are involved in planning and policy analysis.

Research and Policy Analysis

4. Proper planming and management processes in MOE would be strengthened by theResearch and Analysis Directorate under CDEPI, whose principal functions would be to identifyand conduct policy isues in need of investigation and interpret research findings for policyimplications. The proposed master plan shall take into consideration the role of this directorate

-97-Annex

In com ni and di findig to poliy maker and plan. It should alsooutie the Wbasic rquir for staff devlopmnt and technical assstace to develop thidectorae a in tionzed ca ty for utilig EMIS-based research and analysi,devloping ducatn at, and updating tie rech agenda.

EMIS Development

S. The instituto on and fuer development of an EMIS requie that spedalconsideraion be given to the followng:

(a) the scope of the EMIS:

) the fumtional (operational, finacial and administieve) rqurements foreducadonal managment, with spedal emphasis on planning, policyanalysis ad research/decision making requirements;

(f) the systems and processes to carry out the above functons;

(di) the infor quim of tfiese systems/processes and the level a:which the data will be collected and/or stored (e.g., student, personnel,cost, S and physical fclties data at the class, school, Wara(district) and/or mudiriya level);

(iv) volume, timing, and fiequency of data collection, as well as repordng

(v) detminatio of computed sector indicators to be inclued in the EMISdata base to aid the dedsion making process;

(vi) terfacing d informaton flow qirements bewen MOE and otierentities dealing with the differet aspects of the education sector, such asreligious schools, universties, etc.;

(vii) the archiving and intion of relevant historical data available on paperrecords;

(viii) the organizational and service structres to support the above, and thedesired ouus and analyses to be performed.

(ix) huma resource (and other support) requre_ mts for the system at thedhian and nmdirlya leveis;

(x) traini needs for the users and technical staff;

(xi) technical aisce requirement, epecially with respect to softwareapplication de l ; and

(xii) an Implei schedule with reic phasing and gradual expansion ofdie system.

- 98 -

The plan shall Include the development of specific recommendations forsimplifying and streamlining the process of data collection by various users withinMOE and reducing the multiple forms and parallel systms of data collection. Ishould also define decentralized functions, proces and local infornation needs.Furthermore, the plan shall address wchange management" requirements andtechnology transfer needs and prorities and formulate speci& recommend ions inthis area.

(b) data colecion and validation procedures. This involves the development ofsimplified and integrated form(s) for data coliection and the defmition ofresponsibilities, based on the new and simplified procedures and systems, of MOEand of agencies outside MOE (such as GAEB, for school building informaion),and developing procedures for validation of data;

(c) information technology requirements:

(i) additional basic software requirements (such as data base managementsystem, operating system, application development software,communication software, etc.)

(ii) additional hardware requirements for the Computer and InformationStatistics Department (CISD), other MOE directorates, and the mudiriyas;

(Iii) the above should be based on open system technology standards, tofacilitate compatibility with subsequently acquired technology;appropriate data base "platform" should be selected soon to facilitate thestandardization of mudiriya and central level EMIS development;

iv) facility and environmental requirements such as air conditioning, electricstabilizers, etc.; and

(v) comnication requirements both within the Ministry's headquarters andbetween the Ministry's and external information systems; per example,consideation should be given to linking the MOE system, tirough adedicated telephone line, to Cairo University's computer system.

Cooperation With UNDP on the Establishment of a Technical Secretariat

6. In early June 1992, the Minister of Education chaired a meedng that includedrepresentatives of various donors to MOE (i.e., USAID, ODA, UNICEF, UNDP, GTZ andIDA), MOE's senior managers and project numagers, and the Special Advisor to the Minister Dr.Amin Mubarek, along with Adviser Dr. Samiha Peerson. The purpose of the meedng, asdefined by the Minister, was to develop a consensus on ways to enhance MOE's institutionalcapabilitia in planning within the framework of Egypt's human resources development strategy.

7. During the meeting, UNDP proposed to finance the establishment of a technicalsectariat within MOE, to which a number of donct representatives reacted. The main issuesraised glighted (i) the need to avoid duplication of efforts and existng institutional functions;and (i) the need to retin the auomnomy of the existng project implementation units. Theparticipans agreed on the importance of the Minister's objective and on the need to further

-99-

develop its details, Including the UNDP proposal, through follow-up meetings with the fullparticipation of the MOE leadership. For that purpose, the Minister agreed to form a team ofsenior MOE officials and Edptian experts to coordinate with donors and translate the aboveagreements into an action plan with sufficient financing to attract appropriate national experdse.The proposed secretariat would be consistent with IDA's objective of strengtenin CDEP andconsolidating its functwns, although frther discussions are needed with Egyptian wd UNDPofficials to determine the specific roles of thosa agencies.

Proposed Civil Works

8. Due to a lack of existing space within existing MOE facilities, the proposedcomponent would support the renovation and upgrading of the EMIS facilities, including theconstruction of some new space, to be located in close proximity to the existing offices of theCentral Directorate for Educational Planni & Information (CDEPI). Provided below is areview of MOE's physical facility expansion study prepared by its Physical Planning Unit (PPU)to support these activities.

9. It is clear that the context for the proposed building design is unusual, in that aprimary objective of the architectural study must have been to explore the feasibility of providingadditional space for CDEPI's EMIS activities in one partiular location, within distance limitsimposed by the equipment to be housed in the new facilities, and this within MOE's existng siteboundaries, with all its given constraints. Some of these constraints include the recentlycompletd computer center on the ground floor, next to the proposed building site (thi centernmust stay operational durng any construction program) and the existence of MOE's formalmeetng room across the courtyard from the computer center (which must also remainundisturbed by construction). Both MOE functions to remain operational are housed in ground-level strucures.

10. The proposed building design focues on the fourth side of the above-mentionedcourtyard, with a four-level strucure (ground level plus three stories) to replace the existingground-level wing and a structural frame designed to carry three additional stories for futureexpansion. It should be noted that the existing computer insallation is to be relocated in the newEMIS facility upon completion of construcdon, since the existing space is far from ideal for itsintended purpose. A serious disadvantage of the proposed building location is the narrwness ofthe courtyard onto which it faces, which limits the depth of the proposed addition because of Itsproximity to the existing MOE high rise (a problem which is not shown in any of the drawinsprovided for review). This situation is best studied in a three-dimensional model which includesall building elements at both stages of developmen (existing and proposed).

11. There is at least one alterative to the location studied (which would be studied inthe same level of detail as the firt option, to permit comparative costing of both alternatives andto allow selection of the most cost-effective option during the appraisal mission) involving theconstruction of a new building near MOE's main entrance gate, over the area which is currentlyused for parking. The advantage of the second alternative is the possibility to create a singlelocation for all branches of MOE requiring close computer center access. Both alternatives canprovide the physical proximit to CDEPI required by the equipmeit and each offers differentadvantages and disadvantages.

- - …- --- …------ l

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*ik' liiim :gjji. -li ifl iiHi I L!jJ1111L!JUj!qJ mm

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-101 -

ORGAZATIONAL SUCTURE OF THE MISTRY OF EDUCATION(Govemorat)

GOVEFtltORATE t(MAUHAAFAZA)

a ovwmor

Othw r Doorat . .Heath Elvaticity.

Indue"t Ste. }Education C tte.

EDUCA1IONAL DIRECTORATE (MUOIRIYA)

Frst Undersecretary. Undesertaty. or Director General1

|Pflme| | Prp. | |GTeche Se Educ" 8ev ; 1 I Tc |_______ ech ma[Fin SAdmn Tech See

EJ.rnentary Statistics Arabia sudgot PanigKindergart Job Coe. Math Personnel Publi RelSpecaiEd Scince Training Legal Affairs-'cIwoo HNam Ea Clulzen Sewv

DISTRICT (IOAARA)

CLASSROOM (FASL) Ata il eed ntesz

Head|Teadsof the dirc rate distriCt

(In law rlislrlcts}. _chat

-102-Annex 6b

KEY COMPONENT MONITORING AND EVALUATION INDICATORS

Expected es=Iwd to n IndicatorsOutcomes of luptementation of Outcomes

Strengthen HOE capseity Fonmalation of an Formation of a committee Completed plan forfor: Institutional Development with term of reference to strengthening MNE

Planning Program (IOP) prepare an overall program management with strategYNanagement (a) for MOE headquarters; for strenthening planning and details for:Polley Analysis (b) for governorat MOE & menagement within tho (a) a management

offfees. NME includings training program at(a) Mnagement & plaMing headquarters and In thetraining for snifor staff; governorates;Cb) priority requirements (b) priority nentfor the further delopment teasks for the EMIS.and utilization of theElIS.

Managemnt Training Management trainrig IMPROVED MAMAEMITProgram at Headquarters workshops held at PRACTICES:and Governorates headquarters and in (a) Department

governorates for senior MOE performnce objectivesstaff. Topics such as: (b) Department/staff- Management strategies workplansfor iproving performanme (c) Performmee- Strategic planning, monitoring systempolicy monitoring &anatysis- lrvwing operations &

Ii _____________________ ________________________ supervision ___

Expand & enhance the Development of a plan for Establishment of a working Implementation of aEMIS and its utilization ENIS based on priority group with senior comprehensive program of

needs for improving representatives from ENIS development whichplanning & managment operational and planning includes:D!1xctions in basic departmnts of the Basic (a) procurement ofeducstion. Education Division with hardware and software;

CDEPI technical staff. (b) installation andstaff training;

Installation and training Prepare & implement a (c) development andprogr for an improved coprhenswive plan for EMIS availability of qualityERIS at headquarters & development at headquarters reports: (i) statusgvernorates. and in the governorates reports related to

that mets priority department functions;planning and m_agent Mii) monitorins of keyneeds. system Indicators of

access, equfty andquality of basiceducation; and Ciii) useof informtion for

Ianslysis.

-103-AM

MONITORING & ASSESSOF THE INSTfftMONAL DEVELOPMENT COMPONENT

| Ceneral Oblect1ve8 Criteria for Assessment Methods of Aessnt

The Overall objective of this ceopont Achievemnts of these objectives may be The following methodk woutdis to Increase the efficieney of Basic directly evaluated by the extent to be utitized to enobteEducation Swhsetor as a step towards which the various Directorates project achievements to beincreasing th efficielcy of NOE as a responsible for planning the various effectfvely evaluated:whole. To achieve this it will be types & levels of education within NMOnecessary to do the following: are able to coordinate their activities 1. Interviews with senior(a) Consolidate the role of CDEPI In through Institutional Develtqxent personel of various

coordination amg various Program set forth by the Technieal Directorates and UnitsDirectorates on issues related to Comittee set up for this purpose. within NMOE.coprehensive educational planning 2. Review plans end reports(i.e., planning the different types More specifically, achievements of that are issued byand lelves of the Education System. these objectives can be evatuated by CDEPI, E, and other

(b) Establish coordination aqn all MOE the extent to which: units as a result of thesectoral divisfonm & their various plannfngDirectorates which are charged with * Senior officials of the various functins, and examineplanning, as well as beteen these Units (First under secretaries, and the various sceneriesDirectorates & CDEPI, within an General Directors) facilitate the that are proposed.integrated and coprehensive operational functions of their 3. Interview middle-levelplanning structure. employees within a coordinated and staff in various

(c) Assist OE to strenothen _manament, institutionalized system. Directorates to identifyplanning, and policy analysis. * CDEPI can develop and execute botttenecks and gaps in

(d) Strengthen the institutional short-term, medium-term & long-term the system.ecpacity to develop nd utilize an national plans for educationalEducation Managmet Information developaent.System (ECIS). * 6ES can utilize available expertise

to define clearly how seriousissues in Basic Education can beanalyzed and assessed.

-104-'

|Seitffe OblstJves/leasnrs Cr iterI ftr t ssA229nt' Nethods of Assessment

1. Establish within MOE a Technfeal Achievements of these objectives my be The ftollowing mthods wouldComittee representing all evaluated by the exnt to tAich: be ut1i11d to enableD1rectorates involvd fn pltming project achevments to befor Basic Eduwatin, to deelop an * COUPI, 6ES, and other Diretorates ffectivetly evaluated:Institutional Development Progrm within MOE responsible for plnning(IOP). This program would aim at: the various educatal inputs 1. Interview sen0or(a) Examining planning & mangment (e.g., teachers, materials, officials in NMOE (CDOP,

functions at Central, then at textbooks, schools, etc.) are able GUS, and othorGovernorate levels, to determdne to defifn needs, prepare plans, wd Oifectorates involved Ingaps between what is desired and present policy options to address plaming) to verify fwhat the system currently these needs. gaps In fnformation haveprovides. * Gaps in information needs for been identfifed, and

(b) Specifying information needs for proper pltmino and management whether plan have beenboth Mational Levels by type & funetions have been adequately prepared to addresstime needed & the strategy to defined & specified for National these needs.expand the system. and Governorate levels by type and 2. Review various reports

tC) Developing a staff trafning time needed. and analyses performedprogram based on technical and * Key personnel involved in plaming and various policymanagerial requirements & the for basic educatfon at the Wudiriya options ihich arestrategy for its implementation. Offices of Education are able to presented to decision

(d) Specifying system requirements utilize information collected as makers.(staffing, software, & hardware) part of ENIS in management and 3. Review the list ofand the desired outputs and decision making regarding various education indicatorsanalyses to be performed. educational inputs such as that is developed to

l e) Determining basic education personnol (incLuding teachers & monitor progrss made inindicators to aid decision- supervisors), student teacher various educationalmaking processes. ratios, overcrowdedness of classe, Iputs or outputs, to

2. Equip several tarieeted Directorates enrollment projections, determine if seriouswithin MOE wth tools to address distribution of materials such as issues in basicneeds of the Basic Educatfin sector, textbooks, etc. education are beingand define policy options & actions * Different categories of Personnel adequately monitored andto address these needs, as well as who are trained under the project addressed.the tools to transfer existing are able to perform their duties 4. Review Leaflets andpolicy options and resources into efficiently. brochures on the Basicappropriate & efficient actions * A list of educational indicators is Education subsystemthrough a process of accountability. developed and used in routine published by the MOE and

3. Enhance the capacity of CDEPI staff evaluation and monitoring of the various Mudiriyss.and Governorate Staff in how to effectiveness of various inputs and 5. Review the annualcollect, process, analyze, and reform program such as: statistical yearbook toreport reliable and timely deta. effectiveness of resource determine the coverage

4. Inprove institutional capacity to distribution methods, iwproving of the data bese and themanage basic education utilizing educational access and retention, qualfty of the work.computer based EMIS for: reducing regional disparities, 6. Interview technical(a) Population & enrolltent achevment levels of students staff to assess their

forecasting, improving the efficiency of level of performance and(b) Resource planning & Management. teachers, fiproved distributfon of satisfactfon.(c) Facility, material & teacher new schools and maintenance of

planning. existing schools, etc.(d) financing & economics of * The Research Directorate staff

education. develop a research agenda for a(e) Education ffve year period, and can design

quality/Efficiency/Access/ and impLement field studies forEquity/CrOW&_ness, etc. assessment of educational quality

5. Estabtish within CDEPI an adequate nd investigate issues of majortechnical documentation capability concern in the system, and are ableand reference materials in to make policy recodmendations forsupporting polict analysis and senior decision makers in OE.plaming. * Education deta base has bean

6. Develop an integrated data base for expanded to include data enbasic education. population, examinations, personnel

7. Enhance technical servfces capacity (especially teachers), teacherin support of EMIS. training, student#s age, physical

facilities, etc.)* CDEPI and Wudiriys staff are able

to enter and process dataaccurately, and produce retevantreports at the time When theresults are need d.

- 105-

emcffleOuc- luau bnitarinsotfim

1. lmproved comuunatcaton and 1. SEfore Project Effectivene f ss 1. Semiannua moetings withcoordiNratin - ng verous The Inatitutfens kvslpnt key MOE officials fromDirectorates fnvotved in Plaminme PFrgrm would be dveloped tb the COEPI onS, andBasic Education (COEPI, GS, asic Ttchnical Coi nttee nd the role of Nudi.4yas for theEducation, Ptanifg end POlloiwup COUPI GE$, ond othe Directorate.t purpose of reveviung,Directorate & Coordination would be olear. ctrifyng, adivisions. 2. Dwrng the Pro3jct: rsortving 18 , ih

2. 1rprved planing practices at the Th qeiffc objective. of this my aris dringlational a at Govenwrart letvete covnt we to be ochieve dirng imyt ariseatniad the development of short-term, the project period In * gradl ad 2. Smianul proresmediun-term & tong-term educatial Incremental mrr. The staff reports fnctudingplans. dmvelopmant progr fnclt_w about altyses of ach1eonts

3. nproved mnsgement practices at 1U5 p _seVmn of short-torm to date, to detemneNatironl & Governwate tevls. training and 21 persnyers of how effectively th

4. Trrined senior and middl level lon-tem training for the Central project in progreaing.staff in: level, awd 1700 person/Imnths of(a) Edcational plannng & short-ter trainfng at the Nafrfya

management, leve. This trainfng proem nd(b) policy analysis and resareb, the asocated technical tssitance

and prorm is to be i _emmtd over a(c) systems design & epplicationa. 5-yar period. The deta iled snalat both national and Gavernrate targets are presented In Tableslevets as a result of the in the SO.foplemtntation of th local andoverseas staff deelopment progresas outlined in Annx_

S. lRrvwed reportin practices ofstatistical information, computdbasic education indicators, endanalyts of data and projectiona atboth National and Governoratetevels,

6. Rlproved capability In resarch andanalysis of data in key Issuo InBasic Edcation (access, equity,wastage, allocation, crowdedess,projectiona, physical facilittes,etc.)

7. Integrated ENIS that is fullyoperational and sustainable with Itsnecessary resources (humn, hardware& software).

8. An operational docwmntationfacility stpporting CDEP! staff andother units within MOE.

- 106 -Amx 6d

TECHNICAL COMMIATTEE ON INSTlTUTIONAL DEVELOPMENT

Badl ound

1. The lhird Five-Year Development Plan (1992/93-1996197) ains at upgradingeducational management hrough raising staards of planning, management and implementaonat fte central and local levels.

2. Government has identified four priorities for educational development In the Plm.While continuing to expand access, the MOE is committed to improving the quality of educationand maidng more efficient use of the resources available to the education sector. Specifically, heMOE priorities are to (i) continue increasing access to basic education by providing more schoolplaces; (ii) improve the lerning environment of schools by improving school maintenance,reducing overcrowding and multiple shifts, and making better use of existing facilities; (Iii)upgrade teachers' pedagogical skills and the quality of instruction delivered; and (iv) improveeducational planning and management within the Ministry, particularly at the governorate level.

3. The ability of the Ministry to meet these objectives, particularly those related toimproving the quality of instructional services at the classroom and schools, requires that ere beeffective analysis; interdepartmental cooperation in developing plans of action; strategies forcommunicating and linking policy objectives from the central; to the governorate, to the ditictand school levels.

4. Analysis of the planning, policy analysis and management in the Ministry haveidentified five consraints on institutional capacity in tese areas:

(a) inadequate number of personnel trained in planning, policy analysis, andmanagement, and an inability to retain such individuals once they are trained;

(b) complete lack of coordination with respect to educational planning, due miy tooverlapping responsibilities of different departnents and units, and uncertaintyabout lines of authority and responsibility;

(c) organizational barriers to cooperation and the sharing of information betweenunits; and between headquarters and the regions;

(d) lack of institutional strategy for operationalizing policy and plan objectives intomanagement action plans; and lack of technical capacity for monitoring andevaluating policy implementation;

(e) inadequate incentives for using data in planning;

S. TIhe Ministry of Education is therefore establishing a Committee within theframework of the Higher Commission for Training chaired by the Minister, with the task ofdeveloping an Institutional Development Progrm to strengthen planning and maage, focuspartlarWly on meeting Flve-Year Plan objectives for basic education. This committee wouldalso serve as the counterpart team for the PIU Inutional Development Coordinator.

- 107-Annex

Membersbip

6. Membership on the committee will Include high level persons selected from thefollowing units:

(a) General Education Sector Undersecrtaies including:

- Primary & Preschool Directorate- Preparatory School Directorate- Literacy Directorate- Secondary School Directorate

(b) Central Division of Education Planning & Information:

- Information & Computer Services Directorate- Research Directorate- Planning and Follow-up Directorate

(c) Administive Affairs Sector:

Administrative Development including organization and personnel and stafftaning

(d) Undersecretary from a Governorate

(e) School head from primary and/or preparatory school

7. One member of this committee shall be selected as a full-term coordinator of theID component and be a member of the overall Project Steering Committee. In addition to thepermae members, the Committee will consult closely with: the Ministry of Planning(Education unit); the Center for Curriculum and Instructional Materials Development; theNational Center for Educational Examinations and Evaluations; and the National Center forEducational Research and Development.

Technical Support Team (CSI)

8. The Committee will be assisted in its work by a Technical Support Team (TS1),which will be staffed with full-time professionals with seretarial support. The TST will include:

(a) a full-time specialist on Education Planning and Management;

(b) a consultant on Organizational Development and Training;

(c) a consultant on Educational Management Information Systems;

(d) dhree full-time counterpart staff, assigned from the Ministry of Education, to workwith the specialists;

(e) a bilingual secretary;

-108-Annex 6d

M offie space for seven peons; and

(g) tee computer sytems for word pcing and aalycal work (spadsheet,graphi, statcal analysis and a data be maager).

Terms ot Reerence

(a) Review the natonal policies and Five-Year Plan goals for education, and xaminethe plaing and manatrt ad hnvations necsary toeffectively implement those goal.

(b) Identify and analyze constan to efflictve m n t, and examine strategicoptions for Iproving e qualiy of policy analysIS, planning and magementwithin the Ministry for central, governorate, district and school levels;

(c) Prparation of a prelimiy report on the suegy for basic education subsector,sub^med to the Minister of Edcaton by June, 1993.

(d) Prepare proposal for planning and mangement ing program for the MOEsenior and middle-level staff at central and regional levels. lbis program shouldbe action-based and result in secific changes In organizational behavior andoutpu. Mme program should provide deilh concerning trainin objecdves,participants, time and sewquence, locations, te Identification of trainers andcsting. To be completed by Setmber 1993.

(e) Prepare th ouine of an action plan for the development of managementlnfrmation syms at govewrate and central levels to be completed bySeptmber 1993.

(f) Compledon of the fnal report on the InstIonal Development Program,including the manm training progm and acton plan for the EMIS, bySeptember 1993.

Stating flue and Duration

(a) The Commite was formed in Januay 1993, and is expected to begin its work byMarch 1993.

(b) It will mit Is preliminary srategy report by April 1993, and its final report inSeptember 1993.

(c) The Committee would condtin to function as a standing committee for a period ofnot more than two years folowing the sbmission of its report. Its fuction willbe to coordina he iimpl tation of the o ional development, trainingand EMIS Isfttonal development program.

- 109-

Consultts to the Techl Co _mittee on Institotional Devdopment

Terms of Reference

A. Expert on Educaon lanning and eent

The Chakperson of the Techdical Commi_te on institutional DevelopmeatThe e-pert wil work closely with both the Division of Educational Planningand Information and the Division of General Bducation and will consult wifththe Ministry of Plaming and Fmance (education unit).

Duration: 12 months, startng in March 1993 (under UNDP finamcing)

Ph.D. with specializations in educational policy analysis, planning andmanagement with a minmum of 10 years experience in the field, and anestablished reputation as an international consultant. He will lead the TechnicalSupport Team

Job Deugjiptio: * Review: (i) the institutional framework for policy analysis, planning andmanagement for basic education; (ii) the linkage between policy andstraegic planning; (iii) organization of the Ministry in terms of planingand management functions related to the national plan objectives ofuniversa access, equity, quality and efficiency.

* Examine strategic options for financing and implementing government planobjectives in basic education. This should include innovative approachesand alternative modalities.

* Recommend priority measures for strengthening the inplementation ofobjectives to improve educational access, equity, efficiency and quality,including communications and coordination at central, governorate andschool levels.

* Prepare a detailed outline of the substantive conteut of the managementtraining program that relates to functions of policy analysis, strategic andoperotiOns planning.

* Identfy priority information needs for strengthening planning andmanagement functions within deparms and at different levels. Definethese information elements and demonstrate how they would improvedecision making.

* Coordinate the preparation of a report on an overall institutionaldevelopment program for the Ministry of Education that will present astrategy for improving planning and management for basic education.

* Manage the work of the Technical Support Team.

LIs: English and Arabic

- 110 -

1L. Expert on Or DweoMwt ad ThEiw

dhe Chaiperson of the Techal Committee on Intional Development.Ihe expert will work closely with te Geneal Educan Secor, the CtralAdministrative Affairs Sector, and tie Division of Educational Plannin andinformation.

6 person/months, statg in March 1993 (under UNDP fiancing)

Oualificatbns: Ph.D. with ializatns in orgaonal development and managementtaning with a minimum of 10 year experience in the field, and an establishedreputation as an inteational consultamt.

Job D=criimn: 0 Review and help clarify Ministry policy and plan objectives; review andclarify departmental fuctions and objecdves.

* Examine organizational, personnel and resource requiremens and needsfor opionalizing educational policies and managemen objetves.

* Examine issues of plan and management coordination across departmentallins, and between cenral, governorate and school levels.

* Assist in the development of strategies for stren_ghning ma atboth central, mudiriya and school levels, including such strategies as:

- action-based management Waning to estabish operational objectivesand plans;

team work within and between departments and levels throughimproved comniations;

- incentives within the personnel system for encouraging training andperformance;

- performance assessment at individual and departmental levels, andmethods of review and evaluation; and

- priority areas for improving use of hiformation in monitoring anddecision making.

* Prep -e an action plan for management training which will include:obj4ves, topical areas, participants, orgnizion and dming, facilitiesand trainers, and expected outcomes.

* Contibute to a comprehensive institonal development program report.

English and Arabic

- 11x -

MI. Expert on Computer-Based Magemt Infmaon Systems

A :dIMOM The Charperson of the Technical Committee on hsutional Developmnt.Ihe expert will work closely with the Division of Educatonal Planning andInformation, specifically the Diecte for Information and ComputerServices, and the GES.

Duration: 8 months beginng after June 1993 (under UNDP fincing)

On Specializations in educational management information systems with aminimum of 10 years of experien and an established reputation as aniternational consultant.

Job Deci r: To analyze the priorty information system eirmets for improvingplanning and managemen functions at headquarters and local levels, to developthe specihcations for enhancing and expanding the existing information systemsand to prepare procurement documents for related goods and services inaccordance with the World Bank Guidelines. Prepare an Action Plan based onthat analysis which will include:

- priority functional (operational, financial and administrative) requiemenfor educational management, with special emphasis on policy analysis anddecision-making requirements;

the systems and processes presently in place to carry out these functions;

- the information requirements of those systems/processes, and theprocedures and timing for acquiring and processing that information;

- within the resource and organizational constraints, identification of priorityfor the development and utilization of computer-based information systemsto improve management;

- dmination of the design for the MIS including key data elements; theprocedures for collecting, processing, and utilizing information, includingthe anual cycle and timing for this; the linkage to the existing school database and information system; and the expected outputs, or improvementsin planning and management anticipated;

- the organization and service structures to support the expanded informationsystem;

- the facilities, hardware, and software requrements, including systemdevelopment requirements; and the staff requrements including trainingfor system development, maintenamce and utilization.

Lgua: English and Arabic

-112-Amiex 6.

COMMllSEE ON INSTITMMONAL DEVELOAMENT

Pduca tlag le talPltrnetg |duPlicySpocls

Plamatag Pu rgniztioa l Doveltposat TringSoals

Eslomtlose Ptpe@tt *eIaoset e R -* l4 Compute t 8deet. Sueeo er tton

SetYtoeg Dts.t cte

.-.Vt.cegt.t tatalof

', i ~~~TECHNICAL

Educational Plaunnin A Policy Specililst

OrganizatloncIl Development & Training Speciali5t

Education Management Information Specialist

Countexpart Support Staff (3)

Secretarial Services & FacilltI.u/5quipment

Consultative Bodies: CCIMD. ?CEBE. NCERD

INSTITUTIONAL DEVELOUPMNT COMPONT

Proposed Training Programs for MDE - Basic Education Sector Management

T_s

TM, VIA smn ism PWWpMANAEMEfNT AND PUNNING

MANAGEMIW?hp&7 mdII w r 03WPJ SR 851050baslajsaelws -IS 2 - 2... 2w-u- _3. LEwd

0&adSwmlh.hp..Wma Is~ Nbotb. Pmo omVUDWU.SIaUS Ad sPst t &a

NNINNM1h__I uJieFha_ 035, cI5EPI DswSaX_mgIaeaI'm,n og5lm 1 To Udoes 2-mb, VW Loa*

A.esm w.. WcmatIouMs.d pcafcma.e.Cee o -r do

OWRTIONSopd_mAd* wE, Saldd. P e os 30 4dm. 1 we& Au=0 Ltc-_ww N.rapmu IM.g thhsMIS Sft modto _t_. sI p.rym pee So s.

MANAGEMENr INFORKATION SYSTEMS

SVWTEMS PlANNING & DESIGNNee*Asmw* CISD Midd pod ad'a work in dsytm photaps 10to I *do. 4.wb Anua LeeS

&%tusk m1S Pbof aa so E ' a * soS.f *osnit'vu -s4AOj* C2SD Te. sd pIaiad _td, 20 4dma I Wk A_N Lca

JA & f i.yp * pa ursea (or meti. pee ' ^

_ 1 6 * eao. laclecdla eg.lsg ls ue- * | b4Dwf#Udb~~ 6 la tte nideaicua & *.tuo * aO a

SE£MINARS/SHIORT COUIRSES NIS 10 2da 1 Mo. Yta 1,3 Abrod 20

INSTITUTIONAL DEVELOPMENT COMPONENT

Proposed Training Programs for MOE - Basic Education Sectdr Management

ToWaTAG D Ammual No. Thlme Tltaug

TYE STAFF DESCRIrPMON TWalu p.vty.ar flet. (PIuWO)

MAANAGUEMENiTAND PLANNING~0*dfBko Wlof oJ mg WI SesiorwaAgment,plnning E o od m et 3 27 81 twk Ca 101

EMIS *pEmefeaJi ada^lnistation an Imrig mgment wfafsicn ysemS*sfor1.pfr4ScbfQpmdgy statistics staff. Local?oll;cy/prograstrategies 10*27-270 2weeb Mud* 540

MANAGEMENTINFORJMATION SYSTEMS

APPLICATIONS DESIGNN5dAmmt w Technical and m4dle-level A igpdodty needs for applications

Dautbama, ujtg&esIenhignmanagement *bstf at Desip of loca applation to supplementSoeId i sslcuing of Centaly desiped sotwae 202754 I montk Cairo Z10

MIS MNAGEMENTSplw & DutuIA NmeYmai Technical staff in tatistics Managing ds. files, use and srty.

AIN CombojamIaw office Data qlity assane and control 4 *27 18 2weeks Madiriya 770

EDUCATION APPLICATIONSaLw.erhv*dew Staff Population projection student flows

&ssemwu ?fANWMd & Maamn_t withinsai.applAw & $aimIe the Plsnaig

Sctae. Uk squ4 pext Statistc, flanSnIg and monitoring schoo reqUiVeIaWb

Ssjtfw, rTw 1w aSi.. Buic Education in relation to population catchamat ares and

I_tawAslasppe financing and arolmetnb for bic inpub & service.,TeacbnwMng,nspdcu operations based on pln objectivs, stadards, equity,

chuelfldmniqa.wIccatufunits aud level of available resourcs

Scof Perfsnam School efectivnes in telation to resourcs 4 27 = 108 1 month C(ro5

TOTAL TFAINON: IN CAIRO onf

TOTAL TRAINHNk AT MUDnRIYA a0 oNOTE- 1) TA *ad mIyek of namdlufj b'tahg, ecrrsifrsa fltw ye puied.

2) 50 /,eof 7* CUI,@J ea td w beillao be k at dhe tr cin c ot de CDEPI, we a WzaUou rat of39 presp Avudlgad ei.nn 5.2 mEsrpa,.

INSTITUTIONAL DEVELOPMENT COMPONENT

Proposed Training Programs for MOE - Basic Education Sector Management

Targeted TY"e r Talmes TrainingTYPE Unit Saff DESCRIPTION /C, Cycle lme Priod flare tp

MIS MANAGEMENT1uSd., mmar e* CISD Midde Manago dab file ue and sectrity. 10 2 does 2 w Anual Local

D11 ev cowpoII.mI Data qality murae" ad ontr per *S ,__nawmmgeuse~ B 'Managingusers on netwok, manang use yer *S ofAsw,e inu _ *euw * of dik using opating stem utilite. * ^ ' SO

EDUCATION APPUCATIONSP., A Ewds Pavea CISDRD, Middle Development of modals for forecsing 10 1 tie 4 wI Aenn Loca

&Ain P"_t & MY kmn* PFD & PED erolmts nd rsorce standards per rad*4 Temk', Mauda^, Anabs4 of access, and scbool effectiven yar

Pme,&Wos*eai no" Aaelysis of reourem reuir ' ^ 'emeedEaMnU5i*fldw1eEE. Mdefl1ingdrstraegicoptios. B ^ B 50

REXESRCH A"D ANALYSISPc&Y aw e" PAWN" RD SeMlorAWiddle Seting th ReaR da 10 4pr. 2wks A d ltocal

Samyhamm&&gAW RD CISC Middle Poliqe""soa "dioes, same e * ^A4_spss * ' alsis of data, prsetation B B ^

BIn ead *m&ft *dfj*a DeB ip. d uing on o SBstes B B

Mcm0v#pdlkimnsn RD . &resrchndings * B * * * 1008p"spep RD,CiS,CISD Seminacse. Schol Effectivess, Pivate Cost 30 1 day pimo. Annual Lcal 5

GENERAL SKIUSS.!fSwag Apjlkaion

etr Ohl lliBmtkam CDEPI Lower Computer sppatons and administrtive 30 2pJ'yr 2w Annal LocdOf lee JsAt/ &'5 training for suppot sta * * * ISO

Enl8sh Lsngpat MlddlJ*wer Langua aing for pesos to train abrd 20 2p6r. 6wC Anu Local 300TOTAL LOAML TRAIOG (p/Ao) 1073TOTAL TRmAI1 AROAD(p/mo.) 20

V Tne eaM Cea Traiing Plan will be fer developed by the Taining Ad*o provided through te P.P.U before Project Sffecdtve s

TMe tWged direwates under thle GotB&XdutiobSxbte(GES) on. 1) PimagEAoXtion Dkedxstc (PED);ii) PtpntMy F.4matio 0Xedone;b fil) Secdary Edation Diecorte; bv) Coordination Diretoate for Prm Educaton; and v) Coordination Directorate for Prepatory and Seoondary gucao

3/ 350 pAn.. of the local tralnngwill te bade ettlie *CDPI trainig center, with a uatin ate of 20 prs ptr sion at 3.S monts peyear.

- 116 -A&Mx 6e

INSTUrIONAL DEVOPENT COMONENT

Proposed Tndaing Prorms for MOE - RkIb dt ti Secor _

Udt T.llTOTAL Cui Cod

TYOFTIRAIING IGATION LIdofEf USS on (S )

SHORT-TERM I CENTRAL

Mma!_gm E&*Iaofft Cairo 270 pno 40 106

painWinso.m Sysms Cairo 3S5 plmo 404 142Abroad 20 P/M* 62 no

system ssk COiVO 450 p/mo 40 1S

MUDIRIYA SHORT TERM

Maa.ageuu._t & ?ps..bg MUa 540 p/no 2SO 13Cairo 101 p/o 410 404

M.apinet I.f.ins Systm. Mudir 270 p/o 20 675Cairo 79 p/mo 40 316

TOTAL Ulls

-117-Annex6f

EDUCATIONAL MANAGEMENT INFORMATION SYSTEMREQUIREMENT FOR COMPUTING HARDWAREISOFTWARE

Component Foreign Costs(US$'OOO)

. Year 1 Year 2 Year 3 Year 4 Year 5 TOTAL

I. CENTRAL LEVEL(DIWAN)

Extension of central 90.0 20.0 20.0 130.0hardware capacity

Local Area Network 40.0 10.0 40.0 90.0(2 new LANs)

PC systems/ Work stations 10.0 40.0 20.0 20.0 20.0 110.0(20 - including LANs, &office tecnology) _

Peripherals & electric 20.0 20.0 15.0 30.0 10.0 95.0supply I- _

Software for oper. sys., 30.0 250.0 40.0 20.0 20.0 360.0app. develop., DBMS,office technology, etc.

Specalized software (GIS, 50.0 70.0 20.0 10.0 150.0deskop publishing, etc.)

Specialized technical 15.0 20.0 10.0 5.0 5.0 55.0training

Technical assistamce for 50.0 100.0 100.0 20.0 20.0 240.0application softwaredevelopment

Supply 10.0 15.0 15.0 10.0 10.0 50.0

SUBTOTAL 1330.0

-118-Annex 6

IL MUDIRIYA LEVEL

PC systems (70 5.0 100.0 100.0 100.0 50.0 450.0multiusers & stand-alone)

Electricity (UPSs) & 10.0 30.0 35.0 30.0 20.0 125.0supply

PC software & training 10.0 10.0 20.0 15.0 10.0 65.0

Comm. Hardware & 10.0 10.0 5.0 5.0 30.0Software

SUBTOTAL 670.0

GRAND TOTAL 2000.0

NOTE: The above requirements, schedule & estimates will be refined fiuter upon completionof the detailed maser plan which will be completed prior to project effectiveness. 'Teindicated requirements are in addition to, and complement, the computerization programalready underway and supported by USAID, scheduled for completion in 1994. It Isassumed therefore that Year 1 will commence in January 1995.

Component Local Costs(US$'000)

________________ Year 1 Year 2 Year 3 Year 4 Year 5 TOTAL

siteImprovement 20.0 30.0 20.0 20.0 20.0 110.0

Local staff 10.0 20.0 20.0 20.0 20.0 90.0

TOTAL 200.0

- 119 -Anne fg

MEASURE, TIMETABLE AND OUTPUT

CPOU t J Action(s) Required Tifnt*t ExpeCted Gtlut _ mpafmie

Coordination B Ninfsterfal decre Almread issued Definition of Ninister ofcelarifietion of steps In Sept. 1998. admfnistrative Educationin plaming. rosponsibiUti1es

Clarification of Engagement of experts; By JuAn 1993. Oranizatfonal plen, Toehnicatfunctions for preparation of functional chart, end Committeeoperatfonal planning. operational pltming definftfon of "fth

docunent. information ftlow, both technieclat the Dfwan & Mudirly. assistancelevels.

Coordination of Appointment of an ID By March 1993. Coordination, quality Ministry ofimplementation coordinator (part of control & periodic Education &measure. PIU) reportfng PIU

Development and Engagement of By Deceenor DOta led contents & GES & TAimptementation of specialist consuttant 1993. logistic of trainingmI nagent and (from UNDP funde) for program prepared;technical training the development of Identification &program at the Central detailed training seletion of candidatesand Mdiriya levels. program In genral both at the Diwan &

accordae with the Mudiriya levels.project's trainingmatrix. (See Att. 5)

Delopment of agreed By December Availability of Technicaltraining program. 1993. detailed training Committee and

report. TA

iIplementation of Jan. 1994-Dec. Senior/middle staff Technicalagreed action plan to 1998 selected. Committeesutain thee progremthrough fntrodctfon S Strategfc objectivesuwe of enhace established; programmangement praetices In options developed;education operations utilfzing informationplanning, resoure for decision making;allocation, mwnagmt Cst/benefit analysis& policy anatysis and of education deliveryresearch. systems prepared.

Preparation of an Specfalized consultants Apr.-Sept. 1993 nagement CDEPI &overall plan for the (Education & MIS), information needs Technicaldevelopment 8 engaged. defined, technology Comdtteefiptementation of architecture specified,Managment Information and implementation planSystema. with resource

requirements, cearphasing and prioritlesprered. I

Streamlining of Finaization of CIS By Nov. 193. Completion of new GES & CDEPIinformetion & organization. organization chart oftechnology support the CIS.structures

Enhancing technical Recruitment 8 staffing condition of CIS technical capacity CDEPIservices capacity In of vcont positfons effectfvenss. in support of NIS insupport of m_aent (mnaemnt and place.information systems technical) at CIS.devlopment andimpletmntation.

Enhancin transmfr of Appointment of By Apr. 1993. Enhanced practices in 6ES & CDEPImangement & counterpart teem, to education planning andtechnology skfils to the exterml education deliveryME. consultent(s), in systems within the MoE.

_mament andtechnology.

-120-

Development of an Phased expansfon £ Dec. 1993-Dec. On tine actess and use ES & CDEPIIntegrated data baes enhance mnt of Basic 1995. of interated date baefor Basic Edueation. Education Data bas, in Continu0us for operational

accordance with rof inement and _ agmnt policyinformation requirement enhancement as analysis, monitoringidentified by the required 6wing and decision making.Naster Plan. project

implementation.Devetopment of Eggemnt of Technical Juf. 1995-Dec. Aveltabitfty of CDEPI & TAEducational Nenawenent Assistance to 1996. Periodic relevant and timelyInformation systems* complement MOE TA support until information onto sustain and support reoAurces In data base Dec. 1999. enrotlent, access &1nproved Institutfonal and software equity rolated to basfccapacity for anaing application eduration; resource andbasic education development. facility utiLization,

efficiency and adequacyDesign, develop and Jan. 1994-Dec. of education deliverylsplement priority, 1999. system, etc.computer basedinformation systems Devlopment Periodic reports andfor, inter alia: priority & research analysis

sequence to be prepared & circulated.- Population & firmed up upon

Enrollment completion of On-line access to basicForecasting; the Master Plan. information provided to

Implemntation selected managers and- Resource Planning & priority will decision makers.

vanagement; take intoconsideratin,

- Facility, Material, within thend Teacher absorptive

planning; capacity of the- financing & MOE, high 1opact

Performance applicationevaluation System; systems - based

on prototypingnd "piloting"

- Education tuality/ approach.efficiency

____________________ Modeling; etc.

laprovement & Acquisition & Jul. 1994-Dec. Increased couputing CDEPImodernization of installation of 199, In capacity at the Diwanprocedures. coaputing software and acordance with and Wudiriya levels.

hardware in support of computerthe information hardware & Access by selectedsystem's development & software educators and decisionlaplementation. acquisition askers to reote deta

schedule as bases dealing with theDevelopment & indicated on th educatf10n Sector.fuplementatfon of users computertraining at the Di1un & hardware matrix, Use of officeMudiriya levels. and eventually technology to improve

refined by the productivity.Master Plan.

Faster processing ofdata nd diffusion ofinformation toappropriate users.

IMPIMATION PLANFOR 01Sf'EOA DEVEA P CDMNN

P_ YakYew Yewr2 yen 3 Yew 4 Yewr i Yew 6AcdftQ Q Q3 Q4 2 3 4 1 2 314 1 21314 1 2 3 4 1 2 -3 4 1 2 314

Ap_pb_nwo 11 , _--1 _ _____ _____ Pnp_ b* _dud oW _ _____ _____

,, hs and dmaZotc l ______ Pt w1 A. to &v____ _ ______

I _ Is>

F_sv_ &w Uaf I ,hvmm _ __m NW __ I to---_ ______ _____

dpd_ftams- as p m _____ _____

ado* faf ft&

ANWO ~ _of* NM ft _t t ||||| ||||| [ille*hfDar,bp. an IoO = 5 = |l|||| lW*|ll

- 122-

PROJECI MANAGEMENT FLOW CHART

l;MOE 18u ho Oom ~ ~ WoTA TBsohnlo O _ C TA

TA! TA

Note: Shaded boxes indicate full-time FlU staff.

- 123 -

DISBURSEMENr SCHEDULE

IDA Fiscal Year Dibursement Cunmulative % of& Semes_r Eing During Semester Disbursement Credit

-- (US$ mnilon)

June 30, 1994 2.0 2.0 4

Decemnber 31, 1994 3.0 5.0 9.0June 30, 1995 5.2 10.2 18.4

DeI mber 31, 1995 6.6 16.8 30.3June 30, 1996 6.6 23.4 42.2

December 31, 1996 6.3 29.7 53.5June 30, 1997 6.5 36.2 65.2

December 31, 1997 6.2 42.4 76.4June 30, 1998 5.0 47.4 85.4

December 31, 1998 4.2 51.6 92.9June 30, 1999 1.8 53.4 96.2

December 31, 1999 0.4 53.8 96.9June 30, 2000 0.4 54.2 97.7

200December 31, 2000 0.4 54.6 98.4June 30, 2001 0.4 55.0 99.1

December 31, 2001 0.4 55.4 99.8June 30, 2002 0.1 55.5 100.0

gif miidp i pdlAsi

= * ___~-4 -4 __*_la- -

- - - - a -4

s"te g i o t% ] \t]tBstt3|0 Om o

i~~~. i *ti *t i , abit. X ia a t S ! , *5 e.. re B

tog$t- t -g Ji @°8;i 4W a>7g6" i°i .

,! 4 S - .i54 o e i. l i

LLLLL~~~~~~~~~~~~~~~3I

- 125 -

AIproxsmat Dates Expected Skill Staff Irput(Month/Tear) Activity Requirements (SW)

05/1993 initiated UIDP-finmnced .Task Manager 6activities .EMtS Specialist

.Echcation specialist

09 or 10/1993 Sua rvision Nissifn (Project .Task Manager 8Launmb Workshop) .Iaplementation Specialist

.Procurenent Specielist

.Disbursement officer

12/1993-01/1994 Review Detailed Plans For: Task Manager 6.School Construction .Architectteacher Trainin .Teacher Trng Specialist

05/1997 -School Construction .Iiplementation Specialist 6-EMIS .EMIS Specialist-Teacher Training .Teacher trng. Specialist-Maintenance

09/1997 -School Construction .Task Manager 7-ETIS .Teacher Trng Specialist-Teacher Training .ENIS Speeialist-Maintenance .Distance Educ. Specialist

.Implementation Speeialist

01/1998 Annual Review .Implementation Specialist 6-School Construction JEIS Specialist-EMIS .Teacher Trng. Specialist-Teacher Training-Maintenance

05/1998 -School Construction .Task anager 7-ENIS .Teacher Trng Specialist-Teacher Training .JNIS Specialist-Maintenance .Distance Educ. Specialist

_____________________ _____________________________ .Implementation Specialist

09/1998 -School Construction Implementation Specialist 6-ENIS .EMIS Specialist-Teacher Training .Teacher Trng. Specialist-Maintenance

01/1999 Annual Review .Task Manager 7-School Construction .Teacher Trng Specialist-E5IS .EMIS Specialist-Teacher Training .Distance Educ. Specialist-Maintenance Implementation Specialist

05/1999 -School Construction .Iamplementation Specialist 6-ENIS .XMIS Specialist-Teacher Training .Teacher Trng. Specialist-Maintenance

09/1999 -School Construction .Task Manager 7-ElNIS .Teacher Trng Specialist-Teacher Training .EMIS Specialist-Maintenance Distance Educ. Specialist

.Iaplementation Specialist

01/2000 Austal Review .Implementation Specialist 6-School Construction .EMIS Specialist-ENIS .Teacher Trng. Specialist-Teacher Training-Maintenance

- 126 -

Approxi1ate Dates _Expected Skill Staff Input(Month/Tear) Actfvity Requirements (am)

05/1993 Initiated 1109-financed .Task Manaser 6activities .ERIS Speclallst

.Education Specaflist

09 or 1011993 Supervision Nission (Project .Task Mwnager _Launch Workshop) .JAplementation Speecilist

.Procurement Specialist

.Disbursement Offfter

121993-01/1994 Revi.ew Oetatled Plans For: .Task Manager 6.School Construction .Architect.Teecher Training Teecher Tng Specialist

0512000 -School Constructian .Task anager 7-ENIS .Teacher Trag Specialist.Teacher Training .EMIS Specialist-Maintenance .Distance Educ. Speealifst

.Implementation Specialist

09/2000 -School Construction .mptementation Specialist 6-ENIS .EMIS Specialist-Teacher Trainng .Teacher Trng. Specialist-Maintenance

01/2001 Annual Review .Task Mnagr 7-School Construction .Teacher Trng Specialist-ENIS .EMIS Specialist-Teacher Training .Distance Educ. SpecialistM-aintenance Implementation Specialist

05/2001 -School Construction .Implementation Specfalist 6-ERIS .ENIS Specialist-Teacher Training .Teacher Trng. Specialist-Maintenance

NIRO ITENS: Thre supervision missions are planned each year. Starting approximately April 1995. theprofile of skill requirements for IDA missions will be refined after the first annual reviewof the project's isplementation.

- 127 -Annex 10

LIST OF DOCUMENT IN THE PROJECr FLE

1. 5-Year Plan; Childhood & Motherhood Component (includes plan for education); 06/92

2. Basic Education in the Arab Republic of Egypt; p d by MOE and USAID

3. Educational Reform in Egypt; 1990, S. Jarrar.

4. Statement of Dr. Hussein Kamel Baha El Din, MOE, In the Supreme Council forPreuniversity Education about the Strategies of the Educational Policy; author and dateunknown

5. 'he Qualiy of Primary Education in Egypt; Liana Prey, W. Bank; March 1991

6. Some Thoughts and Issues Related to lInproving the Delivery of Education in Egypt;Mohua Mukherjee; March 26, 1992

7. Educating fte Imagination; Alexia Lewnes; Cairo Today; February 1992

8. Issues in Egyptian Basic Education; Samir larrar; document from previous mission

9. Educational Statistics 1988-91; Ministry of Education; June 1992

10. A Proposal of the WID Subdonors Group for Intra-Agency Collaborative Program in theField of Female Literacy in Egypt; UNDP; December 29, 1991

roectM Rela d

11. Previous Mission Documents: Aide-Memoires and Back-To-Office Reports

12. In-Service Training at a Distance for Teachers in Egyptian Schools for Basic Education;David Hawkridge; September 1992

13. NCEE Request for Assistance with Feasibility Study; date and auithor unknown

14. Summary of Research and Analysis Activities and Activides to Iniplement; date andauthor unknown

15. Planning, Management, Policy Analysis Training Requirements; date and author unknown

16. Physical Facilities Construction and Rehabilitation Component; from previous Bankmission; date and author unimown

17. Civil Works Component - Mission Update; G. Brest Van Kempen; October 8, 1992

18. Sampling Proposal for Egypt; date and author unknown

- 128 -Annex0

19. Photographs of facilities visited during preappraisal mission

20. US Govnment Memorandum - Follow Up on Maitenance Policy to USAID-FundedSchools in Assiut Governorate; July 16, 1992

21. PPU Sketches on EMIS Extension

22. Physical Facilities Construction and Rehabilitation Component; 1990 or 1991

23. Educational Planming Project Egypt (EEPP): Research Triangle Annual Report; May 111991-June 30, 1992

24. National Curriculum Development Center Project: Third Annua Report; July 1, 1991-June 30, 1992; Education Development Center, Inc.

25. Master Plan for CDEPI (Outline) in Draft Form; October 4, 1992

26. A Proposal for a Progran in Interational Cooperation and Educational Development;AUC/Ministry of Education; Staff Training Proposal, with covering letter from theMinister of Education

Non-Bank Work on the or

27. USAID

Egypt Educational Planning Project Scope of Work for July 1992-June 1994; RTI; 17May 1992

Egyptian Educational Planning Project - the Public Costs of Public Education in Egypt:Evidence from S Idaras; Scott Moreland

Division of Educational Planing and Information Educational Planning Project; DraftWork Plan for May 1991-June 1992; date and author unknown

An Organizational Analysis of the MOE - the Production, Flow and Use of Information inthe Decision-Making Process; HUD; May 1990

Final Evaluation of fte Basic Education Project; Creative Associates Iternattonal;December 1991

Paper on the Proposed Basic Education II Project; date and author unknown

28. UNICEF: The Community School: Project Description; March 1992

29. UNDP: Interagency Collaborative Program for Basic Education and Female Literacy;Feb. 1992

30. UNESCO: School Buildings after the Earthquake of 12 October 1992, George Ziogas,Paris 1992

0 ~~~~~~~~~UBER OF SUEI

(fulU.a)

* uI�Ir�

�

ri� ...

.'.. 03'V.'.... 0I

@0

-

.4 �m'E .� ob� 0%*.......,......,....... p4

@0 C.,

- - IEq �-6

("ouuw)sLk4aunis 50 lU�¶flN

- 131 -chart 3

STATISTICAL CHARTS

ENROLLMENT IN TEACHER TRAIN1NG STAGE

12 - - -

40 -

Sf 1MALEd0

81J3)82 J8 83184 88585186 8KM8 8ON8 MO1 89191 9019YEAR

Source: Educational Statistics for 1988-1991, Ministry of Education, June 1992

- 132-

STATISTICAL CHARTj

NUMBER OP SCHOOL IbY STAGE

_________ _ -_ . - 314 1 . .1 -4 I I .4-

as! isi T~FiisI ii,L . i WI .:

-- ~~11 lfie 10 2t4 so 2M1 as so 5,- .I ',

1a1 1go #4 I2 so M1 212 845 44- -4 3s -4 __ An 41 Is

M.I1 12s $0 -818 a1 la 1 1..

4- 4t | -127 _ _ .4 . 4 .1 1 t8 4I... I 114 ti6-,h 14 ___4s-t30 : sos ava 2 U 144 44 4_ 4S

:-' ~ ~ ~ 4 '0 ii3 -6 46 -47 2t 21 -- 19- _ 730 _ S 815 2tS8 40D WI 127 t 1_ 1 49

4 - ~~~408 417 44S 891 105 110 48 - 618.- 48_ 4?t- 499 t4 10 121 14 -3 61 83 _ Et_

701 127 874 1 I" I 4 2110 M 8?4

:- 4m ...... . .au em. 69 1 _eV an 7tlE1 7S1 -41 ON - 2 - 112t 70 -784

-' '' ':' _L.>.J_L .g__ i__.~~~~~~~~~~~~~~~l $a

*-~~~~~~~~~~~~~~~~~~1 -1 8* 5"

7se, ] tw i,7 SI s

pnI -. - -.; in= 7T 91

Source: Educatonal Statistics for 19881991, Min y of wducon, June 1992

-133 -Chart 5

SIATIMCAL CHARTS

NUMBER Of STDET BY GENDER IN PRIMR STAGE

_27785 2eS20 48^6 241MS 18214Sl 42SUt l _ 49A5] _

_~~~~~~~~m l1l 25MWt tZ!SB4 t048tt 2274951 *2Xs8 107m 2801tff

_ 2~~~~~~~1S3 19rss 41xi0 tasss low | SRsO | tstsis 174s2 1 aws

2ssttsl~~g i 92"577t uem 2sm4 2SS1 4907ns 2mm6S gum22 40W

_ 8733~~~~~~~~~6 i e52 _ t 2129 OW12 0 i awl 1171 am ose 4 i ts7

2ssa7 1 Z 2332 *1; 431451 24ss3 1 0S> 4sat2s

2741 2ss7 $mlt 2471 2ss 47m181 2se 24205 46ee

4sst 414 ST20 43s4 as7s ...332 443941 400ws I 4M1

aoo 226 25Cs si 5t0 7"7 | ss| fsS

_ _ - arono ~~~10 2485ss 05932 276a 26212 1 5044 294iOS 23 l 0

_ nsZol~~~1146 64esa IsS043 soEs 627| 16snal 114"l ss7D iosso

ia_ rax2341~~la SU Ism loRsm loo 10801 O6m s 1osrls7ealma4

G _ 2rer0st~~In 11o2191 azBasr 1513 10e2g Ot5109 l s4ssI o361 o632

_~~~~~~~s 117mo 30 swo7 1647tl6 10s113t 6ss amsslam 1os2is 27801s

17WIS 1 2Z2 2 gofs3s I 11013s 28a | rres1 1165t li 27ss

874491 59t0| 12SS12 5S1821 Sim lo 1? 596t 52W l ttt

g|_|_ t8tR | Slis? 1S2 2W4S 16258 am62 2483e 1302D | S9 2t8t8

_~~~~~~~~o -O .o .94 .si .mW4 a 74

_ tti472 | ttt~~~~ ~~10 i am t28S S1S § 223W 21ta31 19 3383

Source: 13ducadotial Statisac for 1988-1991, Mlastry of Education, June 1992

-134-Chan 6

STATISTICAL CHARTS

NUMBER OF STUDENTS BY GENDER IN PREPARATORY STAGE

1683t } t 32833? 1 2309 b2=? 453S7 2 1 442N~~~~~~~a is iow | I I

94400 8746= 161384 14 9 246040 1441 6So8o1 _08 10029 4 11165 639 1 2187 11461 5t47 6820 1 ___

_ ~~~~~~47435 3 X1t9 SW _ 39118649 51124 mrr am77 1 i38 1 di7S lt9361

78140 1965483 | 816741 611 1818 98O3197 662 1s10m| _~~~~~~~f am?5 1 -414?5 loom42 ow9l 202M8J 11512?41 10l28m 2t78001

_101717 1704 3119842 9 914 12534 14W 1035216 681332 1 294

2t?t8 420??i 264 3097 5 7519 2|1114 3tS6 80

_692 735743 10477S i3400 114041 143887 1306169 16 2 2416

7473 ml3t 19147 183S 1360 26941 913 tA17 1151 2

Source_ Edc tio S tatE68 3is 1 251S3 1of 4Eu4ti 2June 241 9I92

_ ~~~~~ ~~983 NV2? isms5 tun.3- tIn"4 1 74081 162?77 amt7

_ _ S4410 1~~9" 67404 WM 16Z4 38t44 0 OItOB 2 45W9 14419t 1 1t4878 1 297B

_ 37999 1 ~~~~~~17L _ t5 mm ti4S 2 2W7t am a"63| S 248M Om820

403 T Is am | 8 am 0 2849 1 8561 1 GM 1 3 3046

_ Z@68~~~~~O12 32014 l Om"U t1l41 S32108 14382tl 110tO 57`15 t852tO

Wml 31Ml 99t4 1 z24 s34 14SS7 tZ102 I W828 is"0$t

amg1 3i5s m 103477 8Sl SM34 14-388 f881 tS 9wt 5" tSi8

_ _1~~~~~~7 22084 mm OS8 S6 3t8Ot GmS JSOt1 S3t281 7tt1

_ ~~~~~~~4228 3 m 600S2 I 709 2S61 Om am7| 30w190Bt S

~~~- ~~~~4W#3 403? a 89902 8UQy1 ISt7 It20 21 am73 12M

_ _ 27l§1~~~~g 24581 SW,7 3S80 34921 73"8 4202 384t1 am4

t~~~~~~~~473 1 422B 1170O11 9t 8 SW S III t41 gm 01 160 tt2

~~~~~-~~~ 7eb 2250 lo 10lW31 378I t44t ll 4t01 t8t tS8

Source: 13ducational Stics for 1988-1991, Mhnsry of Education, June 1992

-135 -Chartn

STATISICAL CHARTS

NUMBER OF BTDENTS BY GENb IN TEACHER TRIING STAGE

6W 1SW 2142 U02 Ms2 408 76S1 RItS

~~~~~io W am 41 . gm gm m 140 2tS2I= 12"S134 S 52 on944 30891 6 9 2tOt 2loO

I~~~~ 2 i4 am I3 . 44est25 1840 00

_~~~~~~~~0 I ! | 2744 ess$ law - 4es aee 1333

_ -- 2 3~ ~~~~2t _ 20 ame lm23 4404 124e 197 S27'- _ nw~~~~~~1 4041 et91 10Q SWa7 519 145 2ae 40r

e69T~~~~~~~ 1220 11t97 4es0 a 14St S z0 6 ss 1 055

0 ~~~~~ ~~2C4S 11u-l S1S01 1eXS -s0I 255 11Ss ons 1834_ _ -tt1~~~~iio 113 224S 0141- 94s Iwos ?S e 14012__ ~~~~~~1794 183 t s3sW aS 1416 1 45D 29ee 978, S B 19SS

_ t~~~~~~~st2 1 2?t 3 ses i 442 9 S4 240B Sss Ws3 1S4S

2640 247 sia? 2m low 3912 15S5 1352 gm3~~~~~~~smo r s gem r am o 2e s 20Sn 4540 I= e s 148s S 1SS

_ _ he 1~~~~~ 1411 2227 8 e2 1 12:3 102s 34e amo 1146

| - ~~~~~~~2SD0 2fi |3 m 227 m 45O m4 ISO 30571 I O I6 mI Ml a 5

_ 2GS | 279 1 9t | 4 1 S7~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 791 Sl W8

Source: Educational Statistics for 1988-1991, Mbistry of E!ducedon, June 1992

- 136 -chart

SrATISTICAL CHARTS

PUBLIC SCHOOL STUDENTS BY PERIODSPRMIARY STAGE -1990/199

FULL DAY (26.4%)

-AM (42.3%)

PM (31.3%)J

Source: Educational Staistics for 1988-1991, Ministry of Education, June 1992

- 137-

SrATISTCAL CHARTS

PUBLIC SCHOOL STODENTS BY PERIODSPREPARATORY STAGE - 1990/1991

FULL DAY (2.0Y%)

Socone: S a lcs fbr 1988-1991, Mistry of Education, June 1992

- 138 -Chart

STATISTICAL CHARTS

PERCE1NTAGE ENROLLME,NT GIRLSPRIMARY STAGE - 1990,1991

SOUTH SINAIMENYAA

FAYOUMi=,-

MATROUH ___

ASSYUW,_=._

SOHARKI ____i

POISISAI __A _

==4m = -i I - --

A BGIRA__S

Source: ducaionl Sta o _81 io Eci Jn 1992

SouKAFR EL-8HtIon, Sttstc fo 19819_Mnsr fEuainue19

- 139 -,Chartll

STATISTICAL CHARTS

PERCENTAGE ENTROLLMENT GIRLSPREPARATORY STAGE - 1990/1991

SOUTH SINAI i n_ __ IMATROUH __ .

MENYA _

FAYOUM _ - _

BENI-SU.

ASSYui _ -}KENA __i

NORTH SNAI _ g ~BEHIRA A.

M A MENT GS SdAtiaS~~ ASWAN a

KfiAFR E-SHIAS NEWVYALE

KA OBZl 18UA.REDIEA

ALEKANDRIOACAHIF

PORTSAD_

0 1I0 20 30 44 S0 e D% ENROLILMENT GIRLS

Source: Educational Staistics for 1988-1991, Ministry of Education, June 1992

-140-Chart2

STATISlTCAL CHARTS

PERCENTAGE OF STUDENTS FEMALE BY STAG!

lf=-mmo." SOMM, ,- 4'. ,* !'

hw! -'--~.-- ==-=L -- - -

_L,:_ Zi,_ _ _ 41

_3 4 441 =34 41

Source: EdIcational StaIistics for 19S8-199, M y of E-ucation, mune 1992

i 4M 4B 4 .i4 - WA 4M 47 9

11 I -4n4 04 04 mI 0 w4 4m _4"

"~~~0 !9 aq ." 4 M 4N

_ ~~~44A 4*N 42! 9tS 44 0 a"

| | [~~W 04 j M UN VW. ^ |1 | ". m 4 * 4 t 04 SW -4

-~~~~r o,4 44 go -M 4"q -

Sourc: EduagtonWa StaScs flor 19881991, MNtyof Edmdn Jun 199

- 141 -Chartl3

STATISTICAL CHARTS

DISTRIB TION OF ST DENTS ACCORDING TO GENDER AND GRADETEACHER TRANING STAGE

~ DSRBTO OF STUDENTS AC ORDN TO GENDE AN GRADE

|~~~~~~~~o a 90 D 1212 as 2 - =2 t

13 43186 1420 797 6m 61 1346 2033 236 1274-11- 001 10 641171 0 11816 M101 0

| t~~~~1438 12=12 t,9U4 ?M. 7454 6et6- ISM0 1B| MRo

DISTRIBUTION OF STUDENTS ACCORDING TO GENDER AND GRADEPRIMARY STAGE

Source: Educationl St"tiO fr 1 1 i of8 E on78 J 1992 12__ li25~~140 NU 42_0 MAND's Anon 11 731 12 1 2

_ _~~~~~87 FSl82o_9O so IB700 d6602 g ssonn 1194106 1 ii-l 12574S2 _ _ * ~~~431S7E 5 42534 S877M 1 65tZ3 1M1S19 710 it991Al 2978S 1 274M

DISTRIBUT1ON OF STUDENTS ACCORDING3 TO GENDER AND GRADEPREPARATORY STAGE

_ _~~~~~4 1 ML WW I 46060 IO8 l51 m1 I amI is"20

_1_ ~~~32W641 MOM 2I NUNeo1 4WM1 C4MM61 M Ir2 7esm L 7Blu 142 I

Source: Educational Stadstcs for 19881991, Minstry of Education, June 199

- 142-Chartt6

STATIMCAs CHARTS;

DtSTRIUTWN OF S;CHOOLS 8 SMIOEI M BY SHFr

111~~~~~~~~~~~~~~~O4 iaild 2. Q t as110 szW *tA 9eguoX oSL

e | | tU tt t~~~~~~~~.19 3XI- - Q" a o& | " ~~~~~~~~~~~~~~~~~O _I 01ar_14 2 a t 1S Q iatv i "W"

1.s 1 - 4- 220 tLA m 7.19 _1

2 - *oi *gX11 2 .4 31AI4 31 OR 4A OVA

_o _oo _31. 24s t?A t1.0 &* t O R

i l _~aD-, t tI&V 1 S 1.14 4 1$ 4 4 41 t 14 "i 0t*| |~~~~j GOA 0 2 14 14ai 214 1 caw a 4 , o1

i~~~~~a OAJ1 "4l stJw Alt 1aZ aoi _L ovAUd A

I~~~~~5 1 5 r ' aqem tfq .sA t A I&g In od ! i l _~" e 4SN4e 4AII li 11<a3 9*1 a IL M 1o 14f ."

-~~~~~~4 4_. WA4- I lo+- ad 1n 0.7S 0a qoa4

_~~~~~o 9 51 s7U@§ o os4 e Zd 0esEzi4 O

4 g71 }4^ ^ 0^ tu tZ ̂ " 9 1.tt~~~~~~~~~~~~~004owA cA

Source: Educational Staistcs for 1988-1991, Mhisaty of Education, Jwie 1992

- 143-

SrATSnCAL CHAR

DISTRlBUTMON OF SCHOOLS & STUDET BY SHIFTPREPARATOR, OM

li~~~~~~~~~~~~1 li4 VA _OA _4 WA _2 A " "

3~~~~~~~~~moil zv i r4 12 a* VI to =A t 403 * 4 tt ~~~~~~~~~U A 4 L_4 SLI ItA 12os4 OJO94 asm O D

ne2 a-Id a l ill sai 7p rl ' 31Rt04 **A

=_~~~~~~~~~~a-i i" vwA me *AAaS _

_ § q ~~~IO4 1 2 K4s 1"42 ii.WA ¢le 74%tZSl

4ti l "oltl I trsl tl i OA4 & -4_~~~~~~~~~L o q sA s 7^t.tt tt4 *Al

_ g er 4 s7 t~~~~~~~~~~~~.04 " 1 0lqtqt.04

71 74 tfl _ ̂ ^ tZ ttK ^ 1t7A$4 _ ^

_ tWZ~~~~~~~~~iu t A v 4 v94 *AA<Ne XlQI0 J

Source: Educatonal Statistics for 1988-1991, Ministry of Education, June 1992

GOVERNORATES

90

GOVERNORATES

I~~~~~~~~~~~~~~~I i

.4 ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~~~~~~.

o~~~~~~~~~~~~~~~~~~~~~~~O

- 146 -

ChartaSTATISTICAL CIARTS

PERCENTAGE ENROLLMENT GIRLSTOTAL SECONDARY STAGE - 1011991

KOENA;

MENL G

Soce: d

AEXNEW VALE,!

Q~~~~~~~ ENRNOUFlA,IRL

SorV Edc_n ttsisfr18-91 iityo dcdn ue19

-147 -

STATISTICAL CHARTS

WSTREIMUON OF TEACHING STAFF ACCORDING TO GENDER AND QUALIFICATION

PRIMARY, 901

wgavmwwmain POST*5A1WARY 990MAO P OMYOG 01J31 "fvzfAieNMIT

464W MM4 ITAL £45 fbM ITAL MAN FINAL TOAL MAL FMALSI TOrAL MALE P&11L T4AAL MU5 ,a* lOlA NANaunT1 w478 am SW8 2612 6851 11* 13 23 an2 M.4 4-70 1-118 a Ito * -- a 1 am

1I4 416 870 M7 3 100 1410 3601 536 66 3365 4353 342 _ 5? __ 130 a 370 446 SW* 031 1W?* 4 7 6 U 02 SW SW3 O6183146 31*2 SW3 2372 270 3662 12 3140 S06 6615586

1 l214 so 46 s0 147 UN* *126 GM7 21*5 3161 612 10*5 212 126 so so 12 @16 am1 am1I a 4 2 6254 SW* 40362146 2237 464M.334 24 4251*5 O 18 *4176 4472 am

* 26- 38 62 14 36 1421 1044 32* 2643 4116 7466134 _U an 140 25 so 40 am* 641 1*14as * 721 47 21 66 167 246 43*8 374?' 006 681$ *16 36 110 to 16 as3 41 *ON OW 1413

14 6 341 s0 16 166 536 373 4013 81*16 SW* 13481 142? 64 2321 192 a 110 am6 lOI *36641 61 142 2 8 7 11* 164 30241 014 ¶31 277 334 2B? en*1 3 58 __ I 31$ a1 m122 6 23 40 s 6* 10 M6 36 5813484 *478 10121 600 531 _ 31 32 27 a 631768441716

8 17 * Si 3 00? 170 S60 23 140 1*3 102 01 16 12 s06d1467 gm6 Sooa6 3 74 I0 *3 M5 874 23668 f 366 6 as43 11? 140 all *ft o*an gm a

4 12 to 6 41 40 173 goo 678410 1I2 IM73 36 y s 87 56 4*062610663 g637 425 M6 I00 1318 126 138 2130 217 2146 462 $M An* No563 06 as M6 NA6 Gm 66 "M 136 12 42 Is as 4543M 48? 116* 3146 2851 g84853 W0 118 *1 40 A 4*7121am

7 15 0 26 361*68 2112 3770905 442_ 165 1 136 1043 7 36 4* am31 6Om62 1*1 214 81 110 23 am6 16* 206 375? 244 6101 16s4 423 267 I26 __l M* SW* 4604 1366

124 s6 W* 36 360 226 3716 36m 877 1304 _ 64 2 36 M5 ISO 712 34 Is *0 877 4641 102M8 II l8 16 47 63 46 217 31 7030 4172 113 53 13 114 au? as- to W7 * 66 38s *0 44 32 a 40 ON6 1WV 3432 046 236 7*11 14*6 Mt 1"M 43 12 48 OM 38S1W 00 a 0- 2 7 0 70 ea 1362got _27 50W 40 36 *5 to 10 go1 * 41* M so3, 14$ 148 II 36 = 135* 136 36081W$ 1131 233 400 125 M6 1? 36 43 SW WU. 86 2 6 I 6 7 346 26 60 250 1ISO 436 22 2 *4 6 4106*546816612 0 2 2 0 214 163" 36* 630 M0 1837 so6 45 114 1 6 7 11*518a5*g1o a 0 1 0 10 I" 21, 172 360 344 *54 -S 20 41 a0 0 046 40 12 13 16 1 2 2648 4011 1340 6 701 342 so 12 70 0 1 W0 161 6 10 0 0 1 I 13 3 1V m 17 * 1 IS3 I * 1 184 * 8

Sourc: Educatoral Statistics for 1988-1991, Ministrv of Education, June 199

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STATISTICAL CHARIS

DWISTRIUTION OF TEACHING STAFF ACCORDING TO GENDER AND QUALIFICATIONPREPARATORY, 90091

7' 1 WW 3100117 PSTGRADUATDEBRI UDucaTIm8EcoHDy OTHER TOTALTUAOW100

U' MM TI A I ZWJ TTA a I_E1MTMjg TOTAL -" a I *WA OA IU' 1NA T'Ilk.. '0413 an l72 uS 410 6Tui ~ mIi IS as FmT -sITiiZFnIZ+ZZ~~~~~~~~ _~___ 41.'174 I o o ou4 w

.emi .. 114rrtaI 1dOEb7071 2SO9 511 1451 24 la36 lTII 2663 12E6 66 1403

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