PHREE Background Paper Series

For Official Use Only

Document No. PHREE/92/69R

Annual Operational ReviewFiscal 1992

Education and Training

Education and Employment DivisionPopulation and Human Resources Department

The World Bank

December 1992

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Contents

Pag

Executive Summary ............ i

I. IntroductionI Diversity and Quality ....... uait............. 1

U. FY92 Sectoral Overview 2A. LendingOperations 2

1. Trends in Overall Lending ........................... ............. 22. Education and Employment rroject Lending .. 33. Project-Related Training (PRT).. 74. Education Components in Non-Education Projects .. 8

B. Sector Work.... 9C. Implementation . . .11

1. Project Performance .. 112. Supervision .. 13

D. Policy, Research and Dissemination . . .14

Ill. Cross-Cutting Issues ... 16A. Education Quality.. 16

1. Quality Improvement Inputs in Basic Education Projects .162. Measuring Educational Quality .1

B. Education and Poverty .. 201. The 1990 and 1991 World Development Reports -A Framework for Action .212. The Elements of an Poverty-Focused Educational Development Strategy .223. Translating Policy into Practice .234. Fmaning poverty-orientated programs .25

C. Environmental Education.. 25

Annex Tables

1. Total Bank lending for Education and Training. 292. IBRD/IDA Shares of Lending for Education Projects PY91-95 .303. FY92 Education and Employment Projects .314. Regional Percentage Shares of Education Project Lending: FY63-95 .325. Regional Percentage Shares of Education Projects: FY63-95 .336. Regional Shares of Education Projects .347. Regional Shares of Education Project Lending .358. Distribution of Investments by Type and Level of Education FY88-91 .369. Distribution of Investments by Category of Expenditure: PY79-92 (percentages) .3710. Distribution of Regional Investments by Category of Expenditure: FY92 (percentages) ... 3711. Financing Plan for FY92 Education and Employment Projects .3812. Lending for Project Related Training, by Region and Sector FY90-92 .3913. Social Sector and Education Projects in FY92 ..................................4014. FY92 Education Sector Work .4515. List of Policy, Research & Evaluation Studies in Education Projects, FY92 .4616. Educational Quality Input and Output Indicators in FY92 Projects .4717. Effective School Inputs in FY92 Basic Education Projects .5518. Important Inputs for Designing Good Assessment Components .5919. Examples of Poverty Alleviation Components in FY92 Projects .6120. SectorWorkbyRegion: FY80-92 ........................................... 65

Boxes

Box 1: Zimbabwe: A review of Primary and Secondary Education .......................... 11Box 2: Togo: Skills Formation in the Informal Sector .11Box 3: Indonesia Education Quality Improvement Project .17Box 4: Ecuador - Furst Social Development Project .17Box 5: National Assessment Sub-components in Mexico and Chile .20Box 6: Public Expenditure Reviews for Education .23Box 7: Targeting Girls in Pakistan .24Box 8: Targeting Geographical Areas in China .24Box 9: Targeting High Risk Schools in Chile .25

Figure 1: Total Bank Lending for Education and Training, FY79-92 .3Figure 2: Lending for Education and Training by Type FY 1980-92 .3Figure 3: IBRD/IDA Shares of Lending for Education Projects, FY81-95. 3Figure 4: Regional Shares of Education Project Lending, FY84-95 .4Figure 5: Regional Shares of Education Projects, FY84-95 .4Figure 6: Distribution of Investments by Type and Level of Education .5Figure 7: Regional Investments by Type of Level of Education .5Figure 8: Allocation of PRT Lending by Sector, FY83-FY92. 8Figure 9: Alocation of PRT Lending by Mode, FY83-FY92 .8Figure 10: Trends in Support for Five Test Purposes, FY75-FY92 .19

Tables

Table I: Bank Lending Instruments for Education, FY1987-92. 6Table Il: Sector Work by Type and Region .9Table III: Sector Work Issues by Region .10Table IV: Portfolio Status by Sector and Region, FY89-91 .12Table V: Average Staff Weeks and Supervision per Project, FY 1986-91 .13Table VI: The Effect of an Additional Year of Schooling on Wages and Farm Output,

Selected Countries and Years .21Table VII: Average Social Returns to Education .22

i

Executive Summary

DiveWity and Qult US$26 million for education in non-education projects.IDA's share of education and employment project lending

i. World Bank leading for educatior and training has was 31%, continuing a downward trend from the FY87-89tripled since the mid-eighties. Presently, the Bank is not level of 41%. Projections for FY93-95 suggest a furtheronly the single !argest source of external funding for decline in the IDA share to 26%.education but, it also is an important source of analyticaland policy work, and actively promotes coordination in vi. The regional distribution of project lending issupport of broad-based education development strategies. shifting rapidly. Forty-two percent of FY92 education

lending was for I AC, 25% for East Asia, 21% for Africa,8% for South Asia and 4% for MENA. There was no

i. The nature and scope of lending for education lending for ECA this year, although a number of projectsshows increasing diversity. With several nes and and sector work are under preparation. Longer termreactivating members, sector operations have become trends over the period 1987-95 show the share of lendingmore geocraphically diverse, and broader in the type of for South Asia and MENA falling, Africa, and East Asiaprograms supported. In FY92, the Bank provided loans remaining relatively stable, and LAC and ECA growingand credits for pre-primary, primary, secondary, higher, rapidly. During the FY93-95 period, LAC will have theand VET education, as well as employment, science and highest share of lending at 36%, while ECA's share willtechnology, non-formal education and adjustment. In grow to 9%.addition, the lending instruments sed in the educationsector are becoming increasingly diverse. FY92 projects vii The FY92 education and employment portfolio isreflect this diversity. Finally, FY92 operations reflect highly diverse in terms of leveL Bank loans were madediversity in their goals. Investment and policy-based for non-formal education for the first time since 1986.lending support emerging areas of lending for quality The Ghana Adult Literacy project focuses on improvingimprovement, capacitybuilding, poverty alleviation, science basic literacy rates whie the Indonesia Non-formaland technology, and environmental education. Education project aims at providing adults with small

enterprise and entrepreneurial skiffs to match the needs ofiii. The Bank is responding to the needs of borrowers a rapidly growing economy. Science and technology isby increasingly supporting longer term sectoral emerging as a category of its own, with lending programsdevelopment objecives, producing a broad range of sector in the Philippines, Mexico and Korea aimed at improvingwork, focusing on closer supervsion and monitoring of S&T education at the secondary and post-secondary levels,projects, and implementing a variety of programs in policy improving research capacity, and adapting technology toresearch, dissemination and staff development. serve the needs of industrializing economies. FY92

sectoral adjustment loans in Kenya and Cote d'Ivoire aimLendig at correcting long term structural problems in the

education sector. Fnally, prt -primary components appeariv. Lending for education and employment in FY92 in many loans, most notably in LAC.totaled US$2,236 million, or 10.3% of total Bank lending.The decline from the 1991 record level of US$2,759 Secor Workmillion, or 12.2% of Bank lending, can largely beexplained by low lending levels in MENA and ECA. viiL The quality of Bank education sector work has beenHowever, projections for FY93-95 point to renewed improving since the first review of sector work was donegrowth in the sector fueled by lending to new and in 1984-85. The sector work program is generally strong,reactivating member countries in Europe and Asia, and particularly on issues of quality, cost and finance,increased borrowing by LAC for a wide variety of efficiency and institutional development. Analysis of theeducation and employment services. 24 FY92 sector report shows progress in the

sophistication of political feasibility analysis, particularlyv. FY92 lending consisted of 26 education and with regard to proposed higher education reforms.employment projects with total commitments of US$1,884 Analysis of 'new issues! such as gender, poverty havemiDion, US$326 mi1lion for project-related training and shown some progress but need to be further improved.

Environment, and science and technology need to be

ii

strengthened; as do aralysis of education issves in broad attention is needed to ensure that it remains focused onsocial sector reports. Sector work output in LAC and current and emerging issues.ECA is growing in anticipation of increased lending andthe need for detailed sector knowledge in new member Educatonl QUaiycountries. Some regions (East Asia) are shifting fromconducting traditional sector work to incorporating human xi. Education literature is focusing on the quality anddevelopment issues in Counry Economic Memorandums. effectiveness of learning systems. All FY92 includedIn many instances PHR staff have contributed to these measures to improve quality through curriculumreports. Advanced borrowers in East Asia are also taking development, provision of instructional materials, teacherincreasing respoasibility for social sector analyses. training, or development of school-based management

capacities. Few projects, however, addressed MprocesseSup ervfrion requirements identified in the literature such as:

collaborative planning, building relations between theix. Good implementation performance flows from school and community, setting clear learning goals andstrong national institutions in borrower countries, and high expectations, or creating an orderly and disciplinedeffective Bank supervision. In FY92, an average of I1 learning environment. To improve the capacity ofstaff weeks per project per year were allocated to educational systems to respond to the challenge ofsupervision. This is well bel' . the Bank average of 143 improving quality, eight FY92 projects includedstaff weeks per project. This is cause for concern, educational assessment components designed to measureespecially in the context of increased diversity in education learning achievement. These components are morelending strategies, and the emergence of new areas of widespread and better designed than in the past.lending. A wide variety of technical skills are required to Nonetheless, weaknesses in the institutional, tecl nical andadequately supervise specialized project components such dissemination design of testng and assessmentas educational assessment and management skils components need to be remedied and greater attentiondev.lopment. Education sector adjustment loans also paud to implementation and supevision.require specialized supervision. A substantial numnber ofFY92 projects included components to enhance the Educaion and Powaymonitoring and evaluation capacity of national institutions.Successful implementation of these components could, in xi Sustainable poverty alleviation requires a two-time, reduce the need for detailed Bank supervsion. pronged stra-egy that promotes productive use of poor

people's most abundant asset -their labor - and providesPolkiy RPesrc, Dismi n, and Staff basic education and health care. FY92 Education projectsDevelopmen addressed issues of poverty reduction by providing

adequate financin expanding access, improving quality,x The Bank conducts a broad and varied program Of designing specific interventions to suit specific needs of thepolicy research, dissemination and staff development poor, and building local instituons. While the first threeactivities aimed at ensuring that it fulfills its leadership of these strategis have been familiar to Bank staff forrole effectively. The highlights of the FY92 program some time, the latter two are new areas of emphasis oninclude: 38 special research studies were included as which further research is warranted.research and development components in projects, appliedpolicy research conducted by PHREE and technical xhe i Bank projects targeted resourc to the pcor indepartments, 30 publications by PHREE staff and three ways: (i) geographical targetmig to poor regions orprovision of 146 weeks of operational support, more than neighborhoods; (ii) targetingdisadvantaged groups such as30 professional seminars offered by PHREE and the girls, unemployed youth, or rural poor, and (iii) targetingtechnical departments, leadership roles exercised by staff high-risk or poorly performing schools. Good examples ofin international education organizations and editorial targeting in FY92 projects and sector work are found inboards, and seven seminars for education policy makers the China, Pakistan, Chile and Zimbabwe reports. Theoffered by EDI While the research, dissemination, and success of targeting mechanisms in these projects andstaff development program appears healthy, constant other projects should be closely monitored so as to build

a stock of "best practices" and knowledge in this emergingfield.

iii

Envirnmenal Education reactivating borrowers in Europe and Asia, andincreased borrowing by LAC will fuel future

xiv. Envirommental education as an integral part of the growth. The share of lending for education by IDAtraining of engineers, agricultural experts, scientists, health is falling.experts and economists, is required if a country is to dealwith environmental technology, to monitor environmental (c) The diversity of the lending portfolio placesdevelopments, to make sound, long-term decisions on increased demands on policy research andenvironmental matters, and to enforce environmental dissemination, and skills training needs for bothpolicies. However, the Bank has genera11y given low Bank and borrower staff -- particularly in thepriority to the subject. Bank efforts in environmental emerging areas of quality improvement, povertyeducation have primarily taken place in connection with alleviation, and environmental education.agricultural projects and through inclusion ofenvironmental subjects in a limuited number of secondary xvi. The changing nature of the Banrks lending programschool projects During FY92 a study was underway on poses critical challenges for the sector in the form of:environmental education iG Central and Eastern Europeand Africa. Together with a similar FY91 study in Asia, (a) Continuing efforts to improve sector work, policy,these studies are helping to build our knowledge base. research and dissemination to enhance the capacityDissemination, follow-up and developing relationships with of staff to respond to diverse borrower needs.organizations more experienced in environmental Increased attention to be paid to capacity-buildingeducation are needed. and institutional develcpment.

CocbAsions (b) Assessing the impact of the falling share of IDAlending for educr+Zon, particularly as it affects

xv. The review of lending for FY92 indicates: lending for MENA, South Asia and Africa.

(a) The portfolio has become much more diverse m (c) Building a knowledge base and stock of 'bestscope and purpose, and strongly emphasizes quality practicese on emerging fields of qualityimprovement. improvement, povezty alleviation, and

environmental education.

(b) FY92 lending levels were lower than FY91.However, this decline is temporary. New and

I. Introduction: Diversity and Quality

1.1 Lending for education represented 10.3% of total measured by improved student learning achievement, andBank lending in 1992. This is significantly higher than the in some cases, increased completion rates. Quality incorresponding level during the 80's which was between 6 vocational/technical education is see as close links withand 8 percent, but smaller than the 1991 figure when industrial development needs and increased employment.lending for education and training constituted 12.2%o of Quality in Higher education is a function of the quality oftotal Bank lending. Lending for education and training research, ensuring it meets the developmnental needs af theincludes: education projects, project-related training and, country, and the quality of teaching which results in aeducation components in non education projects. The consistent output of well-trained students. In the newerdeclie in FY92 was mainly due to a drop in leuding to sets of projects quality is a more diffuse concept but isECA and MENA. In 92, there were no projects in ECA always present. For example, the Ghana non-formaland only one in MENA. However, projections for the literacy prodct forges strong linkages between thefuture show that lending for education and training will be curriculum and community development goals. In thesustained at about 12% of total bank lending. Philippines, the project identifies of the low quality of

science undergraduates as a problem in science and1.2 Diversity in lending strategies and increased engineering education. It addresses the problem byattention to quality issues characterize the FY92 Education strengthening of the secondary school science curriculum.and Training projects. Diversity in lending strategies is aresponse to wide variations in the needs of the borrowers. 1.5 Attention has also been paid to increasing schoolWhereas in the past, most operations could be easily effectiveness. The literature and policies related toclassixied as either vocational education, primary education improvements in the quality of education show that theor higher education projects, the more recent operations, most significant gains in quality are attained whenand in particular the FY92 cohort, support much wider individual schools are the targets for change. Often,range of activities and objec6ves. improving the provision of inputs is a necessary but not

sufiTcient condition for improvement in the outcome of13 Seven of the 26 projects presented to the board this education which needs to be accompanied by adaptationyear can be classified as supporting new non-traditional by individual schools. Efforts to improve the quality of theareas. Two projects support training of adults: in Ghana system are therefore oriented at improving each individualthe project supports literacy while in Indonesia projects school through school based plans and programs. Amongare supporting non-formal education in an attempt to the FY92 cohort of projects, the Chile Primary Educationincrease the income of the trainees. Three projects Improvement Project, implements this strategy. Schoolssupport the development of science and technology. In financed by this loan prepare comprehensive reform andKorea, the 1992 project supports science education and innovation plans with specific improvement targets. Otherthe computerization of libraries, in the Philippines support projects incorporate several of the recommendations thatis provided for improving mechanisms and criteria for have been made in the literature on effective schools:funding and monitoring science education and research, community involvement, increased supervision andand in Mexico the research and development of science monitoring of teachers in the classroom, effective schooland technology infrastructure is funded. An innovative leadership and improved classroom climate. Classroomstudent loan reform program in Venezuela is also being climate is understood as including positive teachersupported as part of this year's cohort. attitudes, high expectations of students and clear

assessment mechanisms.1.4 Diversity of lending extends to the instruments usedin this cohort of projects. Two projects are adjustment 1.6 Assessment testing of student learning achievementoperations, one in Kenya and one in Cote d'Ivoire. These was a constant feature in Bank education projects over theare quick disbursing operations justified by short term past seven years and increased sharply in the 1992 cohort,balance of payments needs with disbursements tied to giving teachers greater information on quality in thereforms of the financing and management of the sector. classroom. The largest growth in testing has comeInnovation in the proposed reforms supported by these however in monitoring progress towards achieving nationalprojects is evident in the attention paid to quality, which education goals. This reflects an awareness gained in thehad not previously been a major part of Bank education late 1980s that educational inputs cannot be used assector adjustment lending. Quality in basic education is accurate p-oxies for educational outputs. Monitoring is

2

consistent with the Bank's emphasis on strengthening the of local institutions to provide sustainable qualitycapacity of Governments and Ministries of Education to education. These approaches are often pursued within agather output information for purposes of policy analysis framework of sectoral reform which concentrates onand improved management. Whereas no components of increased access of the poor to education andthis sort had been included in Bank education projects restructuring of sector budgets. Budgetary reform,prior to 1988, 27% of projects included these components targeting additional resources at primary and secondaryin FY91. In this year's cohort, 53% of testing components schooling, is the first towards equity in the provision ofsupported assessment of national systems. education. Education projects have increasingly

incorporated new of previously little used methodologies17 In addition to quality two other themes begL to in designing strategies to specifically target the poor.appear in education projects in a very explicit fashion:attention to poverty reduction and to the environment. 1.9 Education lending operations have recently begun

to address environmental issues as well. Thinking in this1.8 As Bank lending in education has incroasingly area has matured quickly in the past two years. The FY92addressed the goal of poverty alleviation, the methods cohort of loans includes components to strengthenemployed in education lending to taclde this issue have environmental curricula in basic and higher education. Forbeen substantively broadened over the past few years. example, the Costa Rica project finances the developmentWhile emphasis is still properly laid in many projects on of an ecology component in the basic educationoverall sector issues, attention is now given to school and curriculum. The Philippines project will provide masterscommunity specific factors as well. Strategies to target and doctoral scholarships in environmental education. Indiscrete groups of the poor and to allow them to take addition, the Bank has caried out or supervised studits o-ibetter advantage of educatonal opportunities have been enironmental education in Asia and in Central andcoupled with strategies to build or enhance the capability Eastern Europe.

HI. FY92 Sectoral Overview

A. Lending Operations opposed to PRT. These typically take the form of broadsocial sector investent funds and emergency recovery

L. Tmrdein O1 Overa Lend4rg programs.

2.1 The World Bank invests in education in three ways: 2.2 FY92 lending commitments for these three catego-ries totalled US$2,236 million, or 103% of total Bank

(a) Education and emp_loment projects which incluua lending. This represnts a deline in lendig from thefreestanding education, trainmg and/or employment FY91 level of US$2,759 milion, or 12.2% of total Banklending operations provide support for one or more of the lending (Figure 1). The decline is explained by a fall infollowing areas: primary education, secondary education, lending in MENA and a lack of lending for ECA.highler education, vocational and technical education, no- However, lendi;ng projections for FY93-95 point to contin-format education and literacy trainilg, education sector ued growth in education at levels far above those achievedadjustment, and interventions to promote wedu-unctioning in the 1980s. Lending for education projects is projectedlabor markets. to rise to an annual average of US$2,742 in FY93-95, up

from US$1,874 million in FY90-92, and more than triple(b) E ti-t-elated training (PRT) which includes the FY87-89 level of US$756 million. The Bank has thustraining components in non-education projects, designed moved ficlly toward the mcerated empdas on evelo-to ensure that the achievement of objectives of e.g., lending caled for in the Acceleated Edruca on Develop-agricultural, industry or health projects, are not con- mentIrtidvAeandbytheWorldlCoferenceonEducalonstrained by lack of adequately-skilled staff. Increasingly, forAllPRT components are used to address broader and longer- 2 in FY92, education lending was composed ofterm training needs that go beyond those arising from a US$1884 million for education projects, US$326 millionsie project; and (c) edtirdon cgmaunents in non-edu- for PRT and US$26 million for education in non-educa-g&n VE*&u usually centered on basic education (as tion projects. The share of education projects in total

3

education lending was 84% (Figure 2). This represents a continued strong growth in the sector, fueled by new andmarked increase over the trend of the 1980s: the share reactivating member countries in eastern Europe andAsia,averaged 72% for FY8O-8Q when lending for education as well as increased borrowing by Latin America for aprojects stagnated while PRT continued to increase. The wide range of education investments. Education projectdevelopment of lending for PRT is reviewed in Section 3 lending is expected to grow to US$2,742 during FY93-95.below. Lending for education in non-education pr,jects The number of education projects is programmed toaveraged about 4% during 1980-91, increased to six per- increase to an average of 37 during FY93-95 as comparedcent in FY90, fcli to three percent in FY91, and to one to 24 during the FY90-92 period.percent in FY92. Further details for this type of lendingare vroviov,d in section 3(pg 9). 2. Educrn and Emplymet Plrjmt

Figure 1

2.5 In FY92 US$1884 million was lent for educationand Tralning, fo u2-9 i through 26 projects in 20 countries. Ths section hig-

lights trends in education project lending by source ofUSS ml I I ion CThmanda) funding (IBRD/IDA), region, type and level of education,

and special project features.

3-- - -- -- -- - - -- - - -- -Figurm 3

2 -___________,D IBiD/ThA Sharea of Lendingfor Bducation Projeots. FYYOI-O

% ~~~~~~~~~PcuaEof AU) Salut ProJ. L.aung

8282 84 5 _ 87 _9 GS - 81 82 824 95

______ UIX __oeot +.... . -. _ .....- .._.*6duc. in Non. Sdwi. -Tofta

Figure 2

Lending for Education and ox3441 a 8J8 91-3 4Training by Type FY 198C -92 Fiscal Year

ion ~ ~ ~~~~~~~~~~~~~~~mianSaz M ID hr

7sc 1 01-01 121 u 1g1|1 1|1 121 | ;1 i1 2.6 Source of Funding (IBRD/IDA). In FY92, 69o ofeducation lending was financed by IBRD and 31% by IDA(Figure 3 and Annex Table 2). This continues a trend ofIDA!s decining share of education project lending, which

*x - s -11 s - -s-averaged 41% in FY87-89 and 40%0 in FY90-92. IDA'sshare is expected to decline further in FY93-95, to just

1x926% of Bank education lending. Siteen of the 26 FY92o axm asau as as Ot a7es as go 91 st projects were fmanced by IBRD and 11 by IDA (one

Fisc:al Year project was jointly funded by IBRD and IDA).m ue proooe 1 2S Ir 1 ae. Ia Non. Nina

2.7 Regional Distribution. Forty-two percent of FY92education lending was for LAC, 25% for East Asia, 21%

2.4 Figure 1 and Annex Table 1 show projections for for Africa, 8% for South Asia and 4% for MENA. Therelending through education projects for the next three was no lending in ECA this year, although a number ofyears. Projections are not available for lending for PRT employment and social services projects and sector workor for education in non-education projects. Despite were under preparation. Longer term trends show themarked annirl fluctuations, the projectons point to share of lending for South Asia falling from 20% in FY87-

4

89 to %lo in FY93-95, while lending for MENA falls from a relatively stable share for Africa, East Asia, and South17% to 8% in the same period and lending for IAC grows Asia (Annex Table 5).from 14% to 36%. The shari. of lending for Africa inFY92 is higher than it has been in recent years (21%o); FIgure Slonger term trends show the share of edrcation lending to .Africa averagiig 16418% in the period FY90-95. East Regicnal Shares of EducationAsia and ECA are projected to remain relatively stable at Projects, FY84-9521%-27% and 7°,o-9% respectively (Figure 4 and AnnexTable 4).

F re 4

Regional Shares of EducationProject Lending. FY84-95 a.

3 NINA IAsto61

FY84-86 T8-89

:In Africa~~~~~. sI

ii I

11 S. ~~~~~~~~~~~~~~~~~~~~~AfRica Arc

LAC* ~~~11 14.-iA 21

a. Late NINA ~ B.

10 RCA 12

J Y84-86 FY\?-o89 a As ec4 to1

FY90-92 FYOS-95

IL Ask ~~~~~~~ SIa

2.9 Investments by Level and T3pe of Education. TheIAC ~~~~~~~~total project cost of the 26 FY92 projects was US$3,388,

of which the Bank financed 56%, co-financiers inancedFY90-92 FY93-95 4% and borrowers financed 41%. The share of Bank

financing was highest in Afica (83%) and lowest in EastAMda (43%). The level of co-financing was highest inSouth Asia (21%); there was no co-financing in East Asiaand MENA, and only 2% co-financing in LAC. Half of

2.8 Africa and East Asia each accounted for 31% of all projects in Afirica and South Asia benefitted from co-FY92 projects, lAC for 27%, South Asia for 8% and financing (see Annex Table 9).MENA for 4% (Figure 5). Africa's low share of overalllending as compared to its share of projects is, as in 2.10 Basic education's share of total investment re-previous years, explained by the comparatively smaller mained more or less stable in comparison to FY91. Inoperations in the region (average loan/credit size of FY92, 32% of total education investmes was for primaryUS$50 million) than in LAC (US$112.3 million), MENA education and 1% was for non-formal literacy training.(US$75 million), South Asia (US$73 million) and East This compares with 34% of lending for basic education inAsia (US$59 million). These averages mask large FY91, and represents a continuation of the long-termvariations in the size of individual projects, e.g. from US$5 trend toward an increased focus on basic education snceto US$150 million in Africa, and from US$7 million to the 1990 World Conference on Education for All (FigureUS$250 million in LAC. Projections for FY93-95 point to 6). Among the regions, the share of basic education wasa growing share of projects for ECA and LAC as highest in East Asia (42%), followed by South Asia (36%),compared to FY87-92, a shrinking share for MENA, and LAC (35%), and Africa (19%). The share of lending for

Basic education in Africa is much lower than the FY91

5

share of 77%. However, this year Africa cohort included than on local or foreign training. This should have atwo vocational education and training projects and two positive impact on long-term capacity building in the area.adjustment operations. FY92 marks the first year sinceFY86 that a non-formal literacy training project was FIgure 7fmnanced by the Bank (Figure 7 Regional Investments by Type

Figure 6 and Level of Education

Diutrtm&1r of liavstmeuet byT3pe aud lavel od Education

42% 15% 2%

2me .............. ................... _. .. .... 9

am . _ ....... I.. ....... .... ..%X0

a"@< _ ........ l 26% 1 t

00 -- - -- _ --- _-IO 51S

s". - Africa East Asiao . im _ illt -s W|- |1

9 lSW IS@ lilSS * * ~~~~~~~8aslcYear Secondary 3t%

m - J.~~~~a Higher

I_Wbr TingEi*am EJ ~--WmA. * Gen Teacner Trng

*Ssetoti Adl. SIX

2.11 The FY92 share for secondary educatt on was 6%(down from 18%o in FY91), and that of higher education South Asiawas 39%o (up from 22% in FY91). As in recent years, 38%

much of the FY92 investment in higher education focused ox 3

on improving capacities for scientific and technical edu-cation and reseaich. These projects often containedcomplimentary secondary school level inittives in senceeducation. Vocatdznal Education and Training accounted 55X

for 8% of education investments (down from 22% in MENA LACFY91), continuing a long-term downward trend in theshare of VET in total investments (62% for PY63-76, 51%for FY77-86, and 31% for FY87-90). Fnally, educationsector adjustment accounted for 8% of education lending 2.13 Spca Characteristis of PY92 Education - Ein FY92. Adjustment loans were made to Kenya and Cote This section highlights some special features of FY92d'Ivoire. education projects. This year's cohort reflects contnuing

divifation in the sector in terms of lending instruments2.12 Iestments by Categor of Expenditure. The share and project content. The important issues of povertyof civil works in total investments continued its downward education quality, and environmental education have beentrend, reaching 19% in FY92, as compared to 44% m selected for special treatment and are dealt with in sectionFY84-86 and 32% in FY87.-9L Ihe share of investments m.in equipment and furniture and in technical assistanceremained relatively stable at 33% and 15% respectively in (a) LendigFY92, while the share devoted to "other expendituresincreased dramatically. Thisc is largely due to the two 2.14 To respond to the increasingly diverse and changingadjustment operations in Africa (which disburse against a needs of borrowers, the Bank has used four main instru-negative list of expenditures) and increased spending for ments to finance education and employment programs.broad institutional development in MENA and LAC. the traditional specific investment loans (SILs), and threeWith regard to technical assistance, Africa has reversed its more recent ones. sector investment loans (SECILs),pattern of spending more on national and foreign experts sector adjustment loans (SECALU), and hybrids, which

6

combine features of adjustment and investment operations. and secondary levels, and following a period of consolida-The newer instruments are designed to support sectoral tion, a phased expansion of tertiary education; (iii)policy reforms more effectively, with SECALs and hybrids enhance and improve the quality of education at all levels;targeted specifically to countries that are implementing and (iv) strengthen sector management, planning andeconomic adjustment programs. SECILs dre specifically budgeting information systems. The Universities Invest-designed to transfer to the borrower the responsibility for raeut Project supports the government's efforts outlineddetailed preparation, supervision and appraisal of specific above through investments designed to: (i) strengthen theproject investments. SECILs usually have a strong policy Commission for Higher Education (ii) reform the Studentcontent, support part of a longer-term investment Loan Scheme; (iii) carry out relevant studies, (iv) supportprogram, and provide funding through an intermediary applied research; and (v) strengthen public universitiesorganization which is largely responsible for project through institutional development, staff development inimplementation. key areas and s:mpply of teaching materials.

Table l: Bank Lending Instruments for Education, FY 2.17 Like Kenya, the Cote d'Ivoire Human Resources1-87-92 Adjustment Credit is also a quick-disbursing operation

designed to assist the government in carrying out compre-hensive reforms in the human resource sectors. The

'ear SIL SECIL SECAL Hybrid credit is the first in a series of possible intcrventions,1987 10 3 1 including adjustment and investment operations in the

financial, industrial, human resources and economic1988 17 2 management sectors Disbursements are tied to enact-

ment of legislative reforms governing financing and1989 is 4 1 management of the human resource sectors, completion of1990 14 4 3 studies, progress in carrying out the government's human

resource development and macroeconomic programs, and1991 18 8 implementation of several specific reforms within human1992 17 7 2 resource sub-sectors.

Total 91 28 6 1 2.18 In several countries, where institutional eapacityremains weak, sectoral policy reform have been supportedby SILs with a strong policy content. Among the FY92cohort of projects, Lesotho exhibits this characteristic. Ithas strong components to strengthen the capacity of the

2.15 Although SILs remain the dominant lendilg instru- Lesotho MOE to carry out its educational developmentment for education, even in support of major programs of plan. One of the primary aims of the project is to supportpolicy reforms, there has been a growing use of other sectoral reform to address management and financialinstruments. Of 126 education operations approved during inefficiencies in the sector. It incorporates projectFY87-92, 35 were non-traditional: there were 28 SECILs, conditionality as a means of addressing issues in teachers6 SECALs, and 1 hybrid (Table 1). Of these 35 non- condition of service and sectoral financing. Lendingtraditional operations, 9 were approved in FY92. There instruments that combine the benefits of SILs andwere adjustment operations in two countries: Kenya and SECALs can be very effective in a variety of educationC6te d'lvoire; and SEClLs in seven countries: Kenya, development situations. It should however be recognizedMadagascar, Mauritius, Rorea, Philippines, Chile, and that such polcy-based SIIs have limitations due to theirMexico. complexity, and require detailed imput from Bank staff

during preparation and implementation2.16 The two Kenya operations were designed ascomplements. The Education Sector Adjustment Program 2.19 Experience with sectoral adjustment operationsprovides credit in three tranches to finance foreign raises questions about the effectiveness of SECALS for theexchange costs of general imports subject to a negative education sector. First, SECALs are very difficult tolist. Tranche release is conditioned on successful imple- design and implement. They require careful sequencingmentation of reforms designed to: (i) reduce the rate of with investment operations, close donor coordination, andgrowth of the education recurrent budget; (ii) expand sophisticated political sociaL and institutional feasibilityaccess to education and increase retention at the primary background analyses. The 1991 Annual Review of Project

7

Performance Results cites the recently completed Morocco services, enhancing national capacity for monitoring andEducation Sector program for underestimating the evaluation, and strengthening of management, policy anddifficulties of achieving policy change and implementation. planning units. The Chile, Ecuador, Lesotho and AngolaPersonnel changes both in the Bank and the government projects included innovative decentralization initiatives.and complexity of the operation -- covering all levels of The Chile, Pakistan and Mexico projects had strongthe system -- contributed to difficulties in implementation elements on improving school supervision systems,of that loan. The two ongoing adjustment operations in especially in remote rural areas.Mali and Guinea are experiencing serious difficulties inimplementing policy reforms. The latest supervision 2.24 Cost/Finance. Sixteen FY92 projects containedreport for the FY90 Guinea Education Sector Adjustment cost/finance measures, including textbook cost recovery,Credit cites lack of cooperation from central ministries, student loan and scholarship schemes, and communitypolitical pressure influencing personnel policy, and lack of financing. The two education sector adjustment loanshigh level program management. (Kenya and Cote d'Ivoire) required reductions in the rate

of growth of the recurrent budget, and increasing efficien-2.20 Second, and perhaps more importantly, adjustment cy in education expenditures.loans must be quick-disbursing and justified by short termbalance of payments needs, whereas education reforms 2.25 Four of the five higher education projects (Kenya,typically mature through the economy over a much longer Venezuela, Tunisia, Philippines) will institute student loantime frame. Implzmentation of reforms on a schedule and scholarship schemes. Four projects (Ecuador, Belize,designed to meet the requirements of quick-disbursing Chile, Costa Rica) will establish textbook rental, sale orlending operations requires strong institutional capacity, loan schemes. Four projects (Ghana, Nepal, Lesotho,often lackdng in countries undergoing adjustment. More- Philippines) wll encourage community financing of literacyover, financial incentives to the adjusting agency are often materials, school construction, or traiing costs. Fmally,not made clear, e.g. the education ministry may make the Mexico Science and Technology project wili introducedifficult policy changes while hard currency rewards are user fees for services provided by laboratories toapplied to general import accounts. Participation in the industries.financing of the total (investment and recurrent) cost of atime-slice of a sectoral development program through a 2.26 Science and Technology. Improvement of science &policy-based operation (SECILs or SILs) will often be technology education and research was the focus of 5more appropriate. projects (Philippines, Mauritius, Korea, Tunisia, Mexico).

The Mexico and Philippines projects are concerted efforts(b) Ia40vative components in FY92 projects at improving linkages between industrial development and

science & technology teaching and research. The Mexico221 FY92 projects demonstrate continuing innovation in project is aimed at: increasing public spending on sciencethe areas of external efficiency, institutional development, research, instiuting innovative cost/finance schemes tocost and finance, and science and technology, fund laboratories, and establishing indicators to monitor

the control of science research. The Philippines project2.22 Exemal efficency. Three VET projects (Madagas- will address similar issues, and introduce a management ofcar, Mauritius, Philippines) contained components de- technology component to bridge the gap betweensigned to strengthen employer-training linkages through technology and its utilization. The Korea and Philippinesdevelopment of labor market information services, projects recoize the need to improve the quality ofemployer advisory councils, on-site trainin and develop- undergraduates entering scientific institutions and willment of specialized, tailor-made training programs. The support science education at the secondary leveLGhana, Indonesia, and Ecuador projects all link non-formal education and income generation initiatives. 3. Proect-Reaed Trawig (PRM

2.23 Institonal Development. Provisions designed to 2.27 In FY92 the Bank allocated US$326 million (1.6%develop local and national institutional capabilities were of total Bank lending) to Project Related Training (PRT),extremely wel developed in FY92 projects. This coincides below the Fy89-91 average of US$416 million (1.8% ofwith a growing emphasis in Bank education policy total Bank lending). The decline is largely explained bydocuments on strengthening institutions for sustainable the dramatic fall in FY92 lending for PHN, which haseducational development. The most common components traditionally been a large source of PRT. Within the PHNincluded establishment of management information sector there was also a large decline in the number of

8

social sector projects which have in the recent past well below the average for the previous three years, whilecontained large training components. In FY92 there were lending for study tours was well above that of the previousonly three social sector projects with a total of US$1 three years (Figure 9).million in traiing, as compared to the US$46 million intraining allocated to ten such projects in FY91 (Figure 8). 4. Eduadon Components in Non-EducaionSecond, contributions of co-financiers to PRT increased in ProjectsFY92 - to US$95 million, as opposed to US$75 million inFY91. 2.30 In addition to project related training which is

present in many programs of all types, two kinds ofFigure 8operations support education activities in non-education

Allocation of PRT LAnding bv Sector programs. Long term fellowships funded under non-PYBS-FY92 education sector projects are intended to build or

strengthen institutional capacity in all sectors of nationaleconomies. Funding of fellowships is a traditional aspect

"X 1 1 - | 1 1 1 1 | | a 1 of Bank lending and accounted for US$23 million, or 88%,of education lending in non-education projects in 1992.

ux ~~~~~~~~~~~~~Flgure 9

gofi5C * * * * * * E * Mtocalltion af PRM LAnding by Mode

x FY8s-P-Y92

. 88 " es " w "so Be o ft la P_o

Year

228 The agriculture sector was the largest lender in 26x-

dollar terms (US$103 million) for PRT in FY92; while thePHN sector was the largest lender as a percentage of o x as u as a a a. s atoverall lending (63% for PRI). The share of lending Yeardevoted to PRT in development finance, PHN and water m rts t2mSc.iBa -cE wm

supply in FY92 is coniderably below the averae for the S C athree preceding years in these sectors. The transportation, Iindustry, energy and technical assistance sectors showedmodest increases in the share of lending for PRT (Figure 2.31 Of more particular interest are the innovative8). Among the regions, Africa was the largest lender in social sector projects These integrated programsdollar terms (US$95 million) and following the trend present several interesting features and represent a newestablished in 1984, it had the highest regional share of approach to education lending. They are designed tolending for PRT (2.7%). In this region, this continued protect the poor dung adjustment, and most oftenfocus on post-employment workforce development has combine provision of services in both the education andexpanded to include emphasis on personnel management, PHN sectors. In 1992 a total of four social sector projectsincentive structures, and workplace improvements, in included two education components accounting for US$3addition to traditional training activiies in PRT inuion. The 1992 total represents a temporay dip incomponents. South Asia follows Africa as the largest comparison with 991, which had a cohort of 10 suchlender for PRT (US$712 million, 2.5%b), while other projects, and with 1993-95, for which a total of 24 socialregions lagged well behind both in terms of doDlars and sector projects are planned.share of lending for PRT.

2.32 The education sub-component within the Second2.29 Lending for PRT in FY92 reflected a reversal of Social Investment Fund Project in Honduras focuses onrecent trends by decreasing emphasis in Bank projects on physical facilities for pre-primary and primary schools, andfinancing foreign training, consultants, and overseas teachng materials and libraries in primary schools, withinfellowships. Lending for equpment and materials was an overall program context of poverty alleviation durmg a

9

period of macroeconomic structural reforms. The reports within the context of exsting studies; strengtheneducation component accounts for 14%, or US$L4 alysis of 'new issues such as gender, poverty, andmillion, of the total program. In Sao Tome and Principe science and technologr, and inrease standards for analsisUS$1.6 million is being used to provide school textbooks of education issues in broad social sector reports. Thisand educational materials, strengthen school inspection at section highlights features of FY92 sector work, whichthe primary level, and improve educational planning. This were not included in the above study.component, which accounts for 15% of the total programcost, is part of an effort to reverse recent declines in the 2.34 Twenty-four sector reports were issued in FY92:health and education status of the population. nine each in Africa and LAC, three in ECA and one each

in South and East Asia and MENA (Table II). A review

B. Sector Work of the distnbution of education sector reports by regionduring FY8Q-92 reveals that Africa has had the largest a&4most consistent sector work program, followed by LAC,

233 Sector work forms the basis forpolicy dialogue wit MENA, South Asia, East Asia and ECA. Output in thegovernments, the design of Bank lending strategies, and latter four regions has been low, while in LAC andpromotion of external resource mobilization and coordina- MENA, it has increased sigificantly in recent yearstion. An FY92 PHREE study (Christopher Thomas and (A.nnex Table 19). The increase in these regions is largelyMarain Carnoy, Review of World Bank FY91 Educahon driven by growing lending for a wide variety -c socialSector Work, 1991) concluded that while the quality of services in LAC and the need for detaled sectorsector work had improved since 1984/85, there was still a knowledge in new member countries in ECA.need to strengthen socio-political analysis; integrateTable 1 Sector Work by Tpe and Region*

Afica East Asna South Asia LAC ECA MENA Total

Sector review/survey 1 1 2

Subsector studies

basic education 1 1 2

sec./post primary 1 1 1 1 4

higher education 1 1 1 3

manpower training 1 1

cost and finance 1 1 2

Special studies 2 2 4

Education in social sector studies 2 2 1 1 6

TOTAL 9 1 1 9 3 1 24

Percent 38% 4% 4% 38% 12% 4% 100%* This table is restricted to a study of traditional sector work and does not include social sector analyses included ineconomic reports or CEMs.

235 Two each of Africa and LAC's nine FY92 reports 2.36 The FY92 reports contained particularly strongwere social sector studies. Three special studies were analysis of cost and finance, quality, and equity issues.done in FY92: (i) teacher training in Tanzania, (ii) These topics appeared in nearly every report and wereprivate sector delivery of social services in Brazil, and (iii) backed-up by strong statistical analyses. Access andcapacity-building in Mozambique. There were two internal and external efficiency also received widecost/finance studies, one on private financing of higher coverage. Some of the Africa region reports had extensiveeducation in Latin America, and the second a financial sections on education of women (Togo, Guinea-Bissau,review of Poland's social sector. The remaining studies Uganda). Overall performance of sector reports on thisfocused on the education sectors and sub-sectors (rable topic can be judged to be weak. Science and TechnologyII). was the weakest topic, covered by only 25% of the reports

(Table E).

10

2.37 Discussion of govermnent policies in education was on slow economic growth rates, stabilization and structurala consistent theme. Most of the reports focused on adjustment polices and their impact on education (Domin-government expenditure and financing of education, the ican Republic, Central America and Panama, Togo, andexistenew or lacL of a national sector pelicy and the Cameroon). The ECA (Romania, Bulgaria, Poland) andcurrent status and role of the MOE. The social sector Mozambique sector report used structural changes, ie,

reports had more extensive analys of government sociat the shift from a state to market economy, as a frameworkand macroeconomic policies and their relationship to for analysis of education. The sector reports witheducation than special or sub-sector reports which tended secondary and VET components had sections on laborto concentrate on particular sub-sector policies. Al the markets and tied these into analyses of economicreports had sections on the economic situation of coun- development and education policy.tries and their impact on education. Five reports focused

Table III: Sector Work Issues by Region

Region Access Equity Female Sckence & Quality Inen Eaemal Insdattional FnanceEducaton Tecimology Efficiey Effiiency ames

Afrka 66 77 55 11 77 88 44 88 88

EAsia 100 100 0 100 i, 100 100 100 100

S Asia 100 100 100 100 100 100 100 100 100

MENA 100 100 100 100 100 100 100 100 100

ECA 33 33 0 66 100 33 100 100 100

LAC 33 66 0 0 77 33 33 100 100

AllRegions 54 71 29 25 75 63 S4 96 96

Number 13 17 7 6 18 15 13 23 23ofReport

238 Reviews of sector work conducted in 1984/85 and The only exception was the Togo sector report which is1991 (Thomas and Carnoy, 1991; and FY84/85 Annual part of a larger study of the informal sector in fourRevew of Lending Education and Training) identified the African countries. In general, recommendations in sectorneed for more social and political feasibility analysis. The reports addressed issues identified as core problems byFY92 reports were assessed on the same criteria as these previous analysis, for example, the Guinea-Bissau sectorearlier reviews. In FY92, 6 sector reports (25%) report recommended attacking the problem of languagecontained an appraisal of political obstacles to education instruction as an approach to quality improvement;reform and ways to overcome them. The Senegal, previously it hal identified this a core problem in the poorCaribbean, Togo, and Brazil higher education reports quality of learning. The Mexico sector report linkedanalyze political obstacles to reform. The Brazil report international research, an evaluation of the Mexico Initialmakes a recommendation for a feasibility study including Education Project and analysis in the sector report inclose consultation with beneficiaries. The Canbbean formulating recommendations. However, only the Brazilreport included an appraisal of increased government and Zimbabwe secondary education reports prioritizedexpenditure on education and its link to building a recommendations.political constituency. FY92 sector reports have shown animprovement over previous years in the discussion of the 2.40 The stronger sector reports: (i) the Zimbabwepolitical context of reform. Work in this area in other report on the basis of breadth and depth of descriptionreports could be significantly enhanced by addressing and analysis of issues, discussion of alternative approachesissues of political context of reform in the overall to problem alleviation including cost-effectiveness offramework of sector work analysis. alternative strategies,statisticalback-up, good interweaving

of government policies, analysis and recommendations239 In FY92, 23 of 24 sector reports included (Box 1); (ii) the Carbbean education sector review forrecommendations for issues to be develeped in projects. detailed coverage of topics and an exceptional section on

11

(Box 2); (iv) the Brazil private sector delivery of socialBox 1: Zmbabwe: A Review of Primary and services report for integration of economic research, localSecondary Education institutions, benefits and constraints as well as

recommendations that reflected this analysis.From the standpoint of structure and presentation,the Zimbabwe study could be a model for others.Generally, the recommendations are based on a Box 2: Togo: Skills Formation In the Informalgood analytical foundation, and the report hangs Sectortogether extremely welL

The Togo sector report is unlike others. It'sIt begins with a good analysis of the labor market distiishing features are it's nature, scope andand the economy, ties in the expansion of the research methodology. It is part of a larger study ofeducational system and then presents the problems microentrepreneurs and the informal sector in fourregarding the large variation in quality at the sec- African countries. The research was based onondary level (where the great expansion took place). structured intervews with entrepreneurs involved inThe main focus of the report is on bringing up ten different activities. It has a strong poverty focus,achievement levels in the poorer performing schools. and includes a section on the particular problemsThe data are very good: they show that there is faced by women microentrepreneurs.considerable variation in achievement and resourcesavailable to the schools. Sector work forms the basis for policy dialogue, and

the design of Bank lending strategies. BankMany of the recommendations are straightforward, Education projects differ in their scope andbut are well-supported by the data and their analy- objective. Within this realm, the Togo reportsis. The study argues for improving teacher support performs a specific task. it provides information forservices, improving management of schools at the the formulation of policy and project componentsregional level, and strengthening the analytical that address the needs of a target group.capacity of the central government, particularly withrespect to achievement. All this would increaseefficiency of the school system and ultimately saveon expenses. C. Implementation

The main recommendations of the report, however, 1. Project Performanceconcern equalizing the quality of education availableto less advantaged schools, many of which are in 2.41 his seton hi ts the main issues in proectrural areas. The government is urged to offer super21sion as indicated by the FY91 Annuae Aeview ofincentives for such schools, provide much better supervision andicatedoby the F n Ri. . . . . ~~~~~~Impleention and Superion (ARIS) and the 1991materials, and more staff support. There is also a Annual Revew of Project Pe#fmance eUUtS. The formerdiussion ofwhether the central government should reviews ongoing projects, while the latter is concerned withadopt a positive funcial discrimination polcy in the results of recently completed projects.favor of the poorer schools, especially since thereare large private contributions in the better schools. 2.42 The FY91 education portfolo included 170 projects

Although there are mostly standard recommenda- (9.2% of the total number of projects for all sectors)tions given to equalize quality, these solutions are amounting to US$8.6 billion (6.2% of total commitmentpraly Vfigood ones. Whether many of them are for all sectors). The education sector's share of totalprobably goonsWhtemayotemre commitments was 6.3% in Africa, 7.8% in Asia, 65% inpolitically feasible is another story. If there is amajor fault with the study it is in the absence of EMENA, and 3.5% in LACvdiscussion of that issue. (a) Performance of froects

2.43 The FY91 ARIS report shows a slight deteriorationeducational financing; (i.i) the Togo informal sills in the performance of the Bank education and employ-training report for innovative local research techniques ment portfolio, with overall ratfings falling from V7 inFY89 to 1.8 in FY90 and 1.9 in FY91 (Table IV. The,

12

education sector performed marginally better than the from FY90, while Africa worsened, both in terms of statusBank average, led by strong improvements in the LAC and ratings and percentage of problem projects.EMENA portfolios. Ratings for Asia were unchanged

Table IV: Portfolio Status by Sector and Region, FYB9-91

swUS ratng Probem prec as % of operatom

FYP FYW FY91 FY9 FY90 FYPI

All sectors 1.8 1.9 2.0 13 17 20

Education 1.7 1.8 1.9 7 13 17

Africa 1.8 1.9 2.2 8 16 29

Asia 1.5 16 1.6 0 5 5

EMENA 1i 1.9 1.8 22 27 8

IAC 2.3 19 1.7 38 28 12

Note: Ratings reflect the folowing assessments: 1-no sigfint problems; 2-moderate problems; 3-major problms being addressed; 4-maorproblems still to be addrsed. noe overall status rating is a composite of several assessments, including the likelihood that the project willachieve its development objectives, compliance with legal covenants, project management performance, availability of funds, traininl imple-mentation of environmental aspects, and disbursements.

2.44 The chief reasons cited for the deterioration in the tained reform programs were found to be virtuallyAfrica portfolio were the introduction of a more critical problem free, while those in countries that had onlyreview process and political and social instability, in many recently undertaken successful reform and where reforminstances, affected by the transition towards democracy. had not fully taken hold had a substantial percentage ofSpecific problems included shortages of counterpart funds, problem projects. The linkage between poor economicweak implementation capacity, and slow procurement. and project performance manifested itself in lack of ava-The ARIS recommended (i) continuing managerial ability of counterpart funds, inadequacy of cost recovery,emphasis on implementation efforts; (ii) disseminating cost overruns, poor management and high staff rotation.good practices and incorporating lessons; (iii) broadening Country implementation reviews, mid-term reviews, andthe implementation effort through more intensive use of integration of lessons of past experience helped to improveresident missions, mid-term project reviews, CIRs and overall performance. Portfolio "clean-upe and loanSIRs; and (iv) improving auditing and procurement. cancellations, increased supervisory responsitbility forSpecific measures to be taken within the buman resource resident missions, and standardized procurement docu-sectors include: (i) continuing the trend toward more ments also contributed to improved project performance."software"-orientated projects (training, service qualityimprovement and policy reforms); (ii) applying the 2.46 The 1991 Annual Review of Project Performancerecommendations of the 1985 review paper (Report No. Reults analyzed a cohort of 22 education project comple-EDT1) on how to design and implement textbook tion reports. Fifteen of the 22 projects were judgedcomponents; (iii) examining the experience of the Lesotho satisfactory. Factors contributing to the poor performaneeBook Fund as a model for revolving funds; (iv) improving of the remaining seven projects included: inadequatethe linkages between employers and training programs for project design and appraisal, weak project managementvocational education projects; and (v) routinely pilot and supervision, political and economic instability, andtesting new plans for schools and other facilities, and pre- wavering policy commitment on the part of borrowers.qualifying registered contractors and trained quality The report suggests: (i) more thorough economic andinspectors. financial analysis with particular focus on the impact of

projects on recurrent budgets; (ii) ex-ante analysis of local245 Analysis of the LAC portfolio revealed a strong institutional, managerial and implementation capabilites;correlation between the strength of a government's overal (iii) an assessment of political risks and social support formacro-economic stabilization and adjustment program and reform programs; and (iv) pilot testing of institutionalthe performance of individual projects. No sector specific arrangements for sector lending.data was available, but portfolios in countries with sus-

13

2.47 The FY91 cohort of projects and sector work Table V: Average staff weeks of supervision per project,contains good examples of analyses which reflect these FY 1986-91lessons. The China Education Development in PoorProvinces Project provides detailed analyses of institutions.The Kenya Education Sector Adjustment Program takes 8 8 88 89 90 1Aaccount of potential reactions by teachers, students, and 8 87 88 89 9o 1politicians to the proposed adjustment program and takes Au 11.7 11.6 112 10.1 10.7 13.3steps to minnimZe risks, such as wide public consultation, sectorsconsensus building within the government, increasing the Educa- 105 94 8.1 7.7 8.7 9.3number of tranches to ensure continual monitoring of tionprogress, and complementing reforms with an investment sectorprogram. In the Chile Primary Education Improvement Afr 1 9.7 8 8.5 92 10.6Project, the pedagogical, technical, operational, and mana-gerial procedures for the implementing institution are Asia 105 11.1 8.4 7.8 8.9 10.1based on extensive pilot programs. 8. 7.1 6.7 5.7 8o 9.4

EMEAM

2. Sup evmon LAC 13.3 9.2 9.2 9.4 8.6 5.2

2.48 Implementation of a diverse portfolio of sub- SALA & 15.1 20.5 16 15. 16.2 15.6sector operations and lending instruments requires SECALS 0adequate supervision. However, supervision coefficients inthe sector are low. In FY91 an average of 93 staff weeksper project per year were devoted to supervision, wellbelow the Bank average of 133 staff weeks per p:oject 2.50 Effective Bank supervision can contribute to good(Table V). In FY92, the average supenision coefficient for implementation performance, but it can not substitute forPHN projects was 20.9 staff weeks and 11.0 weeks for weak borrower institutions. There are limits on both theBank education projects. Bank-wide average for FY92 availability of resources for Bank supervision and thewas 14.1 weeks. While some improvement in noted range and effectiveness of that supervision. Good imple-between the two fiscal years, the comparable low number mentation performance is a function of the capacity offor education projects requires enquiry. In the education national institutions, and this capacity should be a centraland employment sector, where new types of focus of Bank appraisal and supervision. Bank projectsimplementation issues arise and project desins are wi31 need to provide explicit support for building strengthincreasingly innovative, this trend is cause for concern. A in this area.wider vanety of technical skills are required to adequatelysupervise specialized project components such as textbook 2.51 The Wapenhans report has recently addressed theprocurement, management skils development, and labor issue of poor implementation of projects and the problemreguaion reforms. Supervision of complex loans such as of undisbursed loans. OED analyses of projectsector adjustment loans, or loans which combine invest- performance in the education sector frequendy point toments and policy reforms, is another area of concern. project complexity and weak borrower commitments as

central causes of implementation problems in the sector.2.49 The FY91 ARIS highlights four management Complex projects typically pursue multiple objectives,actions which were important in strengthening the Bankis include many unrelated components and spreadsupervision function during the past year: (i) increasing implementation responsibilities across several ministriesuse of Country Implementation Reviews; (ii) restructuring aud agncies.portfolios (mainly in major LAC and Asia countries) while -

at the same time concentrating resources on resolvingproblem projects; (iii) strengthening the rok resident 2.52 A key element in the good perfoimance of themissions play in project supervision; and (iv) rgizing portfolio wil be a careful assesment and appraisal ofportfolio management as a major instrument by Bank implementation and institutional issues and carefulmanagers, and instructing management to give more supenision requirement. Project design should ensureemphasis to supervision effectiveness in staff annual that implementation of Bank projects become an effectiveperformance evaluations and promotion decisions. tool for building implementation and supervision capacity

in borrower countries. Among the FY92 cohort of

14

projects, Chile executes this by building borrower academic institutions and government ministries. Some ofcommitment and ownership. It explicitly delegates some the FY92 sector reports drew extensively on outsideaspects of project development to the borrower, and sources of information and analysis to produce wellcombines it with Bank activity in facilitation and advise. rounded and comprehensive analysis of their own. These

include Secondary Education and Training in Brzl.D. Policy, Research and Dissemination Adapting to New Economic Realides, Nigera Secondary

Education Sector Report, and Mexico 7he Initial Education253 The World Bank is the single largest source of Strate.y. Judging from the scant references made in nearlyexternal financing for educational development. In half of Bank sector reports to outside studies, this sourceaddition, it provides professional advice. Often, projects of information is not sufficiently used. This tendency isbecome a vehide for coordinating external assistance. To probably not unique for the education sector and reflectsplay this leadership role effectively, the Bank needs to factors such as lack of time by Bank staff to inform them-ensure that policy dialogue and design of lending selves about research efforts in other countries and theoperations are based on solid sector knowledge. This general tendency in the Bank to favor its own work overknowledge can be drawn from several sources, including that performed by outsiders.studies financed by (i) the Bank's projects and sector workprogram; (ii) other development agencies, academic 2.57 Third, the PHR sector conducts three sets of policy,institutions and government ministries; and (iii) the PHR research, and dissemination activities designed to improvesector's policy, research and dissemination program. the quality of education sector lending and policy advice.

First, to underpin policy dialogue and lending operations,2.54 Frst, practically al ongoing education projects all PHR seor operating divisions and technical divisionsfinance studies designed to evaluate the itmpact of policy conduct country and region-spedfic sector work The 24interventions promoted through projects, such as cost sector reports issued in FY92 have been reviewed inrecovery, female education, or language of instructiotL Section C above.More generally, they help countries to analyze key sectorssues and develop actions to address these issues. Apart 2.58 Fourth, at the central level, PHREE conducts policyfrom the positive impact studies have on the desig of and research work designed to develop and synthesizepolicies and strategies, they also help develop domestic state-of-the art sector knowledge for education sector staffresearch capabilities. Knowledge generated through and policy makers inside as well as outside the Bank.studies is of crucial importance to the quality of Bank The program focuses on four education sub-sectorswork The number of studies financed under projects is (primary education, secondary education, vocational andmuch larger than that conducted as Bank-financed sector technical education and training, and higher education)work Additionally, project supported studies conducted and five cross-cutting themes (female education, sectorlargely by domestic researchers help to facilitate management, employment and labor markets, science andimplementation by creating national ownership of results technology, and education economics and finance).and recommendations. Together, these studies are expected to lead to an update

of the 1980 Education Sector Police Paper in FY95.2.55 This year Bank education projects provided funding During FY92 PHREE completed a General Operationafor 38 studies on such diverse topics as: the financing of Review on Educational Testing, a Policy Brief on Highertraining in Madagascar, strengthening provincial Education, two papers on higher education financing, andadministrative support in Indonesia, socio-economic a review of the Bank's treatment of labor market issues.factors associated with repetiton and dropout in China, The findings of PHREE policy and research work areand development of the private universty sector in Kenya shared with Bank staff, outside experts, and policy makers(Annex 15). It should, however, be recognized that Bank in member countries. This is accomplished throughtechnical support and supervision are closely related to the publications by participation of PHREE staff in seminarstimely completion and quality of these reports. In time, and workshops, and through operational support activites.with close supervision and monitoring, borrower countries PHREE staff issued 30 publications and provided 146should be able to develop their own capacity to produce weeks of operational support in FY92.high quality education research

2.59 Fmally, PHREE and the technical departments2.56 Second, a large body of knowledge highly relevant to conduct a varied training and dissemination program forthe work of Bank education sector staff is generated Bank staff. he FY92 PHREE staff developmentoutside the Bank -- by other development agencies, program was designed to meet four needs of PHR sector

15

staff: (i) to keep abreast of new opportunities in the substantially to the annual conference of the Comparativeeducation field, as identified through emerging world International Education Society, held in Annapolis ontrends in education and Bank policy work; (ii) to expand March 12-15. One of the main themes of the conferenceskills in a range of specializations within education, such was educational reform in the former Soviet Union.as textbook design and publishing, education statistical ASTPH organized symposiums on primary and higheranalyses, and labor market analyses; (iii) to exchange "best education in Asia. AFTED sponsored eight "brown bagepractices"within a decentralized Bank structure; and (iv) to seminars on such issues as gender and educationalaccess outside knowledge. To ensure that this program developmcnt, comnunity participation, education financeresponded to the concerns of regional departments, an and textbook provision. LATHR offered ten shortAdvisory Group comprising ten operations staff was seminars on regional education issues such as interactiveestablished in FY91. radio learning, curniculum development, student achieve-

ment, decentralization, and repetition. The department2.60 The FY92 program consisted of: (i) flagship also began work on developing a "LAC Working Groupcourses which laid a foundation of professional knowledge for Education" which includes representatives from thewith regard to new opportunities; (ii) technical seminars World Bank, IDB, USAIS, OAS, and UNESCO.which built skills of se"or staff; (iii) interest groupsfocused on issues of hight,: education ane science and 2.63 Finally,inadditiontoactivtiesgearedtowardsBanktechnology, along with a series of "best practice" seminars, staff, EDI organizes seminars for education policy makersto facilitate Bank-wide information exchange and discus- and staff in member countries. Seven seminars weresion of developments in the education field, (iv) a brown offered in FY92: (i) higher education in Africa; (ii)bag lunch series which provided access to outside knowl- bigher education in Asia; (iii) evaluation of educationaledge; and (v) two-page Education Notes which provided systems for francophone Africa; (iv) quality of primaryrapid information on innovative sector work and opera- education in Asia; (v) vocational and technical educationtions and on new research findings. in Latin America; (vi) teachers, cost, and effectiveness in

north Africa; and (vii) higher education in small states. In2.61 In FY92 17 technical seminars with 299 participants additions, PHREE and EDI began organizing a joint(252 from operations, 47 from OSP) were conducted by seminar on managing educational reforms, to be offeredPHREE. Seven Education Notes were issued and 23 in FY93.brown bag seminars hosted. Interest groups on highereducation, secondary education, testing and assessment 2.64 There was substantial progress made during FY92and science and technology met regularly and played an in the training of Bank education staff and the dissemi-important role in both the policy formation and nation of research results and best practices. However,dissemination processe. Particularly noteworthy in the this is a continuing effort that needs to be reinforced. TheFY92 program were four "flagship seminars": (i) effectiveness of the Bank in supporting education andEducational Testing and Assessment, in cooperation with employment in the 1990s will ultimately hinge on theEducational Testing Service in Princeton; (ii) Science and dedication and quality of its staff. As education andTechnology m Higher Education, in cooperation with the employment lending expand rapidly, the Bank isUniversity of Tennessee; (iii) Improving the Performance confronting operational and policy issues with which staffof Labor Markets; and (iv) Workshop on Textbook are unfamil;iar These factors threaten to erode theDevelopment. PHREE also organized a study tour on traditions of technical erise and operational rigor tohigher education policy reform in the United Kingdom which the sector has long been committed. New areas ofand the Netherlands. operational work often require staff to learn as they go

along. A key strategic element for the sector is, therefore,2.62 The PHR technical divisions conduct studies and the need to emphasize and enhance the skills of technicaldissemination activities geared towards the particular staff, and an understanding by economists of technicalneeds of their regions. For example, EMTPH contributed issues in educational development.

16

III. Cross-Cutting Issues

3.1 All FY92 Annual Sector Reviews are to address management. Community involvement, effective schoolthree cross-cutting issues. These are quality, poverty and leadership, in school in-service training, flexibility andthe envirorment. The central role of quality education in autonomy, aspects of school climate, teaching process and,both poverty alleviation and environmental protection has assessment/ examinations are examples of these inputs.been a theme in much of the Bank's policy in recent years.This section provides an analysis of the Bank's treatment 3.5 All primary education project components in FY92of these issues, along with examples of "best practice' in aimed at improving teacher training and instructionalFY92 projects and sector work. materials. Curriculum reform was the focus of four

projects. Six projects had stipulations for enhancingA. Education Quality school facilities. There were no components wlich

focused on actual learning time. This is cause for concern.3..2 The Bank has increasingly emphasized quality as a If educational quality is to be ameliorated, this gap needscore issue in educational development. Poor quality to be addressed.education has a high cost reflected in early drop-out,repetition and remedial instruction. The foundation of a 3.6 In addition, 5 projects included elements whichquality education is at the primary level. In many addressed community involvement, effective schooldeveloping countries, often those who complete the leadership, teacher process and system supportpnrimary school cycle do not learn the basic skils of supervision. (See Annex 17 for complete listing of effectivereading and writing required to function in an school inputs in FY92 projects) The inclusion of effectiveindustrialized society. Improving the quality of primary school inputs in FY92 projects is encouragin& The Bank'seducation is therefore intrinsic to educational contribution to improving educational quality could bedevelopment. The two most recent education policy enhanced by including these inputs in future projects.papers: Prinay Educaion (FY90) and Education in Sub- Supplementary research and development of -bestSaharan Africa (FY88) recommend increased attention to practices" can play a role in this effort.improving the quality of primary education. In FY92, all12 projects with a primary education component addresd 3.7 Enhancg the Learning Environment - Improvingquality improvement. the Curricu1m. A coherent, well-paced and relevant

Curriculum is intrinsic to improving quality. In FY92, 43.3 Improving the quality of primary education requires out of 10 primary education projects had curriculumtwo sets of actions: (i) the provision and monitoring of reform components, among which were Costa Rica andquality improvement inputs such as curriculum reform, Belize. Costa Rica's program will include subjects relatedimproving teacher training and instructional materials, and to community development, i.e, ecology, health andenhancing school facilites; and (iu) providig adequate nutrition, and will apply more interactive and student-tools for measuring learning, the key indicator of a quality based learning strategies. Belize's program will use theeducation. curriculum as a focal point to implement educational

quality improvement, train teachers and school

1. QuaiV Imp,veDmet Iniputs in Basic administrators, and develop textbooks. Overall, moreEAWcaion Pmjet attention needs to be paid to including curriculum reformin projects. The design of these components also requires

3.4 The P rduy Education Policy Paper (FY90) careful attention.concluded that to improve quality, a three-pronged 3.8 Improvn L& MW Curricular reformstrategy is required: (i) enhancing the learning is closely correlated to improvig learning materials.environment: crriculum reform, improving instructional Research has determined that in order to be effective,materials, enhancing school facilities; (ii) improving the programs which improve learning materials have topreparation and mofivation of teachers; and (iii) emphasize: (i) developing well-designed and properlystrengthening educational management. In addition, sequenced textbooks that reflect the currculum; (i)recent Bank research has hglighted the importance of producing teacher guides; (iii) providing computers andsector level variables. These are process-oriented, other learIg aids; and (iv) improving availability ofqualitative in nature and emphasize localized school-based insuctional materials. In FY92, all the basic education

1?

projects included components to improve learning the school the focus of quality improvement.materials. (Mexico's Primary Education Project's sub- Strengthening educational management at the school levelcomponent on learning materials was excoptionally strong. is intrinsic to this process. There. are three aspects v,It was well integrated and will target provision of didactic enhancing school management: decentralizing decision-material to complement the new curriculum.) These making, training principals in school management, andmaterials will be well-sequenced to provide a smooth providing system-support supervision to ensuretransition between pre-school, primary and secondary accountability.education. The project will also provide bilingual readingmaterial, library books, teacher guides and distance 3.11 Decentralizingdecision-makiny In FY92,Sprojectseducation technologies. Instructional materials sub- included components to address this topic. Ecuador andcomponents in FY92 projects were well designed. Chile are cited as excellent examples. Ecuador will devolve

power to "hub schoolse which will become centers of3.9 Teacher Training Teachers are the cornerstone of quality improvement (Box 4). The Chile project willimproving educational quality. They are crucial to making encourage local participation in quality improvementlearning more participatory and implementing quality through provision of funds for locally designed programsimprovement at the school leveL In FY92, all the basic to enhance quality. The Lesotho project will instituteeducation projects had strong teacher training school boards which will involve parents and thecomponents. The Indonesia project contains an community in quality improvement. The inclusion ofexceptionally strong example (Box 3). The Nepal project strong and innovative local and school managementwill train teachers in measuring learning assessment and components in FY92 projects is encouraging. Efforts atmanaging innovation at the classroom level. An overall including such components in future projects should bereview indicates that teacher training components in FY92 sustained.projects were well-conceived and developed.

Box 4: Ecuador - First Soial Development ProjectBox 3: Indonesia Education Quality ImprovementProject Ecuador's project distinguishes itself for making

schools a focus of quality improvement through aThe Indonesia project is an exceUent example of a process of decentralized school clusters. The "hubbasic education quality improvement program. Its schools" will become centers of excellence andoutstanding characteristic is its teacher training provide guidance to other schools in the nuclei.component. It is well-planned and has strong The hub schools will have decentralized authoritysystem-support linkages. It will include: (i) for management of academic affairs, includingdevelopment of a national "on-the-job" teacher professional supervision of schools in the nuclei,professional support for "Student Active Learning, micro-planning and, management of a limited(ii) institution of a core school within a cluster as a budget for non-salary expenditures, includingteacher resource and professional support center; maintaining schools in the network. The project will(iii) involving principals, supervisors and curriculum finance training for 110 hub school staff. Involvingdevelopers in structured teacher's workshops, (iv) the community and parents in the qualityapplication of a wide-rage of activity-based, improvement program is one of the objectives of theproblem-solving teaching methods; (v) trasiing for project. The school networks will be linked totutors selected from a cohort of teachers to follow- provincial and national education departments.up in school the training that teachers receive inworkshops and, (vi) involving teachers in theimplementation and evaluation of their own teachertraining programs with emphasis on developing 3.12 TrainingPrincipals in School Management. Trainingmodels for sustaining and enhancing innovation in principals in school management is an important input inactive teaching-learning. making the school the focus of change. In FY92, 5 out of

12 projects included provisions to train principals in schoolmanagement. The Indonesia project will train princ-palsfor active involvement in school leadership and

3.10 Educational Management: An important management. The Belize project will train principals inrecommendation of effective schools research is to make the development of skldls which enable them to analyze

18

and respond to complex problem in primary education 3.17 1be nevw emphasis on educational quality in Bank-management financed projects and the search for good output indica-

tors have brought tests into focus. Drawing from a GOR3.13 System Support Supervision. System support on educational testing (Larach and Lockheed 1992), thesupervision' is required to maintain national school folowing section niglights trends in educational testing instandards and ensure accountability. In FY92, 3 projects World Bank projects. The last section focuses on FY92had elements which addressed system support supervision. lending for national assessments, an increasing trend inPakistan wil train supervisors in school supervision, school Bank lending for educational testing.visits and monitoring and evaluation. The Chile projectwil increase the number of primary education supervisors, (a) Trends In Eelucational Tesing In World Bankimprove pre-school supervision and provide continuous fr.Mgectassessment of high risk schools.

3.18 Volume of Projects Currently, the importance of2 Me Edut Qrua monitoring student learing, the key education output, is

well recognized by the World Bank. The Bank's FY903.14 The World Conference on Education for AU policy paper on primary education recommends national(WCEFA) catalyzed international commitment to ensure programs for assessing student learning as essential tothat all children be given an equal opportunity to achieve improve the quality of education in developing countries.and maintain an acceptable level of learning. To assess Over the past 17 years, the World Bank has supportedprogress toward this goal and to faciitate the development educational testing in 90 projects in 55 countries. Theof appropriate policies to achieve it, the WCEFA Word number of projects supporting testing has doubledDeclaration on Eucafton for All identified two essential approximately every five years, reflecting the Bank'sactities; defining "acceptable levels of learming acquisition increasing attention to monitoring the outcomes as well asfor education programse and improving and applying the inputs of educational systems in developing countries"systems of assessing learning achievemenr (WCEFA,p.5). The WCEFA Franework for Acdon called for 3.19 Projects with testing subcomponents occur in allincreased international funding for this challenge of geographical regions, with 30 projects in Africa, 25 ineducational assessment. Asia, 19 in LAC and 16 in EMENA. Between regions,

however, the percentage of projects with testing subcomp-3.15 Until recently, however, most Bank-supported onents differs sharply. Since FY75, a higher proportion ofmonitoring activities focused on educational inputs, rather projects in LAC have included testing (33%6) than havethan educational outputs. The focus on educational inputs projects in other regions (25% of projects in Africa, 25%can be explained by two factors. First, education projects of projects in Asia and 23% of projects in EMENA). Induing the early years of Bank lending concentrated on part, this is due to the recent renewed lending for educa-facilitating educational inputs in terms of personnel, tion in Latin America, which coincided with the growth inbuildings and equipment; outputs were not expected lending for testing.during a project's life because large amounts of time andenergy were required to get education infrastructure in 3.20 Lending Commitments Exact lending commitmentsp;ace. Thus only educational inputs were used to monitor for educational testing are difficult to determine becausea project's progress. few projects provide the necessary budget details. Only 22

(24%) projects that have supported testing since FY753.16 Second, inputs were assumed to be adequate provided sufficiently detailed costing information to isolateproxies for outputs, which were considered too difficult to lending commitments for educational testing. Amongmeasure. This assumption is no longer accepted. those projects that provide cost figures for testing subcom-International evidence has demonstrated that inputs differ ponents, few provided disaggregated information. OnDyso widely in their effectiveness across countries that they 18% of projects provide costs for any individual testingare very poor proxies for outputs (Fuller 1987). subcomponent. For the projects for which costs could beFurthermore, recent concerns with improving educational identified, the level of financial support for educationalefficiency (the ratio of inputs to outputs) and with wisely testing was modest, ranging from $70,000 to $11 million,selecting the most cost-effective educational inputs require and from .10% to 8% of total project costs, with 14 (64%)separate measures of each (Hanushek 1986: Lockheed and of these projects allocating fewer than 2% of total projectHanushek 1991). costs to educational testing.

19

3.21 Qualitv of TeIting Subcomponents. Larach and Figure 10Lockheed (1992) judged Bank testing subcomponentsa-ording to three dimensions of quality institutional Trends bI Support for Fivquality, technical quality and quality of dissemination. Test PupoOse, FY75-FY92They concluded that as the number of projects supporting o e1 tbe Pultesting subcomponents has increased, so has the generalquality of the subcomponents, with quality improving 40 . ._ dramatically in the past two years. The average so .. ..... percentage of quality issues addressed in Bank projects t .......... ...... .... .grew from less than 10% in FY75-79 to nearly 35% in la .. .... ...FY90-92. Moreover, the quality of projects has improved m fmore sharply in the past few years than the percentage of 4 so-" e -

projects with testing subcomponents, suggesting that F"' YW

projects with testing subcomponents are better designed Tt ciaham 6 _ueoVwti

since FY90. Aside from two projects with well-developed o _ *s GM "weattesting subcomponents related to evaluation, the average o , ,w ,,, d

percentage of quality issues addressed in Bank projects _ .remained below 20% until FY90. However, even with40%o of quality issues addressed, the percentage of qualityissues not addressed remains disturbingly high. subcomponents, 53% support national assessment systems

specifically, compared with 6% supporting testing for3.22 Support for Specific Test Purposes. Trends in the evaluating the effectiveness of specific policies, 20%type of tests the Bank has supported since FY75 are supporting examination reform, and 20% supporting testsapparent. (Figure 10) Educational achievement tests are for teacher diagnosis of individual student learning. Theconstructed for many different purposes and the World foHlowing section will summarize Bank efforts in FY92Bank has supported tests for the most common six, which education lending to meet the challenge of educationalare: (a) selecting students for further education, (b) assessment by improving and applying national assessmentcertifying student achievement, (c) monitoring achievement systems.trends over time, (d) evaluating specific educationalprograms or policies, (e) holding schools, regions, etc. (b) Suggrt fLor National Assessments In FY92accountable for student achievement, and (I) diagnosing ProiecXindividual learning needs. The percentage of projects thatsupport tests for selection and certification has been 3.24 Volume of project National assessments aresteadily growing over the past 15 years, while the testing systems that help monitor national trends over timepercentage of projects that support tests for evaluating the and can influence educational quality by stimulatingeffectiveness of specific policies has declined. Support for changes in educational policy. According to Lockheedtests both for monitoring progress toward national (1992), such a system can help education managers draweducation goals and for teacher diagnosis of student conclusions about how wel the education system as alearning has increased sharply over the past decade. whole is doing with respect to achieving its goals, aboutMonitoring has shown the greatest increase, growing from the performance of types of students, individual schools or0% of projects before FY88 to 27% of projects in FY91. groups of schools, and about the effectiveness and cost-The increase in monitoring reflects greater attention to effectiveness of specific sets of policies adopted for schoolstrengthening the capacity of governments, particularly improvement. World Bank FY92 education projects takeMinistries of Education, to gather education output into consideration the importance of national assessmentsinformation for purposes of policy analysis and improved for improving educational quality, especially for basicmanagement. education.

3.23 Bank lending for education in FY92 reflects this 3.25 In FY92, eight (73%) out of a total of elevenemphasis on monitoring. Fifteen testing subcomponents projects lending for basic education supported nationalwere supported in ten FY92 projects (5 projects had more assessments for basic education and two of these projectsthan one testing subcomponent) and the greatest attention also supported natiotnl assessments for secondaryhas been targeted at strengthening educational assessment education. These assessment subcomponents aresystems for monitoring purposes. Out of the 15 distributed across all regions but more than half (63%)

20

are found in LAC. This emphasis on monitoring for basiceducation reflects the recent trend in Bank education Box 5: National Assessment Sub-components Inlending for quality improvemeat in basic education. Meico and Chlle

3.26 The objective of each national as wn@ t Mcxaos and ChiWe's bask edation project Include natonalsubcomponent differs according to the counts prior su omoent te ic of s bopnepnor ~~~~itself for the techncal quality of ites design andexpenence with such testig ;-ystems. In three countries ailWs subecmpopent stands out for its attention to the qualtywhere national assessments were already in place, the of the system's dissemination system.subcomponents attempt to improve the existing systern.Al three of these subcomponents aim at test, institutional, Mrk4 TA*kaQ Quarayand dissemination quality improvements and two propose Assesments of the qu4ity of education have been conducted inMexico for the past twenty yeas Yet it was not until recently,to expand the test to cover other geographical areas asa reslt of the Adon Modenraton Proffam (1989-194),and/or grade levels. The other five subcomponents that the Secetariat of Public Edteation's Dlorate forattempt to establish testing systems in countries lcking Evaadon (DGEIR) has made spedal efforts to sytematieprevious e2xpience with national assessment. Meioco's student asssment ste., in all 31 states. The system

will help monitor proge toward national goals and the WorldBank will help finance its expansion to the states of Caiapas,

327 QualityofTestingSubcomponents. PY92 education Guerrr, Hidalgo and Oa2sca One-pereat ($33 nmilion) ofprojects reflect the increase in quality issues addressed in project costs for Mexco's FY92 Primary Education prject areBank testing subcomponents during recent yeas. (See being allocated to this testing subco tit.Annex 16 for definition of quality issues.) Larach andLockheed (1992) identified projects with high coverage of The esnag subct mPontente larqualty of asosnment systersequality issues (>80% of issues); and out of six projects Twenty-thee of 24 important issues conceming test develop.that were identified as having high quaity testing ment, ury development, prepation, administration and datasubcomponents for monitoring the progress toward procesing and analysis are addressed. (See Annex 18 fornational educationalgoals (ie. national assessments), three defiitions of these issues).(50%) were FY92 assessment subcomponents. Forexample. Mexico's FY92 P*ri y Educadon Project SIMCE is the Chilean Ministy of Education's system forincludes an assessment subcomponent of high technical monitoring trends in the quality of education. lhe systemquality and Chile's FY92 Pimwy Education Improvement preently monitors the quality of primary education but, in spiteProject incorporates a high dissemination qual of SIMCEs sihtktated tests, procedures, and organization,

amssment~~~~~~~~~~ sucmoetta.dmm ahg test sesuts are currently underildbz fThafom in additionassessment subeomponent that add resses a .igh to Voving the technical quality of tests and adding twopercentage of dissemination quality issues (Box 5). subsystems (one for multigrade, rural schools and one for

secondary education), Chile is also strengthening SIMCE's3.28 Although the quality of FY92 testing dissemination system. These efforts are supported by the Worldsubcomponenits has improved relative to previous yeals, Bank through Chile's FY92 Primary Education Imprwementsucmoet ha imroe reatv to previous.. )'.. Project. Ibree percent ($6 million) of project casts are allocatedmuch remains to be done. Au three quality areas to this tmesing subcompo nent.(technical, institutional and dissemination) need to beaddressed, in order to have a well designed subcomponent. AU six dissemination quality Isues (100%) are addressed inFurthermore, successful implementation of well-designed SIMCe's dissemination plans. (Soe Annex 18 for definitions ofsubcomponents remains a concern. To meet the chalUe these issues). Importace is given to having dear objectives,educational .ssessment- obtaining * oo~i output prVaiding timely infonration, supplying easly interpretableof educaona assessment- obresug good output raults, using different communication forms, stimulatingindicators for monitoring purposes- more attention must demand for test esults, and having mechanisms for easuringbe given to improving the design and implementation of responsieness to test-users' needs and usage patternsnational assessment subcomponents.

B. Education and Poverty mobility. Efficient labor markets produce clear signals

3.29 Bank support through policy advice and lending in needed for adjustment of education and training systems.the education sector constitutes a major part of the Bank's Development of human resources through education andoverall poverty alleviation strategy. Education and trainig improves the return on poor people's mostemployment lending promotes development of efficient abundant asset-their labor (Table VI). In addition, itlabor mark.t and employment policies, leading to attacks many of the root causes of poverty including poorincreased competitiveness, economic flexibility and labor

- .- - ~~~~~~~~~~~~~~~~~~~~~21

health and nutrition, rapid population growth, the firmest foundation for lasting development' (p. 4). Itenvironmental degradation and labor immobility. goes on to argue that productivity, the engine of

development, is driven by technological progress, which in1. 7e 1990 and 1991 World Development turn is influenced by human capital.

Reporti -A Fraemewrk for Action 3.31 The reports call for a two-pronged strategy that: (i)

3.30 The 1990 and 1991 World Development Reports promotes the productive use of labor through markethighlight the key role of human development for economic incentives, social and political institutions, infrastructureand social progress. The former report, focusing on investment, and improved technology; and (ii) providespoverty alleviation strategies, concluded: 'Improvements basic social services to the poor such as primary healthin health, education, and nutrition directly address the care, family planning, nutrition, and primary education.worst consequences of being poor. But there is ample They point out that progress has been greatest in countriesevidence that investing in human capital, especially in that implemented both parts of the strategy, for example,education, also attacks some of the most important causes Indonesia and Malaysia where substantial reductions inof poverty- (p. 74). Reviewing the lessons of 40 years of poverty have been combined with rapid improvements indevelopment experience, the 1991 World Development nutrition, under 5 mortality and primary enrollment.Report adds "Investing in people, if done right, provides

TAbl VI The Effect of an Additional Year of Schooling on Wages and Farm Output, Selected Countries and Years

Pe ae icreawin wages

Cownmy and year Male Femak Percenta se in Soucsfanrm Oupus

Me d'Ivohe, 1987 12P van der Gaag and Vijverberg 198721S

Ghana, 1988/89 5 GleWWe 1990

Korea, 1976, 1974 6 2 Lee 1981, Jamison and Lau 1982

Indonesia, 1986 8 12S Bebreman and Deoblikar 1988

France, 1987 11 Riboud 1985

Pera, 1986 13 12P 3 King 1989, Jacoby 19898 8S

Malysia, 1987 16 18 S Jamison and Lau 1982, World Bank data

Nicargua (urban), 1985 10 13 Behrman and Blau 1985

Philippines, 1980 18 Griffn 1987

Spain, 1979 10 Hernandez-1glesias and Riboud 1985

lbaiand, 1986, 1973 17 13P 3 Schultz, forthcoming; Jamison and Lau7 25S 1982

P, primary school lvldS, secondary school levelSorce: Wordd Development Report 1991

22

2. Elements of an Poverty-Focused be tilted more in the favor of the poor in terms of bothEducational Development StrategV the quantity and quality of spending.

332 Education at all levels contributes to social and 3.34 Provision of adequate financing for basic educationeconomic progress (Table VIl). But countries with limited often requires multiple actions to increase efficiency ofresources often must make difficult investment decisions, expenditure and to raise more resources. Among thewith an eye to balancing needs with regard to general options are: a shift in allocation of resources from otherliteracy and numeracy, technological progress, and a sectors, for example from the military to education;skilled labor force. Ultimately, the effectiveness of a increased priority in public funding to basic education, andeducation system must be measured by the quality of the greater reliance on private sector provision of educationaleducational opportunities it provides to the poor and services, especially at the post-primary level.disadvantaged. Research has shown that educationpolicies with a strong impact on poverty reflect three 335 Exnd access, especially to basic education.themes well known to Bank staff: provision of adequate Primary education provides people with the basic skills tofinancingexpanded access, and improvedquality. To te improve the quality of their lives at home and tomust be added two relatively new areas of emphasis participate more actively in the development of theirdesign of specific interventions to suit specific needs, and community and nation. Primary education, for example,building sustainable local institutions. Monitoring and has been shown to have a positive impact on productivityevaluation is necessary to ensure constant feedback for in the economic activities in which most poor people areeffective implementation and to provide a knowledge base involved--agriculture and the informal sector. Policies thatfor future efforts. To achieve maximum impact, poverty serve to expand access to primary education of goodpolicies must be integrated into the macro-policy frame- quality are therefore first and foremost among strategieswork, and resources must be targeted to the poorest seg- to aUleviate poverty.ments of society. The last two issues are dealt with inparagraphs 3.102-3.103. 3.36 The need to exipand access is greatest in low and

lower-middle income countries. Within these countries,Table VI: Average Social Returns to Education particular attention needs to be paid to rural areas, and to

females and ethnic minorities. Lack of physicalinfrastructure is the biggest obstacle to for the poor ingaining access. More schools must be built in deprived

Region Pfimary Secondawy Higher areas, and more teachers trained to staff them.

3.37 In countries where univ_rsal primary education hasSub-Saharan 26 17 13 been achieved, the focus may shift to expanding access andAfrica improving quality of secondary schooling and of vocationalAsia 2? 15 13 and technical training. It should be noted that even in the

poorest countries, secondary education may play anLatin 26 18 16 important role in alleviating poverty. It is not, as oftenAmerica & assumed, only the wealthier students who are enrolled inthe Caribbean secondary schools in such countries. Families often make

consid_rable sacrifices to educate one or two of theirSource: Psacharopoulos 1985. children in the hope that the entire family will benefit

later on. These families must be protected when costrecovery policies for secondary education and training are

3.33 Provide adenuate flnancin. Govermnent spending implemented. Moreover, secondary education has aon education is inefficient in many ways. Above all, it particularly strong effect on women's welfare.tends to be skewed away from the people who need it themost - the poor. For example many countries do not 3.38 Improve Oual3tv. T he p roblems of education gospend enough on education, especially not on basic beyond enrollment rates. Primaty school dropout rateseducation designed to reach low-income groups. Spending exceed 40% in low-income countries, and 15% in middle-also tends to be skewed toward urban areas and males. In income countries. Primary school repetition rates exceedmany countries, the existing pattern of spending needs to 30o in many low-income countries. Such hih repetition

and dropout rates signal the quality-quantity tradeoff much

23

debated in the education sector. They point to the needfor quality improvement. Much can be accomplished Box 6: Public Expenditure Reviews for Educationthrough provision of textbooks and materials (in low-income countries teaching materials account for less than In analyzing the relationship between the macroeconomic

3% of recurrent expenditures), improved curriculum, situation and education sector concerns, the following questions

better teacher training, improving pay and working shoul4 be addressedt What is the overall resource situation?cond.t.ons for teachers, and. by decentral.zing decison What is the publc sector's resource situation? How is the size

conditions for teachers, and by decentra i?iwg decision of the resource allocation to education affected by priorities inmaking authority other sectors, or by political, institutional or other external

forces? What non-education priorities or exogenous factors

Des!=i Interventions to Sult Particular Needs. affect education sector priorities? Are there changing economic

Interventions must be designed to meet the specific needs circumstances, for example as a result of adjustment, that could

of the poor, for example by including health and nutrition alter the external eficienc tainability of education se'to°r

components in areas where such factors impair children's objectives?

learning, by offering pre-school training to give children ofpoor families a head start, by offering instruction in local The education sector has specific characteristics that affect the

languages, re-arranging the school calendar based on local relationship between sector and maao-expenditures that canskew the impact of sector neutral' policies. PERs should pay

agricultural cycles, or removing gender bias in classroom explicit attention to these concerns, which include:

materials and teaching practices. Narrow interventionsmay be aimed at specific groups. Scholarship programs, a. The different time frames for the attainment of

for instance, may be targeted by income or gender. macroeconomnic and education sector goals.b. The often substantial part of education bpending

3,39 ~~~~~~~~~~~~~~~~~(governmental and nongovernmental) that is outside the3.39 Build Local Institutions. The best designed puriew and control of the Ministry of Education.interventions have involved beneficiaries in the design and c. The low ratio of capital to recurrent spending in the sector

implementation phases. In this way they help to ensure and the common imbalance between them.

that local needs and concerns are taken into account, that d. The low ratio of non-wage to wage expenditures within the

a sense of program ownership is cultivated, and that local sector's recurent budget.et The arge and capital-intensive foreign financingcomponent

msttutional capacity is bui1t Support for local service of sector funding in many low-income countries, which isdelivery networks, including local NGOs, helps to ensure often fragmented among many donors and projec

program sustainability. PERs should also insure that sector objectives and expenditure

3.40 Mnitorlu andEvluaion. Cose mnitorig and priorities are rAefeted in budgetas allocations. For examnple,3.40 Moniton.2 a.nd Evaluatfon. Close monitoring and |that budgets are determined on the basis of internal and exter-evaluation is intrinsic to the success of education projects nal s 'ticiency, cost-effectiveness, and equity, that resourcesthat address poverty. It is important to develop indicators targeted to poorersements of society; that there is an emphasis

for monitoring targeting mechanisms and learning on expanding access and quality, particularly of basic education

outcome. (See section on Measuring Educational Quality, and that local institutions empowered with decision makingpg 17.) authority and revenue raising capabilities.

Finally, PERs should lay out a sector financing strategy which

3. T ra ltin Policy io Practie points out inconsistencies between sector objectives and currentfinancing priorites, and makes recommendations based upon asolid analyis of sector financing. PERs should take a position

3.41 There are two important features in the strategy to oan (a) the adequacy of resources allocated to the sector; (b)increase the impact education has on poverty alleviation, the potential for non-government resources to be mobilized inFirst, plans for educational development should be weli- the sector, (e) the adequacy of the intra-sectoral allocation of

integrated into the macro-policy framework. Tools avail- budgetaty resre and (d) the efficiency of pubhic

able to Bank staff include public expenditure reviews, management of setor resources.

policy based lending, and promotion of synergisticrelationships with other sectors. Good public expenditurereviews (PERs): (i) integrate education in the promote sector wide development strategies. Strongmacroeconomic context; (ii) analyze sector costs and synergies may be realized by implementing educationfinancing to ensure that sector objectives and national investments within a framework of coordinated macrocco-expenditure priorities are consistent; and (iii) develop nomic, labor market, and health and nutrition programs.sector financing strategies (Box 6).' Policy-based lending,through a variety of lending instruments (see section 3.42 Second, efforts should be made to taget interven-112.a) is used to help re-align expenditures and to tions to the poorer segments of society. Bank projects

24

Chile Primary Education Improvement (Box 9) andBox 7: Targeting Girls In Pakistan Indonesia Primary Education Quality Improvement

Projects.The low rural participation rate of Pakistani girls inelementary education is a major issue. In the 1987-88 academic year, the Gross Participation Rate for Box 8: Targeting Geographical Areas In Chinarural girls in middle school was 8%, approximatelyone fourth that of boys. One critical impediment to The China Educadon in Poor Provinces Project isthe development of rural elementary education for the first IDA operation to target education ingirls is the shortage of female teachers. A second remote and rural areas. The project supports threecause is the high opportunity cost to rural parents of objectives: a) the provision of nin' years of basicsending their daughters to school. education to all school-age children in participating

counties; b) improvement of the quality andTo address these issues the 1992 Punjab Middle efficiency of higher education in 11 institutions; andSchooting Project creates incentives to improve c) improvement and modernization of the planningfemale participation in all levels of the education and management of education at the provincial,system. The project will provide annual financing for municipal, and county levels. While the three goals12,000 scholarships to rural girls who complete of the project are valid for the whole of China'sgrade five, helping their families send them to education system, national authorities believe thatmiddle and secondary school. These payments implementation must be phased according to therepresent, on average, a 12% income supplement to availability of resources.rural families. The project also supports theGovernment of Punjab in providing scholarships to Targeted provinces were selected by the Chinesequalified female candidates to complete Government for three reasons. As a group, theyundergraduate studies and teacher training represent China's poor and middle incomeprograms. Monetary prizes and incentives will be provinces, with populations ranging from 30-70awarded to outstanding middle-school headmasters, million, and the problems faced by their educationheadmistresses and teachers for their involvement in systems are representational of those faced in otherenhanced student participation. At the completion poor provinces throughout China. In addition, theof the project in 1998, the Gross Participation Rate education authorities in these provinces arefor rural girls in middle school is expected to be considered capable of adopting the innovative24%. approaches envisioned for the project. It is expected

that other provinces will be selected for follow upprojects in future years.

have attempted to target resources to: (i) disadvantaged A total of 114 counties from the six provinces weregroups such as girls, the unemployed, and ethnic or selected to implement the basic educationreligious minorities; (ii) geographical regions, such as component of the project. Selection was based onurban slum areas or undeserved rural areas; and (iii) high poverty lewls, with the lowest income counties fromrisk or poorly performing schools. This year's cohort of each province targeted by the provincial authorities.projects provides a number of interesting examples oftargeting. The Pakistan Punjab Middle Schooling Projectsupports multiple interventions aimed at increasing femaleenrolment and achievement (Box 7). The Indonesia Third 3.43 The merits of targeting and choice of targetingNon-formal Education Project provides scholarships for mechanism were the topics of a World Bank conferencelow income trainees. And the Philippines Second titled "Public Expenditures and the Poor: Incidence andVocational Training project targets rural women and Targeting, held in June 1992. The conferenceunemployed youth. Examples of geographic targeting can concluded that targeting is often needed to channel publicbe found in the China Education Development in Poor resources effectively and efficiently. Important benefitsProvinces (Box 8), Mexico Primary Education, and are to be had in terms of equity, efficiency and growth.Ecuador Social Development I Projects. Projects which However, there are no firm guidelines on the choice of atarget high risk or poorly performing schools include the targeting mechanism. This will be influenced by the

incidence of poverty, the cost of the mechanism (both

25

political and economic), the program goals, and the funded projects will need to be firmly aligned to nationalinstitutional capacity of the implementing agency. development priorities rather than to donor interests. The

effectiveness of external assistance will increasingly dependon the extent to which it helps each country address

Box 9: Targeting Higb Risk Schools In Chile sector-wide policy issues and supports institutionaldevelopment and policy reform. Sector investment loans

Pedagogical decentralization is the centerpiece of (see section on lending instruments, pg. 5) are designedthe Chile Pnmary Educaton Improvement Program. specifically to meet these tasks. Specific investment loansIt is designed to foster local initiatives focused on have also been increasingly used to finance longer termsolving key problems in quality improvement and policy and institutional development objectives.will enhance local curricula in reading, writing,mathematics, and science education. Grant funding Examples of poverty alleviation components found inwill be provided to 5,000 projects designed by FY92 projects, by level can be found in Annex 19.primary teachers and principals for implementationin their own schools. Resources are made available C. Environmental Educationon a competitive basis, with projects assessedaccording to their relative quantitative and 3.46 Environmental education is a process through whichqualitative merits. individuals and communities gain an improved understand-

ing of their relationship to, and impact on, theSix criteria were used to classify Chilean primary environment. It provides insit in relevant concepts,schools as high, medium and low risk. 2,300 high provides factual knowledge, and develops technical skillsrisk schools (100% of this category) and 2,300 and responsible attitudes. Environmental education at allmedium risk schools (57%o) will be targeted, clearly levels helps shape behavior and attitudes of peopledemonstrating an equity focus of the program. towards the environment and it improves their possibilitiesCriteria used to rank schools included for making environmentally sound decisions, both in theirsocioeconomic status of the student population, the private and professional lives.number of grades offered, achievement scores,dropout and repetition rates, school enrollment, and 3.47 During the 1980s, manyWestern countriesstrength-the degree of rurality. These criteria will ensure a ened environmental education considerably at the primarysignificant poverty alleviation impact of the program and secondary levels and in non-formal education. Someby favoring high risk, mostly poor, urban and rural of these countries have had remarkable successes withinschools. energy saving, recycling, solid waste disposal, development

!______________________________________ of environmentally safe consumer products, and publicinvolvement in environmental pohcy. Countries which didnot give high priority to broad environmental education,

4. Fuincngpoverty-orieted programs have been less successful in these areas and havesometimes seen a strong polarization among their citizens,

3.44 Designing effective poverty-orientated programs between exaggerated fear for the unknown and totalrequires donors to re-think the premises on which most neglect of environmental risks.assistance programs have been based3. According tocurrent accounting conventions, most expenditures for 3.48 Environmental education as an integral part of thebasic education, particularly for quality improvement, are training of engineers, agricultural experts, scientists, healthrecurrent and local. Donors will have to review their experts, and even economists, is required if a country is topractices on financing such expenditures, perhaps by able to deal with environmental technology, to monitorconsidering expenditures on basic education as investment environmental developments, to make sound, long-termin human capital rather than as recurrent costs. Large decisions on environmental matters, and to enforce suchincreases in donor financing for capital expenditures alone environmental policies.could even be counterproductive in a sector where theannual recurrent costs are often a multiple of the capital 3.49 Environmental education, when integrated withinvestment. other subjects, may add several dimensions to traditional

teaching. It is interdisciplinary, involves problem3.45 As external aid becomes an increasingly important recognition, definition, and solving, and is consideredshare of national investment in basic education, externally highly relevant by most students. This type of teaching

26

and learning makes it possible to bring the classroom into 1991 a desk study was performed in ASTPH on environ-the community and vice versa, and it encourages mental education activities in Asian countries.4 Thejudgements based on personal and community values. report showed, among other things, an abundance of

exciting national and local initiatives in individual3.50 In spite of the key roles environmental education countries, even in very poor countries. Notable examnplescan play in any society, the Bank has generally given low include the primary level "Open Air Education" programpriority to the subject. Even supposedly comprehensive in Bangladesh and the secondary level 'Environment as astudies of environmental issues in countries or regions Teaching Resource" program in the Philippines. Manyhave frequently failed to discuss the status and future role initiatives highlighted in the study were undertaken withof environmental education. Although no such study little or no outside financing. There is little doubt that thecurrently exists, it would be worth investigating the extent opportunity to let the surrounding nature replace missingto which delivery of environmental hardware in Bank or insufficient school laboratories was among the drivingprojects has been accompanied by sufficient training of the forces in the development of such local environmentalstaff using it, and by sufficient information on the education activities. The main chatlenges now are toenvironmental aspects of the project to the population develop teacher training opportunities and teachingwhich will be affected. materials for environmental science.

3.51 Bank efforts in environmental education have 3.53 Second, a comprehensive study of environmentalprimarily taken place in connection with agricultural education in Central and Eastern Europe, carried out byprojects. Among education projects, environmental researchers in Slovenia under the general supervision ofsubjects have been included in a limited number of PHREE and financed by EMEN, is near completion. Asecondary school projects, often integrated with science workshop in the region to be based on the report iseducation. However, the opportunities for replacing costly planned. In AFTEN, an operational review of Banklaboratory activies with environmentally based science activities in environmental education in Africa isactivities have rarely, if ever, been used. Among the FY92 underway, and ENVAP is presently trying to designprojects, the Costa Rica Basic Education Rehabilitation guidelines and a training module on environmentalProject provides for development of an ecology component education in the Bank in late Octobei-, 1992in the basic education curriculum, and complementarytextbooks, materials and teacher training. The Philippines 3.54 Third, there is considerable interest for bankEngineering and Science Education Project contains a involvement in environmental education activities bycomponent to strengthen environmental programs at three outside agencies, such as the United States Environmentalcolleges and universities through the provision of Protection Agency. Ptesently, the Bank has only moderatescholarships for masters' and doctoral students, research involvement with other agencies; for example it isgrants and equipment. Fmally, the Ghana Literacy and represented in the 'Subgroup on Education and Training'Functional Skitls Project integrates environmental of the "Task Force on an Environmental Action Programprotection themes into its lesson plans and even provides for Central and Eastern Europe". The Group is verylearners with tree seedlings as part of a lesson on active and will have its next meeting in early September,reforestation. 1992. However, one or more centrally placed, full-time

environmental educators would be needed if the Bank3.52 The Bank has recently been involved in three other wants to take full advantage of the opportunities forimportant initiatives in environmental education. First, in constructive cooperation with others in the field of

environmental education.

27

1. For more information, see: Schwartz, Antoine and Gail Stevenson. Public Expenditure Reviews forEducation Population and Human Resources Department, The World Bank, WPS 510: October 1990.

2. June 17-19, 1992 in Washington, D.C Sponsored by the Public Economics and Poverty Analysis and PolicyDivisions. Papers available from PGRPA.

3. See: Verspoor, Adriaan. From Good Intentions to Effective Action: Emerging Strategies for ExpandedAssistance to Basic Education. The World Bank: PHREE. May 1992.

4. Boh, Bojana. Envirnmental Educaton in Asian Counties. Departmental Papers Series, No. 1; Environmentand Population and Human Resources Division Technical Department, Asia Region, the World Bank; April 1991.

28

Anex Tables

29

Annex Table 1: Total Bank Lending for Education and Training, FY79-95 (US$million)

Fisal Educafion Projects Project-Related Education in TOTAL Education'sYear Training Non-Education (US$M) Percentage Share of

Projects Bank Total

1979 496 149 23 668 6.7%

1980 440 160 20 620 5.4%

1981 748 186 36 970 7.90%o

1982 526 216 26 768 5.9%

1983 548 222 20 790 5.5%

1984 702 247 47 996 6.4%

1985 937 240 41 1218 8.5%

1986 840 289 37 1166 8.4%

1987 440 297 36 773 5.6%

1988 864 236 30 1130 5.9%

1989 964 324 56 1344 63%

1990 1487 451 124 2062 9.9%

1991 2252 418 89 2759 12.2%

1992 1884 326 26 2236 10.3%

1993 2252 nma. na. na. na.

1994 1927 ma n.a maa n.a

1995 4048 na. na _ ILna.

Source: PHREE calculatios and ML4S projections of August 20, 1992.

30

Annex Table 2: IBRD/IDA Shares of Lending for Education Projects,FY81-95

FY8I-83 FY&4-86 F8- 89 FY92 FY93-95 FY 1992

IBRD lending 30274.8 36484.4 45383.4 46727.9 68500 1516.0

IDA lending 9509.1 9743.0 12878.1 18365.0 21000 6549.7

Total lending 39783.9 46227.4 58261.5 65092.9 89500 21705.7

IBRD for Education 1099.4 1756.7 1331.1 4235.1 5922.7 1299.6

IDA for Education 7102 7093 8839 13529 2303.1 584.1

Total for Education 1809.6 2466.0 2215.0 5588.0 8225.8 1883.7

IBRD share of all IBRD/IDA 76% 79% 78% 72% 77% 70%

IDA share of all IBRD/IDA 24% 21% 22% 28% 23% 30%

IBRD share of all education 61% 65% 59% 60% 74% 69%

IDA share of all education 39% 35% 41% 40% 26% 31%

IBRD) education share of all 3.6% 4.3% 3.0% 7.2% 8.9% 8.6%IBRD

IDA education share of all IDA 75% 8.9% 72% 12.4% 10.2% 8.9%0o

Education share of al Bank 4.5% 5.3% 3.9% 8.6% 9.2% 8.7%

Avg. IBRD education loan 45.8 51.1 56.0 85. 101.3 81.2

Avg. IBRD loan all sectors 71.1 933 124.7 130.2 na 135.3

Avg. IDA education loan 27.3 33.3 319 63.2 40.6 53.1

Avg. IDA loan all sectors 30.7 3L6 41.1 58.5 na 59.5

Avg Bank education loan 36.9 43. 43.6 77.0 74.8 72.5

Avg. Bank loan all sectors 54.1 66.1 86.1 96.7 na. 97.8

31

Annex Table 3: FY92 Education and Employment Projects

No. of rota! Pk'oject IA lZIRD ToaLend.Pro fects Cost *fliAto"W

AFRICA

Angola Education 1 312 27.1 0.0 27.1

Ghana Adult Literacy and Functional Skills 30.9 17A 0.0 17.4

Cote 4'lvoire Human Resources Development 1SO.0 2S.0 12S.0 150.0

Kenya Education Sector Adjustment 100.0 100.0 0.0 100.0

Kenya Universities Investment 61.1 55.0 0.0 55.0

Lesotho Education Sector Development 74. 25.2 0.0 252

Madagascar Vocational Education 315 22.8 0.0 22.8

Mauritius Industriai/Vocational Training 7.7 0.0 SA 5A

Subtotal for AFRICA 8 487.0 m.5 130.4 402.9

EAST ASIA & PACIFIC

China Education Development in Poor Provinces 204.9 130.0 0.0 130.0

Indonesia Primary Education Quality Improve- 53.9 0.0 37.0 37.0

Indonesia Tird Non-formal Education 993 0.0 69.5 69.5

Indonesia Primary School Teacher Training 54.1 0.0 36.6 36.6

Korea Science Education and Liraries Computer 81.7 0.0 50.0 SO.0

Korea Vocational Schools Development 48.4 0.0 30.0 30.0

Pbilippines Second Vocational Training 41.8 36.0 0.0 36.0

Philippines Engineering and Science Education 130.7 0.0 85.0 85.0

Subtotal for EAST ASIA & PACIFC 8 714.8 166.0 308.1 474.1

SOUTH ASIA

Nepal Basic and Primary Education 1365 30.6 0.0 30.6

Pakistan Punjab Middle Schooling 164.1 115.0 0.0 115.0

Subtotal for SOUT ASI 2 300.6 145.6 0.0 145.6

MENA

Tunisia Higher Education Restructuring 1263 0.0 75.0 75.0

Subtotal for MENA 1 126.3 0.0 75.0 75.0

IAC

Belize Primary Education Development 12.6 0.0 7.1 7.1

Chile Primary Education Improvement 243.0 0.0 170.0 170.0

Costa Rica Basic Education Rehabilitation 61.5 0.0 23.0 23.0

Ecuador Social Development 1 118.7 0.0 89.0 89.0

Mexico Primary Education 352.0 0.0 250.0 250.0

Mexico Science and Technology 885.8 0.0 189.0 189.0

Venezuela Student Loan Reform 85.6 0.0 58.0 58.0

Subtotal for LAC 7 17592 0.0 786.1 7861

TOTAL for FY92 26 3387.9 584.1 1299.6 1883.7

32

Annex Table 4: Regional Shares of Education ProjectLending, FY63-95

Fiscal Year Africa East South ECA MENA LACAsia Asia

163-65 37 8 49 0 7 0

196-68 43 5 12 0 22 19

1969-71 34 14 3 14 7 28

1972-74 25 27 5 19 9 16

1975-77 29 24 4 5 21 17

1978-80 17 27 8 9 30 9

1981-83 22 46 3 0 15 14

1984-86 11 S0 10 5 12 11

1987-89 16 23 20 9 17 14

1990-92 18 27 19 7 6 22

1993-95 16 21 9 9 8 36

FY1992 21 25 8 0 4 42

Sources: FY 1963-91 = PHREE calculations based on Education SARsFY 1992-95 - MIS projections as of August 20, 1992

33

Annex Table 5: Regional Shares of Education Projects,FY1963-95

Fixsca Year Africa East Souh ECA AENA LACAsia Asia

1963-65 29 14 43 0 14 0

1966-68 47 7 7 0 13 27

1969-71 39 7 4 7 7 36

1972-74 29 19 4 8 19 21

1975-77 44 15 5 0 15 20

1978-80 35 18 10 6 15 15

1981-83 41 18 6 0 22 12

1984-86 24 25 15 2 19 15

1987-89 34 21 9 2 19 1S

1990-92 34 24 10 4 9 18

1993-95 32 20 9 7 10 22

FY 1992 31 31 8 0 4 27

Sources: FY 1963-91 = PHREE caluations based on Education SARsFY 1992-95 = MIS projections as of August 20,1992

34

Annex Table 6: Regional Breakdown of Projects - 1963-95

Afnca East Asia Souh As:a EC4 MEM4 LAC Total

1963- 2 1 4 0 1 0 8

19668 7 1 1 0 2 4 15

1969-71 15 4 1 3 1 11 35

1972-74 13 11 2 5 7 8 46

1975-77 24 9 3 1 8 13 58

1978-80 18 9 5 3 8 8 51

1981-83 20 13 4 0 11 10 58

1984-86 13 16 8 3 9 9 58

1987-89 18 13 5 3 8 8 55

1990-92 25 20 7 3 6 13 74

1993-95 35 22 10 8 11 24 110

1992 8 8 2 0 1 7 26

35

Annex Table 7: Regional Shares of Education Project Lending, 1963-95

Afica East South ECA MENA , AC TotalAsia Asia

1963-65 26 6 34 0 5 0 71

1966-68 47 6 13 0 24 21 110

1969-71 93 37 8 39 19 75 271

1972.74 163 174 33 124 56 106 656

1975-77 238 199 33 45 174 142 831

1978-80 222 342 102 121 383 118 1288

1981-83 401 826 59 0 269 255 1810

1984-86 268 1256 251 125 295 271 2466

987-89 371 542 463 206 320 313 2215

1990-92 985 1501 1034 340 347 1381 5588

1993-95 1381 1756 743 755 690 4278 8226

1992 403 474 146 0 75 786 1884

36

Annex Table 8: Distribution of Investments by Type and Level of Education,FY 1988-FY 1991

FM9 F90 F91 FM9

US$M % USm % US$M % USM %

GENERAL EDUCATION 990 63% 1,224 64% 2,099 63% 2,509 839%e

Primary 509 33% 456 24% 1,114 34% 960 32%

Secondary 253 16% 164 9% 231 7% 167 6%

Non-formal Uteracy 0 0% 0 0% 0 0% 40 1%

Post-Secondary 61 4% 324 17% 729 22% ,lSS 39%

Teachertr ning 167 11% 280 1S% 25 1% 156 5%

vEr 407 26% 489 25% 72S 22% 242 8%

Secondary 27 2% 69 4% 333 10% 60 2%

Post-Secondary 11 1% 302 16% 0 0% 102 3%

Non-fornma Skil Trainng 352 23% 4S 2% 379 11% 74 2%

Teacher Training 17 1% 73 4% 13 0% S 0%

OTHER 165 11% 208 11% 484 15% 25 1%

SECIrORALADJuS1n'ENTr 0 0% 20 1% 0 0% 250 8%

TOTAL BASE COSTS 1,563 1,920 3,38 34026

TOTAL PROJECr COSTS 1,S38 2,280 3,904 3,388

IBRD/IDA FNACIG 964 [52J 1,487 [65J 252 [58J 1A884 [S6

Note. [f Inkdiates percentage of totd palpect costsSource. PHREE eaulations based on Educaton projects' Staff AppraiReport

37

Annex Table 9: Distribution of Investments by Category of Expen-diture: FY 1979-92 (percentages)

FY 19781 FY 1984-86 FY 1987-91 FY 1992

Civil Works 55 44 32 19

Equipment and fuiture 29 31 38 33

Technical Assistance 7 10 18 15

Other expenditures 9 15 13 33

Total Project Costs (US$M) $3,145 $6,560 $10,145 $3,388

Source: PHREE calculations based on category of expenditure breakdownsin Education project Staff Appraisa Reports.

Annex Table 10: Distribution of Regional Investments by Category ofExpenditure: FY 1992 (percentages)

TechnicalAssitance -

Civil Wos Equipmt/ Totl (of which (of whch OerFnitum Nationl/ Loca/Regona

Forign In LI Trmnning)

Africa 10 18 13 5 8 59

East Asia 20 42 26 4 23 12

South Asia 54 16 16 5 10 14

MENA 34 19 20 3 17 28

LAC 15 36 11 3 8 38

Total 19 33 15 3 12 33

Total Project $651 $1103 $513 $116 $397 $1121Costs (US$M)

Source: PHREE calculations based on category of eeditue beakdowns ineducation project Staff Appraisal Reports.

38

Annex Table 11: Financing Plan for EY 1992 Education and Employment Projects

Project World Bank Co-fin BonoownCost Amount Amoutt Amoant

AFRICA

Angola Education 1 31.2 27.1 0.0 4.1Ghana Adult Uteracy and Functional Skills 30.9 17.4 3.5 10.0Cote doire Human Resources Development 150.0 150.0 0.0 0.0Kenya Education Sector Adjustment 100.0 100.0 0.0 0.0Kenya Universities Investment 61.1 55.0 0.0 6.1Lesotho Education Sector Development 74.6 2S2 29.1 20.3Madagascar Vocational Education 315 22.8 3.8 4.9Maurius Industrial/Vocational Training 7.7 SA 0.0 2.3

Subtotal for AFRICA 487.0 402.9 36.4 47.7EASr ASIA & PACIFIC

China Education Developnent in Poor Provinces 204.9 130.0 0.0 74.9Idonesia Primy Education Quality Improvement 53.9 37.0 0.0 169Indonesia Third Non-formal Education 99.3 695 0.0 29.8Indonesia Primary School Teacher TraIning 54.1 36.6 0.0 17.5Korea Science Education and Librades Computer 81.7 50.0 0.0 317Korea Vocational Schools Devdeopent 48.4 30.0 0.0 18.4Philippines Second Vocational Training 41.8 36.0 0.0 5.8Philippines Engineering and Science Bducation 130.7 85.0 0.0 45.7

Subtotal for EASr ASI & PACIFIC 714.8 474.1 0.0 240.7SOUTH ASLA

Nepal Basic and Primay Education 1365 30.6 63.0 42.9Pakistan Punjab Middle Schoolng 164.1 115.0 0.0 49.1

Subtotal for HourH ASIA 300.6 145.6 63.0 92.0MENa

Tunisa Higher Education Rstrucouring 126.3 75.0 0.0 51.3

Subtotal for MENA 126.3 75.0 Q0 51.3LAC

Belize Primary Education Development 26 7.1 1.3 4.2Chile Primary Education Improvement 243.0 170.0 0.0 73.0Costa Pica Basic Education Rehabilitation 61.5 23.0 28.0 105Ecuador Socal Development 1 118.7 89.0 0.0 29.7Mexc Primary Education 352.0 250.0 0.0 102.0Mexico Science and Technology 885. 189.0 0.0 695.3Venezuela Student Loan Reorm 85.6 S80 0.0 27.6

Subtota for IAC 17592 786.1 29.3 942.3

GRAND TOTAL FOR F 1992 3387.9 1883.7 127 1374.0

1 Total project cost includes US$15 million carried over from loans 2747-ME and 3047-ME

39

Annex Table 12: Lending for Project Related Training, by Region and Sector,FY 1990-92

IFY1990 IFY1991 FY1992

Total % of PRT Total % of PRT Total % of PRTLending Lending Lending Lending Lending Lending

451.2 2.4 417.8 1.8 325.8 1.6

By Region

Africa 134.9 3.4 95.6 2.8 94.8 2.7

East Asia 64.7 17 90.7 2.0 58.6 1.2

South Asia 66.1 2.5 892 2.5 71.2 2.5

ECA 44.9 2.1 373 1.0 29.2 1.4

MENA 36.0 2.5 33.6 1.7 22.4 1.6

IAC 104.5 1.8 7L4 1.4 45.5 1.0

By Sector

Agriculture 1575 43 78.2 2.1 102.9 2.6

Energy 53 6.2 17.1 1.0 12.6 13

Development Fuiance 11.7 1.0 569 3.1 3.2 0.1

Industry 7.9 1.1 22.4 1.1 5.7 2.0

PHN 98.5 10.6 146.5 9.3 60.4 63

Power 34.2 11 7.0 0.5 30,2 1.0

Program Lending 0.2 0.0 0.4 0.0 0.1 0.0

Public Sector 0.3 0.0 3.4 0.0 35 0.1

Technical Assistance 17.1 12.1 LA2 3.6 17.9 9.1

Telecommunications 2.3 3.6 3.3 LO 4.8 1.1

Transportation 57.5 2.1 30.4 2.2 54.4 2.6

Urban Development 18.2 1.8 24.6 2.0 20.5 1.5

Water Supply 21.0 2.3 14.4 1.2 6.7 0.1

Other - - - 0.2 2.9

Source: PHREE calculations based on staff appraisal reports

40

Annex Table 13: Social Sector and Education Projects in FY92

REPUBIUC OF HONDURAS . SECOND SOCIAL INVESTMENT FUND PROJECT

Total project lending: 10.2Education share: 1.4 (14%)

This project is aimed at helpng the goverment sustain its efforts at poverty alleviaion and maitaining socialcohesion while the ministries continue with reforms. The project wil finance a series of sub-projects in socialservics and infratructure. The education sub-component focuses on reabiitation, maintenance andconstucion of pre-primary and primay schools, financing of social sevice sub-projects such as primary and pro-primaiy education, teaching materials and libraries in primary schools

DEMOCRATIC REPUBLIC OF SAO TOME AND PRINCIPE - HEALTH AND EDUCATION PROJECTTotal project lending: 114.0Education share: 162 (15%)

The project is aimed at reversing the recent declines in the health and education status of the population. Theeducation components focus on. the provision of school textbooks and educational materials; strengtheniwg ofschool inspection at the primay level and improvements in educational planning:

EducatloD Proects In FY 1992

INDONESIA - PRIMARY EDUCATION QUALITY IMPROVEMENT PROJECT

This project is aimed at introducing policies and mechanisms to improve primary education quality with the,objective of raising student achievement and completion rates. This would be achieved through improving (a)teaLlng-learnwng processes, (b) providing special assistance for under-served schools, (c) enhancing capacityto manage quality improvement programs.

INDONESIA - PRIMARY SCHOOL TEACHER DEVELOPMENT PROJECT

The objective of the project is to enhance the training of primary school teachers through a new tertiary levelteacher diploma course. This would be achieved by pronsion of relevant civil works, equipment, books andlearning materials, technical assistance, staff development and operational support for (a) developing primaryteacher educators, (b) strengthening primary teacher education, (c) strengthening the management of theprimary teacher education systenw (d) building research and development capacity in prmary teacher education.

KINGDOM OF LESOTHO - EDUCATION SECTOR DEVELOPMENT PROJECT

This project is aimed at assisting the government in the implementation of its five-year action plan for sectoralreform in education. Project support would focus on: (a) supporting investments with the objective of increasingthe quality, efficiency and relevance of education programs at all levels of the education system, with a specialfocus on primary education, and (b) helping address the key management, financing and resource allocation,and stafg issues which constrain overall sectoral performance.

41

REPUBLIC OF KOREA: VOCATIONAL SCHOOIS DEVELOPMENT PROJECT

This project is aimed at meeting the increasing demand for craftsmen through expansion of vocational schools.The project will: (a) assist in upgrading the skill training provided in selected vocational high schools to ensurethe continued employability of their graduates and to equip them to adjust more effectvely to changingtecnology in the workpi-ace, (b) to strengthen the VAT system through introducing improvements in the likbetween schools and employers, more effective planning, improved staffing arrangements in the schools and moreefficient operation of joint practice centers.

CHINA - EDUCATION DEVELOPMENT IN POOR PROVINCES PROJECT

This project is aimed at supporting human capital development and poverty alleviation in China. It will assistin, (a) helping China make primary education uuiversal and expand the coverage of lower secondary educationin poor areas, (b) targeting education in remote and rural areas, (c) Institutional reform and development(d) improving the management and efficiency of institutions of higher education, (e) organizing the financingof education in the poor areas of China

PEOPLE'S REPUBlUC OF ANGOLA - FIRST EDUCATION PROJECT

This project is aimed correcting major inefficiencies in the education sector and prepare a strategy for theoverail rehabilitation, revitalization and progressive expansion of the education system. It will assist in, (a)setting-up of a demonstration model for education, (b) strengthening the Ministry of Education's managementcapacity, (c) improvements of the teaching of economics and management of the university through (d)Develop a plan for future financial investment.

REPUBLIC OF COTE D'1VOIRE - HUMAN RESOURCES DEVELOPMENT PROGRAM

This project is aimed at assisting the government carry out a comprehensive reform program for HumanResources Development. The program is aimed at helping the MOE cary out its educational development plan.It will achieve these objectives through (a) controlling enrolments at secondary and higher education levelswhile focusirg on improving cost-effectiveness at these levels, (b) increase non-salary expenditure, increaseprivate and cc. aniunity financing (c) improve teacher training, (d) improve teacher training.

KENYA - UNIVERSITIES INVESTMENT PROJECT

This project is aimed at supporting the government's program to consolidate and develop universities by (a)streigthening the institutional framework for higher education, (b) limiting the growth of goverment budgetaryresources devoted to public universities by promoting cost-sharing and improved investment planning, (c)improving the quality of teaching and research delivered at the pubric universities.

REPUBLIC OF GHANA - LITERACY AND FUNCTIONAL SKILLS PROJECT

This project is aimed at supporting and consolidating the government's program of functional literacy. It willachieve these objectives through, (a) strengthening institutional capacity, (b) ensuring that al program aspectsare subject to frequent monitoring and evaluation, (c) improving the quality of the existing program, (d)improving access to post-literacy materials and, (e) expand the coverage of audio system for literacy.

INDONESIA - THIRD NON-FORMAL EDUCATION PROJECT

This project is aimed at improving the human capital of the poor, through enhancing their basic education andincome-generation skills. It will (a) assist the institution in-charge of the NFE project to reinforce basic literacy,

42

(b) support the development of programs to carry out new mandates for NFE, (c) improve the quality andtargeting of the programs with particular emphasis on women.

DEMOCRATIC REPUBLlC OF MADAGASCAR - MANPOWER TRAINING PROGRAM

This project is aimed at supporting a program of reform to make technical and vocationa education and training(TVET) more responsive to the needs of employers and the labor market and to give a more important role tothe private sector, to promote cost recovery in TVET and thus provide funds for increased levels of trainingwithout increasing the burden on public expenditure, to increase the quality and efficiency of public sectorTVET and to improve the training of civil servants.

KOREA - SCIENCE EDUCATION AND LIBRARIES COMPUTERIZATION PROJECT

This project aims at improving the quality of basic science education and to provide an effective flow ofinformation between university Libraries which service teaching and research. The project will financespecialized equipment to support (a) secondary science education ceuters, (b) undergraduate science educationand, (c) a university library network

REPUBLIC OF KENYA * EDUCATION SECTOR ADJUSTMENT PROGRAM

This project is aimed at assisting the Kenyan government in (a) rcducing the rate of growth of the educationrecurrent budget commensurate with overal government expendit re targets, (b) expand access to educationand increase retention at the primary and secondary levels (c) i prove the quality and relevance of educationat all levels (d) strengthen sector management, planning, budgeting and information systems.

MAURITIUS - INDUSTRIAL AND VOCATIONAL TRAINING PROJECT

The project is aimed at supporting the development of Industrial and Vocational Training Board as the leadagency in organization, management and provision of industrial and vocational training in Mauritius. It willprovide: (a) technical assistance and training to develop training strategies (b) finance a training resourcecenter (c) provide technical assistance and equipment for cross-sectoral training programs.

PHILIPPINES - SECOND VOCATIONAL TRAINING PROJECT

This project is aimed at supporting the government's efforts at improving employment generation. It plans todo this by improving labor market information and employmewt services which are currently inadequate. Specificinterventions are targeted at: (a) strengthening institutional capacities

PAKISTAN - PUNJAB MIDDLE SCHOOLING PROJECT

This project is aimed at (a) improving access and participation in middle shooling in rural and urban slum areas,especially for girls; (b) improving quality and increasing student learning achievement; and, (c) strengtheningrelated policy-making, planning, management, monitoring and evaluation capacity. The project will meet theseobjectives through building classrooms, providing incentives to increase female participation, improving teachertraining, improving learning assessment systems and financing capacity-building.

NEPAL - BASIC AND PRIMARY EDUCATION PROJECT

This project is aimed at improving the quality of bz-ic and primary education by simplifying the primarycurriculum, rewriting textbooks and training teachers.The project will increase access to prima schooling byincreasing non-formal primary education classes, and by refurbishing existing schools and constructing new ones.

43

The implementation capacity of the sub-sector will be improved by strengthening the Ministry of Educations'smanagement, planning and monitoring activities.

ECUADOR - FIRST SOCIAL DEVELOPMENT PROJECT: EDUCATION AND TRAINING

This project is a part of a social sector program aimed at assisting the government in improving the quality andeffectiveness of social services. The education components are, (a) raisin learning achievement of primary agechildren; (b) raising basic skills of poorly educated adults; (c) strengthening capacity of decentralized serviceproviders; and (d) improving resource allocation and program design processes in the education/training sectors.

MEXICO - PRIMARY EDUCATION PROJECT

The project is aimed at improving the quality and efficiency of primary education focusing on four states withthe highest incidence of poverty and lowest education indicator. These objectives would be achieved through:(a) reducing the high repetition and dropout rates; (b) raising the level of cognitive achievement of children;and (c) strengthening management of the primary education system, including program design, implementation,resource allocation and evaluation

MEXICO - SCIENCE AND TECHNOLOGY PROJECT

This project is aimed at improving the quality and effectiveness of science and technology research. The mainobjectives of the project are to (a) increase public spending on scientfic research, equipment, (b) financetechnology infrastructure and (c) develop institutions.

REPUBLIC OF TUNISIA - HIGHER EDUCATION RESTRUCTURING PROJECT

This project is aimed at maldng the higher education system more cost-effective and responsive to the needs ofthe country. It aims to achieve this through (a) diversiif the higher education system to improve managerialoutput; (b) provide incentives to universities to revise curricula to enhance the quality of teaching and learning;(c) strengthen the planning and managerial capacities of the higher education system and implement a systemof resource allocation across and within decentralized higher education insttutions.

BELIZE - PRIMARY EDUCATION DEVELOPMENT PROJECT

This project is aimed at supporting the Government's plans for primary education. It aims at improving thequality of instructional inputs in primary schools and increase student educational achievement levels through(a) introducing a new system of teacher training; (b) improving the quality, availability, and efficient use ofeducational resources for both teaching and learing; and (c) strengthening the planning and management ofeducation to enable the government to develop and implement cost-effective strategies.

COSTA RICA . BASIC EDUCATION REHABILfTATION PROJECT

This project aims at supporting the government's education sector strategy and priority programs. It willspecifically (a) improve the quality and efficiency of basic education (grades 1-9), in particular in disadvantagesrural and marginal urban areas; (b) provide the necessary educational inputs and support services to raise thelevel of student achievement; (c) strengthen the ministy of education's management and planning capacity and,(d) support improvements in secondary education by carrying out an in-depth study of the sub-sector.

PHILIPPINS - ENGINEERING AND SCIENCE EDUCATION PROJECT

44

This project is aimed at supporting the government's plans to upgrade the country's industrial technologicalcapacity. It will specifically: (a) improve institutional mechanisms and criteria for funding and monitoring scienceeducation and research; (b) strengthen colleges of engineering and science, adjusting enrollment patterns,introducing new courses and programs concerned with management of the environment and technologyr, (c)improving the quality of instruction in math and science in secondary schools.

VENEZUELA - STUDENT LOAN REFORM PROGRAM

This project is aimed at (a) strengthening and reforming the student loan program; (b) improving the levelof professional, technical and managerial skills in both the private and public sectors; and (c) strengtheningpolicy research on human capital and higher education issues in order to provide a solid base for future reformsin higher education management and finance.

CHILE - PRIMARY EDUCATION IMPROVEMENT PROJECT

This project is aimed at supporting the government in enhancing the efficiency, quality, and equity of primaryeducation in selected schools in urban and rural areas. It will specifically: expand the coverage and enhancethe quality of preschool education, (b) strenghen the institutional capacity to direct and manage a decentralizededucation system, (c) assess alternative cost-effective approaches to meet the secondary education needs ofprimary education graduates.

45

Annex Table 14: FY 1992 Education Sector Work

Case Country Cover Title

1 Uganda Yellow Social Sector Strategy Report

2 Tanzania Green Teachers and the Financing of Education

3 Mozambique Green Capacity Building Study

4 Nigeria Green Secondary Education Sector Report

S Senegal Green Revitalizing Higher Education in Senegal

6 Cameroon Green Education and Traning Sector

7 Guinea-Bissau Green Social Sectors Strategy Review

8 Togo White Skills Formation in the Informal Sector

9 Micaragua Yellow Social Sector Issues and Recommendations

10 Dominican Republic Yellow Prospects for Social Sectors Development during theNineties

11 Central America White Proposal for a Regional Unit for Technical Assisanceand Panama in the Social

Sectors

12 Brazil Green Private Sector and Social Services Who Delivers, WhoPays, Who Regulates

13 Mexico Green The Initial Education Strategy

14 Brazil Green Higher Education Reforms in Brazil

1S Latin America and White Private Fnancing of Higher Education in Latin Amer-Caribbean ica and the Caribbean

16 Caribbean Grey Access, Quality and Efficiency in Canbbean Education

17 Brazil Grey Secondary Educadon and Training in Brazil Adapt-ing to New Economic Realities

18 Pacific Region Green Pacific Regional Post-Secondary Education Study

19 Pakistan Green Review of Secondary and Intermediate Education

20 Yemen Grey Human Developmenti Societal Needs and HumanCapital Response

21 Bulgaria Yellow Higher Education and Research

22 Poland Yellow Soci Sectors Expenditure Review

23 Romania Grey Acceleraing the Transition: Human Resource Strate-gies for the I990s

24 Zimbabwe Grey A Review of Primary and Secondary EducationFrom Successful Expansion to Equity of LearningAchievements

46

Annex 15: List of Policy, Research & Evaluation Studies in EducationProjects, FY 1992

Project Studies

Kenya: Universities Studies on: (i) graduate labor market and supply and demand for graduates, (ii) future development ofInvestment Projeet the private university sector, (iii) access to universities and performance

Costa Rica: Basic Six moth study to determine measures for addressing issues of quality, efficiency and relevanceEducation throughout the secondary system.Rehabilitation

Belize: Primary Studies on. (i) demand and supply of teachems, staffing policies and practices and incentive system forEducation Develop- attracting teachers to work in rural and remote sctools (ii) Survey of prmary school faclitiesment

Indonesia: INrd Studies to: (i) assess the impact of non-formal basic education alternative program; (ii) activate *actionNonformal Education resarch for development of new progrnas, to solve existing problems and test new ideas or models,

(iii) assecs the quality of program activities.

Indonesia: Ptimary Policy Studies in primary teacher education with emphasis on teacher incentives, kaning needs andSchool Teacher characteristics, quality of instruction and primary school teacher appointment and placement.

evelopment

Korea Vocational Study of problem areas in Vocational High Schools and recommendations on how to imptove theSchools Development schoots

Ghana: Uteracy and Three month study to compare the literaq programs effectiveness in a pilot and non-pilot area; studyFunctional Skills examining the effectiveness and coverage of existing PM broadcasting in supporting the literacy program

Philippitne Second Studies on (i) the VET sector to improve data base and develop investment strategy; (ii) feasibility ofVocstional Taining establishing sector specfic training centets and advanced technology institutes

Angola: First Edu- Studies on (i) organation and functioning of the MOB; (ii) higher education and operational policiescation under adjustment (iii) role of the private sector, (iv) education sector cost/finance; (v) teacher

training needs; (vi) school mapping and pedagogical organization of postpimary education.

China: Education Studies on (i) rral primary school tepetition and wastage, and betors associated with dropout andDelopment of Poor repetition (ii) qualification and certification of 'minbane teacbers and, (Mii) girls' attendance in schoolsProvinces

Indonesia Primay EvWaluation studis on: (i) Impact of SPP/CBSA on school qualitv improvement; (ii) Effect of SAPs toEducation QuaUty under-served school on quality improvement pogram; C) Reseac desn and base4iner dataIniprovement requiremcnts for assessing the inpact of polic interventions; (iv) introduction of provinal SUrvys to

assess quality inputs

Mexico Primary Studies to: (i) evaluate impact of project activities; (ii) measure cost-effectiveness of variousEducation components of education policies and, (iii) enhance planning and poliq formulation capacity; (iv)

Evaluate the impact of the project on children's learning achievement and probabUities to repeat anddropout of the pimary school system

Madaascar Studies on (i) establishing closer Unks between training and emptkymat; (it) impvement ofManpe Taihing knowledge on capacity of training system; (iii) incentives for prvate expenditu within a system of

private ivestmet

Ecudor FIrst Social Studies to () prov infomation for policy choices concerning qualt and cost-effectiveness ofDevelopment education in Ecuador; (ii) evaluate activities to inform future polc; (lii) analyze cost-effecveness of

existing syStem£ of education and alternatives.

Annex 16: Educational Quality Inputs and Output Indicators in FY 1992 Projects

COurmiY INPUT PROCESS OUTCOME INDICAORS

PAKISIAN Enhancing teadher effectiveness Enhancement of teacher training cutriculum reform, improving sdlls in Develop, pilot test and implement newPunjab Middle cognitive development, altrnative teaching models, use of audo-isual aids, assessment tools and examinations toSchooling Project. science demonsmtion techniques and micro-teachin& Dvelopmet of two ertify teachers especially in corelaion

in-service teacher-training prsgram. to curar changes, teacher trainingand new assssment system

Learning assessment Develop and improve assessment systems through: establishment of TestDevelopment Cnter; deveop techial expertise in educaonal assessment,training in assessment for school administrators and educatos

Textbook development Professional deveopment in all areas of textbook development

NEPAL Curriculum developmentBasic and PrimaryEducation Project

Textbook Dcvelopment Developmeat of publising unit; production of supplemen readers andteacher guides to train teacher in the use of textbooks

In-Service Teacher Training In-ervice teacher training in teaching methods, managing educationalinnovation at the classoom level and lcarning aessmnt.

INDONESIA Teacher training Teacher training in *Student Active Learning to enable teachers to appbl aPrimary Education wide range of activit-based problem solving teaching method; courageQuality Improvement the development of models for implementing, enhancing and susningProjet innovation in classroom teaching-leaning

Textbook deelopment Training for book and material appralsal, upgrading book qualty and variety.

In-service training for principals Traini for principals for active involvement in school management; Records of scwd o aeetings; Interksappointment of teachers as tutors to follow-up in school training teachers vwith staff.receive in worksops

Inservice training for tutors Training in school supervision, monitoring and evaluation and followin-up Reports of school vistswith participas in their classrooms

Inservice training for school Trainig tin school speson, school viits and monitorig and evaluation of Supervisor rports; Questioniressupesors active learning methods

INDONESIA. Pre and in-envice tmining of Improve knowledge and teaching skills of primary teacher educators with Quantitative indators of number suw-Primary Shool primary teadcer educators emphasis on science teaching, monitoring and evaluation. The tmining would cessfully completing trainiogTeacher Develop- be conducted in-country as well as overseas.ment Project

48

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COUNTRY IPUT PROCESS OUTCOME INDICATORS

Didactic Materials Publishing and distribution of textbooks; supplementary and distanceeducation materials.

Teacher training Pre and in-service training for secondary school teachers in instructionalstrateges, interactive, experimental pedagogical techniques, multigradeteaching and monitoring and evaluation of student performance in the newcurticulum

Enhanced School Environment Rehabilitation of dilapidated dassrooms, provsion for basic fumiture,sanitary installations, houses for teachers

Student Evaluation and Testing Institute Small Schools Evaluation Unit. develop soco-metric tests for newentrants to primary education. Training of staff in evaluation and testing

Imprvemeent in the quality of Six month study to address the issues in the ipoement of secondarysecondary education education b) Experimental programn in computerbased education in twenty

secondary schools. e)Comparative study of student achievement d)trainingcourses for 20 school principals

ECUADOR In-service teacher training training in improved use of class time, better utilization of textbooks and Test assessment syRem will be used toFrst Social teachitg materials, orientation to the concept of deceatralized networks of revise teaching techniquesDevelopment Project quality imp mt.

Parental and Community Parent-teacher meetings to disseminate information on quality improvementInvolvement programs

Textbooks production and development and distribution of improved textbooks, teacher guidesdistribution

Educational Assessment System development of tests to measure proficiency in new curriculum; staff trainingin preparing standardized tests.(e.g: study tours)

ANGOIA. First Curricular development adaptation and reform of primary and higher education ciculaEducation project

Learning materials Develop and publish instructional materials and guidelines, teachingmaterials, textbooks. Technical training in textbook procurement, evaluationand specification.

Primary teacher training reduction of training to one year, imprwe and rehabilitate primary teacherscoleges (improve teacher qualifications, library holdings)

Enhanced school environment Rehabilitation and construction of primayr, secondary schools

Research & Development Resarch on teacher training needs, reorganmiztion of the Teachers TrainingColleges, schol mapping

CHIL: Primary Strengthening pedagogical Improve pro and primary school supervision throuh: Providing technical- Evaluation and impact assessment ofEducation supervision p l training skills to 8,000 primary schod principals, increasing the pedagocal supervision of pre-schoolslmprovement Project number of primary education supervisors from 375 to 675. Design and

impkmentation of 400 training skill courses for school principals, increase intraining courses annually, one superisor for every 15 utban schools and onefor every 13 rral schools, provision for constant supervision of high riskschool&

COUNTRY lWPVT PROCESS OUTCOME INDICATORS

Academic Achievement As- Technical training in assessment for staff- extend academic achievement in (I) Quality control of assessment testssessment small, rural multigrade sdcools Institute a secodary school achievemet to ensure they mcet psychometric

evaluation systeL stndard of reliablity and vaLidity.(ii) Provis of use of resutt reportingfor imp in nstruconal pnice and

Implementing an ewaluation prpject onpre.school educatio with emphsis onthe medium-term impact on children'sacadmc achievemt, behavior andrkilk

In-sertice teacher training Delopment of in-service teaching matias including vileo, audio, printed promotion of tears will be based onand distance teacher training material establishing communal trainig qualty-control sceningworkhop networks c) strcngthen distance tacher trammg~ training for BVluation and impact asseWment of in-14,600 regular teachers with mphasis on early dettction of learning servie teader trainingdisabilities; 6,200 teachers from multi-grade or incomplete schoois wiM betrained in quality improvement proecqt formulation to ensure their partcipa-tion; trainiug for teachers serving as facilitators in health screening ptogramfor primary shools; Improv pre-school peschool teacher training

Textbooks and Learning Povision for updating textbooks; Ptovision for production and distnluton Evaluation of the impact of computersmaterials of 245 million books; Fianng of audiovisual materia development of on the Chitean Primay Education Pro

computer network for improving development of primary education teaching jedtmaterial; design, production and distribution of teaching materisas

Enhanced school environment Construction of SOO classooms in seected schools; remodeUing of 2,500rural and urban schools

Community involvement Participation of communities hi school rehabftatlon and remodelling;health screening for 250,000 fust gr,aders; parent particpation in earlystimulation of their childrcn

CHINA: Education Learning materials Proision of standard kit for primary schools especially science educationDevelopment in Poor tools; Provision of books to aU project schooSPrvinoce

Teacher training Prvision for the training of S,000 teacder in the runing of multi-gadesch*; fmance three international seminars on multi-ade education;oveseas visits for multi-grade teadcing specialists; establishment of theHuman center for deelbping multi-gade teaching pratices, traiing ofbilingual and mioty area teacher, training of sciene teachers especialyin the use of new science equipment, laboratory and practical sdence andenvironmentaly related topics; training for young *innban^ teachers;mpove the quality of tehing in itutio of higher education

Improving student assessment Train provincial evaluation experts; advise on the dedgn an appliation oftests; assist in the analysis of results oranize sminars to disseminate theresults of exmnato among prnipals and eans their partcion ithe planing process; overseas study tours

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COMMNTRY IPUT PROCESS OU7COME INDICATORS

KENVYA Education Curkiulum reform and de- Rmoval of iconiten between subjet content and covage at different 4Sector Adustment velopment levels. Particular attention will be paid to mathematics and applid sciencePmgam

Textbook reform Textbook reform in keeping with curricular dnges; provision for holdingwditer workshops and re-writing of classroom material

Pre and ik-SerVice training for In-setve training program to introduce teachers to changes; forteachers mathematics and scence teaches greatr emphasis winl be laid upon pre-

senrvice pteparation.

ODIE D'IVOIRB Teacher training and peda- Rigorous training program for school teachers entering teacher training Pedagogical inspection to ensure thatHuman Rsourees go l inspectin colleges. teachers are meeting rigorous trainingDvcelopment objectives. Monitoring of performanceProgram indicators through quantitative mea-

surements

Quality impvement in Repgar bbor market sueys to determine training needs; involvenent oftechnical training the private sector in training to establish better linkages between employers

and individual traines

REPUBUC OF Impro t in classoom Provision for ehange in teaching methods from rote learning participatory a) administration of tests to asessGHANAL Uteracy teaching and literacy curriculum teebniques with linkages to community development; more emphasis on success in literacy progrm b) Impaetand Functona Skills discussin of develpment themes and incorporating community studies effects of literacy pr<ject on life;Project development activities nto the classroom, emphasis on functional numeracy larners assessment studies: success

to help beneficiares develop financial and market communieation skills. factors in the literacy program;measurement of change due to litetacyproject; measurement of literacy levels

Training of facilitators Training in new teaching methods and complex skills to faclitate the Monitoring system to gather data onimplementation of the progrm training on how to organize discussons on facilitators (retention and drop-out rates,development and community issues; training in lesson planning, simple levels of participation; review of recordsrecord-keeping, student motivation and evaluation techniques kept by facilitators

Training of supervisors Similar to training for literaq facilitators with focus on program monitoring Administrative framework to assure thatand evaluation supervisors are meeting supervison

objectives; review of records kept bysupervisors

Lcarning materials Proision of basic litracy materials (literacy kit) provision of materials for Evaluation of the readability and usagecommunity development Le vegetable seeds, (nutrition), Oral Rehydration primers Study on the effects of radio onSalts (health) radio studio and transmission facilities literacy development

INDONESIA Third Leaning materials Proison tr development of booklets and supplementary reading matedalsNon-formal education that incorporate loal content and emphasize reading comprhensin;project development and field-testing of audio-visual aids

Assessment system Preparation of exminations for 26 subjects and identification of new subject % who pasd examsareas for test developmeat.

Curriculum development DeveWpment of a model curriculum for vocational courses. percentaget inCres in participantsincome, % appretices obtained job/self-emptoyed

COUM INPUT PROCESS OU7COME INDICAIORS

Pre and in.serict trainn Upgrading of acuilsa and tachig cmethods for pre-service trainlng % of trained staff promoted; % of stu-support for inceased research on non-formal education ssues; devdopment dents promoted.Of training prgm based on a mastr training plan that takes into accountrecently updated information

Community nement Training of field worers snd villge kaders % of village cmmittees/task forcesorgnizd; % of rield workes appointedas staff

VENEZUELA. Qualt evauation Study to assess qualiq of graduate school for future classificaton forStudent Loan accreditatin; technical evaluation of screening examinations andProgram procedures; dveopment of policy guidelines based on studies

REPUBIC OP Imprve infomnn Improvement of information between training courses and the makct toKOREA:- Vocatonal facilitate a coser rdadonship.Schools Development

Learning maeral Pwvision for up-dat equipment in school wodshops

PHIPNES: Learing Asesm t Improvement of the Natonal Skllls Certification Program with emphasis onSecond Vocaol training mangment staff, technical staff and additional testing officersTwaing Project

Training pam deveopment Upgrading of skis of insrsactor propose a licensing and qualifictonysiuem

Curdcuar devebpnt Adaptation of curiulun in constdtation with emplyers; development ofcunrulum pacas whkh deal with the environmental, science andtechnolol aspects Of skll training

Learig materil DeWlopment of taing pacges wich reflect curricdar danges. Evaluation repott on new curriculumtraining Material

KORIA: Votonl Leamg materials Pin for installing new equipment in vocational scboolsSchools Dcentpm

Improv informatio system To forge doser links between the market and the VET program

KOREA: Science Learning matrials Procurement of equipment as well as computer training courses.Bducation andUbaies Compute,zation Project

PHI1JPPINM. Curiculum development Impoving the curicula througb expansion of university-industty linkages,Engineering and strngtheing of envionmental educationScience Education

Iservice teacher tanng Improve in-srvice taining of science and math teachers

COUNIRY INPUT PRCSS OUTCOME INDICATORS

Learning material and eq- Provision for financing scietific equipment for graduate and rsearch wk;orkuipmeat equip schoors bonras h enw neering instumentation; exPand

inferece books and joal oectdion; straining of staff for appation ofinformation tchnolog

KENYA: Univities Leaning mateis and Provion of scoce aid engineering equipment; equipment and books fort Pwiject equipment libraies

Academic staff trining Trainig of staff in the use of laboratory and taching equipment

REPUBUC OF Culurn development Development of curricul for the Higher Insdtutes of Technoog withTUNA: Hgher emphasis on disdplines related to indusy and sevice sectors adapted toEducatio Re- local enterprises and region developmet acteristcs; focus ongstuct Pect intensive practal work

Teaher training Program to encourap students to train as teachers

MEXIO Scienc Leaning materials Ptovision of equipment, completin of laboratoriesand Technolog1nfratutuel Proect

Rescarch and Development Encouragement for Mean scientists to be inelved in tesearch Quality control through measrmet ofparticpation and publicaons ininternational conges and jounal&

Annex 17: Effective School Inputs in FY 1992 Basic Education ProjectsCOUNRY Community SYsm uppr Tesbooks & Maadafs Faciltes Effecve school lad- InSchol s-ser-ce

involvemen supen'sion shi eubda

PAKISTAN TWining in Development and publica-school supervi- tion of textbooksslon, schoolvWisits and moni-todng and eval-uation.

NEPAL Phoduction of supplekneta- Improvemet andCy readers construction of primary

schools

WDONESIAPdmay holteacher derel-opment

INDONESIA Taning for book and ma- Training for pnncipals Appointment of tutor11: Primary terials appraisal, upgrading for acte involvement in to folo-up teacherEducation books quality and ariety school kadership and training in schoolsQualit Im- managemantp,wement

BELIZE Expand textbook distrbu- Impvement of school Training principal intion facilities through renova- the demvopment of

dons, extensions; reduc- skills to aabaz andtion of wding respond to complexthrou multiple-shift proems in rimlyschools education management

MEX(CO Involve the Impiwe the Provide pedagogicl and improve existing fadlitics;community in incentive syztem didactic matedals for stu- epand schools;evaluating for supervios dents, teaches and theschool at the loal communitysupeviors lWel; develop

an suprvisorevaluation

COSTA RICA Prparation and publication Rehabilitation of dilapi- Traing cuses forof books and didactic dated classroo_s; bear school prncipalsmateril financial costs for basc

furiture equipment andsanitay instalations

Sit

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COUNTRY Teacher devdOpmaw ReFbty & ataonomy Aspes of SchooCwamate a Teacherprocess Assesmnt/

CHILU Development of in service Provision of funds for quality Ttaining in eally detection of Dvlopment of s5esscteaching materials includ- improvement projects larning disabilities; quality meat tests.ing audio, video, prnted designed by schools. improement; health screningand distance teacher train- proram;ing material

LESOTHO Refresher training coutse Provision for setting-up Trining in strengthening Develpment of new nation- Upgrade pnaamyfor teachers; dissemination schools boards consisting of pedagogical skillk train teach- al curicdar guidelines with schoo leawing erams;of new initiatives and inno- parents, school staff. erS in student assessment emphasis on devklopment of strengthen junior cer-vations in currkulum and practical skills among stu- tificate examassessment through semi- dentsnars; development anddissemination of teachingguides or handbooks

CHINA Training of S000 teachers; Training in multi-grade; sci- Training of provincialfinance three international ence teaching experts advise on theseminars on multi-gade desin and applcationteaching overseas visits of testsfor multi-grade teachingspecials

Annex 18: Important Issues for Designing Good Assessment Components

s~swa1. Clear objiesw: Defining clear institutional goas2. Longiem finnia suppolt Providing susiable and adequate funding for insuton3. Stable stf E;ncouraging methods to retain qualified staff, such as revi salary scales.SWaff 0wrQ1. Univewaseybd bvri Supportdg high-level advanced training in relevant fields, such as psychometrics, statistics and survey research (encouagespeciaiy scholarship programs with institutional linkages).

1. Post doctr: Supporg institutionbas practical training programs that provide opportunities for postdoctoral research.2. "Extension wodcer' Providing appled, professional training opportunities for "extension agentsW and implementation specialists.

1. Prfessional: Promding means for professional staff to communicate with peers (es through journals, library development, travel to professionalmeetings, networks, and others.)

Tecncal Q*aly

Test Develpmn1. ConcWdl Planningi Entails gatherig teachers, adminstrators, specialists and/or consultants to define uses and objectives of tests, design procedures,select test development team, document and disseminate plans.2. Setting Test Pawmetas: Determining levels, test format, types of skills, and sampling methods.3. Wring Test: Selecting grades and subjects; identfig time and item frameworks for each objective; writing and reviewing preliminary items.4. Graphics & Ptn Tyg, laying out, editing, and prinig preim ary items.5. Pretesdng Items: This is an important stage since it not only includes procedures for pretesting items (selecting pre-test groups, distributing tests,training testers, securig tests, and administering tests; colkecig, inputing antd cleanig data) but also procedures of item analysis and relabaty and

varld4y chck6. Sdeeing Fi Items: Test development team group meets to estimate and document final test items.7. Final Jait Lang out, editing and proofing final items.8. StandursNoming. Tests for monitorng progress toward naional educational goals and for selection/certification purposes require setting standards

of petformance. Norms, basicaly a standard based on average performance, are useful for national assessments that provide indicators of the systemas a whole and of types of students, classrooms, schools, and areas.S&m Dewwm1. Conctal Panning. Determining, documenting and disseminating survey's uses, objectives and designing procedures. A development team shouldbe identified at this stage.2. Writing the Surv Selectig areas of interest, writing and reviewing preliminary questions.3. Graphic and Pnnng Preparing preliminary questions for pre-testing (ie. typing, lay-out, editing, proofing and printing).4. Petesting wsons: Selecting pre-test groups, training surveys, adminisrating and coding of survey, inputing and cleaning data, question reGability ;and validt check.5. Selecdng Final Question: Survey development team identifies and documents final questions.6. Suwvy Pro&ducon Preparig final survey questions for pritting (lay-out, editing, proofing).

P,o^ A&nb_*ado and Data PawsbWIf surveys are to be used simuttaneously with tests, then these may also apply to surveys.

1. Test Produn: Printing, secuing, packadng and distribting tests.2. Test Manual Development Selecting team to develop manuaL Team meets with test developers, reviews similar test booldets, and writes, edits and

copies manuaL3. Test Manual Reon: Professionally edting and pnting manuaL4. P1'paaon: Selecting sample population, registration of testtakers and training of test administrators. If needed, test centers need to be established.5. Informing egions and schools of tests: Writing and disseminating an informative text.6. Administration: Scheduling test administraions; adminstering and collecting tests in a secure manner.7. Processing. Counting, marking and batching tests.& Sconng

a) Machine Sconng: If tests are to be machine scored, then data needs to be inputted, cleaned and processed.b) Hand Scown If tests are to be hand scored, then tests must be scored, aggregated and recorded.

1. A VgWon/T7hd: Aggregating results will be necessary for many tests, especiaLly if results are needed at classroom, school or national levels. Trendanalysis can then be carried out.

2. Policy or Pedagogal analsis: If tests for assessment of individual performance are to provide guidance for improving pedagogy (eg. remedialinstruction), then teachers must be provided with appropriate tools to aralyze test results for this purpose. And if tests are to provide indicators ofthe effectiveness of specific policies on student achievement, then research must integrate background surveys and test results.

Qualy of Diemiaion System

1. Claity of Objecives of Dissemination System: Clearly defining when dissemination is to be carried out, for what purposes and for what audiences.2. 7,nediness: Supportig approaches that iease the speed with which data collection and analysis is carried out.3. in9ep&eabiW. Tafiring the format of reports for different audiences, assisting the correct interpretadon of scores. The importance of selecting

appropriate tests to meet intended purposes should be reinforced.4. Availabilt- Methods of Dissemination: Using techniques (eg. seminars, briefings, public media) to make informion easily accessible to test-user-,

such as policy makers.5. Stimlate Demand for Inf otna4o Providing means for stimulating test-users demand for test results.6. Evahaion of i*fonution use: Assesing disemination performance to ensure responsiveness to test-users needs and usage patterns.

Soures llon (Draft 1992); lockheed (1991).

Annex Table 19: Examples of Poverty Alleviation Components Found in FY92 Projects

Povety eJement Pnwy educion NFE Seconday educatdon Hmge eawca VETPrtwde adequate fnacing mpro budgect formation tationie alloation of imp efficicq of eaurge employ in-

procee - Ecuoados Indo-r rsources to uneconomic igher eduadtion, e.g vvm - Lsotho, CateUda, ile schools - Lesot though cost cotaameat d0im, Pilipies

measues and ostengthen Madagascarzmprw resourec mage- ince intemal efficcy finanl management -ment or budget control - through imitng eoll- China, Lestho, Cote more cost-effective use ofChina, Costa Rice, Belk, meats and reducg repeti- dvoie, Kea Pl- resources in specialzedKena tion - Lesotho pines, Tunisa inidtutks - Cote dlvoie,

increase share of budet inreas share of expendi- limit enolments - Cotefor nonsalaty items - tures for non.salary items - d*oire, Kenya irease cost recovy -Chna, Cote d&mire - Cowe d4voe Philppines, Madagascar

icased cost recovery -increase share of budget control wth of teaching Cote dsoire, Keya, define a lng-term strategyfor pray edution - fore - Kenya Venezuela and investment plan -Cote d'Ioire PhiliPPbes Madagas

community financing -control goth ofteacig epfont - enya

Epad aconstuct new dasroms - expand number of tacbers consrauct nw daooms -Nepal, Mdexico, Lsotbo, and superviso - Gbana PakistanaCie, Belie

hir mre teachs toprvde complete p*iaygyde - Cbfe

mutiple shift scboolng -

Poveny element Pdmnay educadon NFE Secondy edcaton Higher education VET

Improve quality curriclum reform, text- deveopment and provision cuiulum reform, text- improve tae training standardize curriculm atbooks, mateials and teach- of learning material and books, mateials and teah- and suppot seices - craft ll - Lesothoer training - Nepal, ua- compleentay inputs- er tr - Lesotho, Cote d¶voiredor, Meico, ina, Lae Ghn Pakista, tCnya establish rec cter-sotho, Costa Rkca, Chile, MaudrtiusBelizM Kenya staff taining - Ghana, imp quality of science

tndonesia education - Korea, Philip- make sstem momrespon-develop network of shdols pines sire to labor marke -as 'enters of ecenoe" - regional resourc centes - Cote d'Ivoire, Philipplns,Ecuador, Angola Indonesia Madagascar

comprebensi primary upgrade training centers -teacher developmen pro Philpines, Madapscargram - Indonesia

curriculum reform - Mau-improv.e teaching-larning ritius, Madagascarp-ocess and eabncecapacity to manage quai tr&;ning of traine1s -improment programs - Philippines, Madstadonesin

Deip inteventions to suit devlop speca educaton 1ink with microenterprisepartur needs srice - Ecuador development actities-

Exuador, Indonesiabilingu books or cultura-ly relevant curricuum - eduaonal materials andMexco, Bei b ag in toc x

guars -Ghanhealth and nuit se-es - Chile hunctonal messages to

larers tied to communityteaching Engish as a mpwovement activIties -second Wngeage prpm - Ghna

test new progrms to meetchanging needs of clients -Indoneda

Povenry element Pflmay educaton NFE Secondary education Higher ed on VETBuild local institutions educational decentraliza- strengthen capacity to enhance tole of loal gov- rationalize nd strengthen strengthen managemet

tion -Ecuador, Lcsotho, design, manage and delvr emnent in managent university mana mt information system -Costa Rica, Cile seunices - Ghana, Indone- and delvery of education - information system - Ecuador, Mauritius, Mada-

sia Padst Agola .crstengthen suppontt servkedelivey sstem - MexioCosta Rica

impove local lwel schoolmanagement - lesotho,Chile, Belize

nthen provincal levelmanagement - China,Angola, Chile

Monitoring and evaluation improve policy-making, close motoring and eval- develop an educational strengtben labor maretplanning and monitoring uation of experimental testing and assessment and carnings informationcapacity - Npal, Ecuador, initiatives - Ghana, Indo- capacity - Pan system - Ecador, Philip-Mexico, China, Angola, nesia pines, MadagascarBelize, Kenya improve policymaking,

planning and monitoring stengthen policy formula-develop an educationa capacty - Pakstan, Kea tion, managment andtesting and assement p-ang - Philippines,capacity - Ecuador, Lesot- Madagscho, Costa Rica, Chile,Belize develop trade testing ca-

pacity - Lotbo, Phiip-evaluation stdies of exper- pinesimental pgamns - Chlk,Belize tacer studies - Madags-

car

Povejty eement Primary education NFE Seconday educton hwr educaion VET

Tageting focts on low-income uban target poor usbn and rural femae schap poram tat nural woen andneighborhoods or rural ares - Ecuador, Ghana, -Paki'aW unempod youth - hil-*reas - Bcuador, Costa Indonesia Rica

scholaships for tow-incomefocus on states with highest taies - Indonesiaincidence of poeiiy -Meidco, China

compnsatory funding forundersetved schools -Indonesia

trget aresm witb lowestenoment - esotho

target high risk schoo -Chile

- pre-scool cvmgfor low income familics -Chie

65

Annex Table 20: Sector Work by Region: FY80-92

Yewr Aflca SA EAsbi MENA L4C ECA Total

1080 6 0 0 1 2 0 9

1M1I 4 2 0 1 3 1 11

1982 9 3 1 2 4 0 19

1983 4 0 0 7 2 0 13

1984 5 1 0 1 2 1 10

1985 6 3 3 3 2 1 la

1966 3 2 1 0 3 1 10

1967 2 0 1 0 3 1 7

1968 2 1 3 0 3 0 9

1909 7 3 1 1 2 2 1I

1990 3 1 3 1 2 0 10

1991 4 1 3 2 7 2 19

1992 9 1 1 1 9 3 24

TOW 64 18 17 20 44 12 175