Report No. 306a-MA

Appraisal of a FILE COPYThird Education ProjectMalaysia

March 8, 1974Education Projects DivisionAsiaNot for Public Use

Document of the International Bank for Reconstruction and DevelopmentInternational Developrent Association

This report was prepared for official use only by the Bank Group. It may notbe published, quoted or cited without Bank Croup authorization. The Bank Group doesnot accept responsibility for the accuracy or completeness of the report.

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CURREZCY EQUTVALENTS

Currency Unit - Malaysian DoUar (O$)US$1* - M$ 2.33M$ 1 ' US$0.43M$ 1,000 . US$429M$ 1,000,000 a US$429,000

NEAUIRES

i2 m:> 3.28 ft1 m 2,n 10.76 sq ftI} .m n .39gpqm1 hectare - 2.47 acres

FISCAL YEAR

January 1 to December 31

* Since June 21, 1973 the Malaysian dollar hasfloated in relation to the U.S. Dollar.

MALAYSIA

APPRAISAL OF A THIRD EDUCATION PROJECT

TABLE OF CONTENTS

Page No.

BASIC DATA

SUMMARY AND CONCLUSIONS ..............................

I. INTRODUCTION ............... 1

II. THE SETTING ...

Socio-Economic Background 1. ..................

Economic Development .... 2Manpower Requirements ..... ....... ...... ... .... 3

III. THE EDUCATION AND TRAINING SECTOR... 5

Description and Evaluation .... 5Education Development . . ............. 6Education Finance . .. ..... ..... 8

IV. THE PROJECT ...... ........ ... . 10

Objectives . .I ...... .. . .10

E'roject Items ..... 10Cost of the Project. . 14Project Implementation .17

V. BENEFITS AND JUSTIFICATION. .. . 18

VI. AGREEMENTS REACHED AND RECOMMENDATION .... 19

This report is based on the findings of an appraisal mission which visitedMalaysia during August, 1973. The mission consisted of Messrs. F. Gamble(general educator), R. Johanson (economist), S. Naimie (architect), andS. Putagami (mass media specialist) of the Bank, and G. Watts (technicaleducator, consultant).

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APPENDICES

1. The Education and Training System2. Technical Assistance

ANNEXES

1. Comparative education indicators

2. Educational attainment of the population

3. Actual (1965, 1970, 1972) and projected (1975, 1980, 1985) enrollmentsin assisted schools, Peninsular Malaysia

4. Actual (1965, 1970, 1972) and projected (1975, 1980, 1985) enrollmentsin assisted schools in Sabah and Sarawak

5. Peninsular Malaysia - estimated output from existing teacher trainingcolleges

6. Peninsular Malaysia, Sabah and Sarawak - primary and lower secondaryteacher requirements and supply, 1972-1985.

7. Expenditure on education and training in relation to Government Budgetand GNP, 1965-1973

8. Ministry of Education recurrent expenditure, 1970-1985

9. Public investment in education and training, 1966-1975

10. Capacity and staff of the project schools

11. Summary of estimated project costs

12. Contingency allowances

13. Forecast of disbursements

14. Loan and project summary

CHARTS

1. The Assisted Education System, 1972

2. Peninsular Malaysia - Education Enrollments, 1972

3. Sabah - Education Enrollments, 1972

4. Sarawak - Education Enrollments, 1972

5. Implementation Chart

MAP

MALAYSIA

BASIC DATA - 1972

Population - Peninsular Malaysia 9.7 millionSabah 0.7 millionSarawak 1.0 million

11.4 million

Population Growth Rate 2.7% p.a.

Enrollments: Assisted Schools

PeninsularMalaysia Sabah Sarawak

Primary education (Grades 1-6) - ratio ofenrolled to age group 6-11 years 91% 94% 83%

Lower secondary education (Grades 7-9) -ratio of enrolled to age group 12-14 years 54% 51% 24%

Upper secondary general education (Grades10-11) - ratio of enrolled to age group15-16 years 24% 22% 12%

Upper secondary technical and vocationaleducation - ratio of enrolled to age group15-16 years 1.9% 0.9% 0.6%

Post-secondary general education (Grades12-13) - ratio of enrolled to age group17-18 years 3.1% 1.3% 2.2%

Post-secondary technical and vocationaleducation - ratio of enrolled to age group17-18 years 1.4% (All Malaysia)

Higher education - ratio of enrolled toage group 19-21 years 2.2% (All Malaysia)

Private Schools

Ratio of private primary enrollment toassisted primary enrollment 0.5% 0.5% 0.5%

Ratio of private secondary enrollment toassisted secondary enrollment 7.1% 5.4% 56%

Expenditures

Ministry of Education recurrent expenditure M$ 606 million- as a percentage of total Federal recurrentexpenditure 21.3%

Total education expenditure M$ 875 million- as a percentage of GNP 6.8%of which government 6.4%private 0.4%

MALAYSIA

APPRAISAL OF A THIRD EDUCATION PROJECT

SUMMARY AND CONCLUSIONS

i. This report appraises a third education project in Malaysia forwhich a loan of US$19 million is proposed.

ii. Malaysia is a multiracial country of 11 million people, consistingof Peninsular Malaysia and the more rural Borneo States of Sabah and Sarawak.The Government's major policy objectives, as expressed in the Second MalaysiaPlan (1971-75), are to strengthen national unity, to eradicate poverty andto restructure society so that the present identification of race withparticular forms of economic activity will eventually be eliminated. Themajor elements to achieve these objectives are growth of output andemployment in smallholder agriculture, a continued rapid expansion ofmanufacturing, and an upgrading of skills, particularly those of Malaysand other indigenous groups, through appropriate education and trainingprograms.

iii. Although enrollment ratios are high, the education system hasonly recently begun to reflect the country's social and economic needs.With the launching of the Second Malaysia Plan, the Government is concentra-ting its efforts in education on expanding the use of Bahasa Malaysia, in-creasing the facilities for skilled worker training, setting up secondaryschools for rural areas and emphasizing science and technology. But problemsremain. As in many countries, the distribution of education facilitiesfavors the urban areas which, in the case of Malaysia, largely contain thenon-Malay groups of the population. There is still an excessive emphasison academic courses and little use has so far been made of modern teachingmethods. The quality of teacher training at all levels, including in-servicetraining, is improving but increased outputs are required.

iv. The first education project, aided by a Bank loan of US$8.8million made in 1969, is assisting technical, vocational, and agriculturaleducation. The second project, financed in part by a Bank loan of US$15.5 mil-lion made in 1972, includes a curriculum development center, educationaltelevision for Peninsular Malaysia, vocational schools, and the developmentof a science university. Implementation of both projects is progressingsatisfactorily.

v. The proposed third education project would continue these effortsaimed at strengthening the education system by increasing educational oppor-tunities for the rural population and improving secondary education. Itwould support Government efforts to expand and improve secondary educationin Sabah and Sarawak and would include the introduction of educationaltelevision for primary and secondary schools in these two states. Theproposed project would also assist in meeting manpower requirements forteachers at the primary and lower-secondary level and polytechnic-trainedtechniciaus. It would provide buildings, furniture, and equipment for:

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(a) seven secondary schools, Sabah;

(b) a junior college, Sarawak;

(c) four teacher training colleges, Peninsular Malaysia;

(d) a polytechnic at Kuantan, Peninsular Malaysia; and

(e) educational radio and television, Sabah and Sarawak.

Approximately half of the expenditures to be made under the project wouldbe for Sabah and Sarawak.

vi. The project implementation unit already established in theMinistry of Education for the first and second Bank education projectswould be suitably strengthened and responsible for supervising the implementa-tion of this third project. Contracts for civil works and equipment would beawarded on the basis of international competitive bidding; furniture would beprocured in bulk following normal government procedures. Local manufacturersof equipment would be allowed a preferential margin of 15% over the CIF priceof competing imports or the existing rates of import duties, whichever is thelower. The total project cost is estimated at US$41.4 million and theforeign exchange component at US$19.5 million equivalent. The proposed Bankloan would meet all of the foreign exchange costs of civil works, equipmentand technical assistance.

vii. The project is suitable for a loan of US$19 million to Malaysiafor a term of 25 years including a 5-year grace period.

MALAYSIA

APPRAISAL OF A THIRD EDUCATION PROJECT

I. INTRODUCTION

1.01 A first Bank loan for education, amounting to US$8.8 million,was made in 1969 to assist technical, vocational and agricultural education.Project implementation is now progressing well after initial delays due tostaff shortages in the Public Works Department and difficulties in siteacquisition. A second loan of US$15.5 million, signed in 1972, is financinga curriculum development center, educational television for PeninsularMalaysia, vocational schools and the development of a science university.Project implementation is satisfactory.

1.02 The proposed third project would further assist implementationof the Second Malaysia Plan (1971-75) and continue support of the Bank'seducational lending strategy in Malaysia which is to assist the Government'splans to improve educational opportunities in the rural areas and to helpreform and rationalize the secondary and post-secondary levels of education.It would complement government efforts in the development of secondaryeducation in Sabah and Sarawak, including the provision of educationaltelevision for both primary and secondary schools. It would also help tomeet the requirements for primary/lower secondary teachers and technicians.

1.03 The government was assisted in preparing the project request bya UNESCO mission in June, 1973, and the project was appraised in August,1973, by a mission comprising F. Gamble (general educator), R. Johanson(economist), S. Naimie (architect) and S. Futagami (mass media specialist)of the Bank, and G. Watts (technical educator, consultant).

II. THE SETTING

Socio-Economic Background

2.01 Malaysia, a multi-racial country of about 11 million people, isseparated into Peninsular Malaysia and the Borneo States of Sabah andSarawak by the South China Sea. Each area is characterized by cultural,linguistic and religious diversity. Peninsular Malaysia, comprising elevenstates, has 85% of the country's total population but only 40% of the totalland area (190 persons per sq. mi.). Malays form the predominant ethnicgroup with 53% of the population, followed by 35% Chinese and 11% Indian.Sabah and Sarawak have about 1.7 million people with a population densityof only 22 per sq. mile. Although non-Malay indigenous groups ll make up

1/ Dyaks, Melanau, Kadazan, Murut, Bajau, and others.

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only a small part of Malaysia's total population, they account for two-thirdsof the population of Sabah and half that of Sarawak. Chinese total 26Z ofthe population of Sabah and Sarawak and Malays only 12%. 60% of the popu-lation in Peninsular Malaysia and 80% of that in Sabah and Sarawak live inrural areas.

2.02 Income, adjusted for changes in terms of trade and for populationgrowth at 3% p.a., grew annually by 1.5% - 2% per capita during the lastdecade to reach about US$400 in 1971 (Annex 1). However, Malaysia's diverseracial groups have not shared equally in the benefits of this growth.Employment largely follows racial lines. Malays and other indigenousgroups 1/ predominate in small agricultural and subsistence holdings and,together with Indians, work on the plantations. The Chinese dominate themanufacturing, mining, construction and commercial sectors and own a muchlarger share of the corporate sector than the Malays. In 1970 the meanmonthly income of Malay households in Peninsular Malaysia was US$77, whilethose of Chinese and Indian households were US$166 and US$133 respectively.Although data are lacking, a similar if not greater disparity probably existsin Sabah and Sarawak between the Chinese and the bumiputras.

2.03 Discrepancies in educational opportunity have accentuated incomeinequalities between the rural and urban sectors, the distribution of educa-tional facilities heavily favoring the latter. This quantitative gap isfurther exacerbated by a qualitative one in that most urban schools havebetter physical and human resources. Although the overall literacy rateis 58%, it ranges from 33% in the rural areas of Sabah and Sarawak (17% amongindigenous groups) to 70% for urban areas in Peninsular Malaysia. Overall,about 44% of the Malay population and 70% of the indigenous peoples of Sabahand Sarawak have not received any formal education, compared with 36% ofthe Chinese. Only 6% of the Malay and less than 3% of the indigenouspopulation have received any lower secondary education compared with 10%for Chinese and 9% for Indians (Annex 2). These data indicate the limitededucational opportunity for bumiputras and their difficulties in seekingemployment in the modern sector.

Economic Development

2.04 Past economic performance has been encouraging despite sharpfluctuations in the commodity prices on which Malaysia's export-orientedeconomy depends. Since 1960 overall real growth in GDP has averaged about6% annually. Agricultural products, principally rubber, timber, palm oiland padi, account for about 30% of GDP, employ about 50% of the labor force(64% in Sabah and Sarawak) and contribute about 60% to Malaysia's exportearnings. Although the relative importance of agriculture has been declining,it will remain the predominant sector for the foreseeable future. Manufac-turing, still in the early stages of development, has been growing at about

1/ Known collectively as "bumiputras," a term meaning "sons of the soil."

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16% p.a. and accounts for about 15% of GDP and 10% of employment, mostlyconcentrated in Peninsular Malaysia. The service sectors representabout 35% of GDP and about 30% of employment.

2.05 Despite consistently strong growth rates in Peninsular Malaysiaduring the 1960's, growth of the labor force at 2.8% p.a. has outpacedemployment creation at 2.6% p.a. As a result, unemployment, which was about6% of the labor force in 1962 and 7% in 1968, rose to almost 8% in 1970.Unemployment is particularly high among new entrants to the labor force andin urban areas. In the cities the rate was 19% in 1970 among the 15-24 agegroup. Unemployment tends also to be largest in the group with the leasteducation although a growing number of the unemployed have completed generalsecondary education. In Sabah and Sarawak labor shortages have prevailedover the past five years but there are indications that secondary schoolgraduates are now taking longer to find employment.

2.06 Despite these overall labor surpluses, Malaysia has had per-sistent shortages of technically skilled persons. In 1972 the governmentservice had unfilled vacancies for 250 engineers and 1,300 engineeringtechnicians or about one-third of the established number of positions.Private employers also find it difficult to recruit professionals, tech-nicians and skilled workers. They pay high salaries to attract qualifiedmanpower and arrange special training programs to supplement the inadequatesupply of skilled workers.

2.07 The real urgency for growth arises from the economic and socialdisparities between bumiputras and non-bumiputras. The growing concernwith income inequality between (as well as among) races provided the basisfor the government's New Economic Policy. The basic aims of this policy,as expressed in the Second Malaysia Plan (SMP), 1971-75, are:

(a) to eradicate poverty through raising income levels andincreasing employment opportunities; and

(b) to restructure Malaysian society and correct theeconomic imbalance among the various races and eventuallyto eliminate the identification of race with economicfunction.

The upgrading of the skills of bumiputras through appropriate educationand training programs is an important element in the strategy to achievethese objectives.

Manpower Requirements

2.08 Based on projections prepared by the Government Economic PlanningUnit, during the period 1975-85 total employment is expected to increaseat 3.2% p.a. or from about 4 million to 5.5 million and labor productivityby about 4% p.a. Employment in the rural sector is expected to increaseby about 1.5% p.a. but in industry and services it is estimated to grow

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at about 5% p.a. By 1985, it is expected that about 65% of total employ-ment in Peninsular Malaysia and 50% in Sabah and Sarawak (compared with50% and 37% respectively in 1970) will be in urban-related occupations.In order to achieve this growth and transformation of Malaysia's economy,it is necessary to improve the occupational distribution and the educationalbackground of the labor force. In 1970 only 0.6% of total employment wasat the professional level, compared with about 1.4% in Japan and the Philip-pines and over 2% in Siagapore. Most technicians and skilled workers hadreceived only on-the-job training. In Malaysia it is estimated that theemployment of high level manpower should grow at about 8% p.a., reaching1.1% of total employment by 1985, that sub-professional manpower shouldgrow at about 7% p.a., reaching 4.2% of total employment (3.5% in 1970),and that about 80% of the technicians and one-third of the skilled workersentering the labor force should receive pre-service or apprenticeshiptraining. On this basis, manpower requirements over the period 1975-85 forthe major occupational categories are estimated as follows:

Estimated Additional Manpower Requirements (1975-85)

Occupational Peninsular Sabah andCategory Malaysia Sarawak Total

Professionals 38,000 3,000 41,000

Sub-Professionals 110,000 16,000 126,000

Of which:Engineering Technicians (15,000) (2,000) (17,000)

"White Collar" Workers 270,000 40,000 310,000

Skilled Workers 290,000 35,000 325,000

2.09 A comparison between the required output of the educational systemto meet the estimated manpower needs between 1975 and 1985 and the projectedoutputs, adjusted for likely labor market participation rates, shows thatdemand will exceed present projected supply by about 7,000 at universitylevel (including about 1,000 in Sabah and Sarawak), about 12,000 from sixthforms and technical colleges, (3,000 in Sabah and Sarawak), including 1,000at the polytechnic level, and 75,000 from vocational training institutions(11,000 in Sabah and Sarawak). 1/ On the other hand, the out-turn fromgeneral upper secondary schools may exceed demand by about 160,000.

2.10 These figures indicate that the projected supply of general second-ary school graduates is beyond the absorptive capacity of the labor marketfor this group as it now appears. Many general secondary school graduates

1/ These shortfalls will be met in part by some of the 26,000 Malaysiansnow studying abroad.

will therefore enter employment requiring industrial skills and need "on-the-Job" training. Consequently, the general secondary school curriculumshould be broadened to include practical subjects as preparation for thisindustrial training.

III. THE EDUCATION AND TRAINING SECTOR

Description and Evaluation

3.01 The system (Charts 1-4 and Appendix 1) is well developed in manyrespects. Assisted schools, i.e., government schools and government-aidedschools, enrolled in 1972 some 90% of the 6-11 years age group at theprimary level (grades 1-6), about 50% of the 12-14 years age group at thelower secondary level (grades 7-9), and 23% of the 15-16 years age groupat the upper secondary level (grades 10-11). Private primary schoolenrollments are negligible; at the secondary level they amount to about9% of the number in assisted schools. Only in Sarawak are privatesecondary enrollments relatively substantial, amounting to 13,000 comparedwith 23,000 in assisted secondary schools. University education, providedonly in Peninsular Malaysia, enrolls about 11,000 students or 2% of the agegroup. An estimated 10,000 are receiving higher education abroad.

3.02 Primary education is given in Bahasa Malaysia, Chinese, English,and Tamil. The use of English as a medium of instruction is being replacedby Bahasa Malaysia except in Sarawak where a final decision has not yet beentakcen. Secondary education is given in English, Bahasa Malaysia or Chinese.Facilities and teachers' qualifications are generally good in urban areasbut rural schools usually have a higher proportion of less experiencedteachers and are for the most part less well equipped. In Sabah and Sarawaksecondary school facilities are generally inferior to those in PeninsularMalaysia. In Sabah in particular a rapid increase in lower secondaryenrollments has been made possible only by the use of temporary premisesunsuited to secondary school work. At the beginning of 1973 only 12 of 37government secondary schools were properly housed and some of these wereovercrowded.

3.03 The lower secondary school curriculum in schools in PeninsularMalaysia has been broadened to include practical subjects and courses inother subjects are being revised and modernized. It has been decided toadopt these improved courses in Sabah and Sarawak. At the upper secondarylevel (grades 10-11), about 8% of the enrollment is in technical andvocational schools which is still a low proportion but is a considerableincrease compared with the figure of 5% in 1971: liaison with industry isgood.

3.04 Teacher training is of good quality, particularly since therecent introduction of improved courses with increased emphasis on practicalteaching. However, the output of teachers is insufficient to meet projectedneeds, partly due to the use of pre-service teacher training facilities forin-service training of teachers of Bahasa Malaysia.

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3.05 Throughout the education system, and especially in Sabah andSarawak, little use is made of modern technology but a good beginning hasbeen made with educational radio and television (ERTV) in PeninsularMalaysia, now being assisted by the Bank second education project (LoanNo. 810-MA). School radio lessons are broadcast in Sarawak. In 1968mathematics and science courses and teaching techniques were modernizedand it is expected that when the Curriculum Development Center, also beingassisted under the Bank second education project, is completed, this work,and the associated in-service teacher training will be improved and extended.Sabah and Sarawak have already decided to adopt the new science courses whichstress experimental work at both lower and upper secondary levels as betterfacilities and teachers become available.

3.06 Educational planning on a national scale is made difficult by thefact that, although education is a Federal responsibility, Sabah and Sarawakcontrol their own educational systems. The present arrangements are to bereviewed in 1973/74. Cooperation among the different agencies involvedin education and training is not sufficiently effective. Some improvementshould result when present plans materialize to bring together the disperseddivisions of the Ministry.

Education Development

3.07 Malaysia's current education development strategy is developedin the Second Malaysia Plan (SMP) 1971-1975. A mid-term review of thisPlan has recently been made (1973) but the fundamental objectives havenot been changed. The objectives of the strategy are:

(a) To promote national integration and unity. The governmentintends to consolidate the education system, at presentdivided by languages and races, and to equalize educationalopportunity between urban and rural areas. To achieve this,Bahasa Malaysia is to become the main language of instruction;the universal lower secondary education policy in PeninsularMalaysia will be extended to Sabah and Sarawak; and prioritywill be given to the establishment of schools in rural areas.

(b) To meet manpower needs. It is intended to expand, improve,and rationalize technical training at all levels. Thiswill be done by expanding the pre-vocational courses givenin general secondary schools and by introducing them inSabah and Sarawak. Technician and skilled worker trainingfacilities will be expanded and cooperation by all theagencies involved, including employers, will continue to besought so as to achieve a more practical orientation ofcourses. For the education and training of high levelmanpower, a distribution of responsibilities among theuniversities is being made.

(c) To improve education quality and stress science andtechnology. Curricula and teaching methods will bemodernized, particularly through the use of educationalradio and television. Science teaching in schools willbe expanded and science enrollments in the universitieswill be increased.

3.08 At the primary level, enrollment growth is planned at about 2.4%p.a. for the period 1972-1985. Some 92% of the age group would be enrolledby 1985, assuming an age group growth rate of 2.2% p.a. over the period(Annexes 3 and 4). If family planning programs reduce the growth rate toabout 1.9% p.a., then the target 1985 enrollment would account for virtuallyall of the age group. At the lower secondary level, enrollment growth ratesin Peninsular Malaysia and Sabah are planned at about 4.3% p.a. so as toachieve an enrollment ratio of about 77% by 1985; the government considersthat this will be sufficient to meet the demand. On the other hand, lowersecondary enrollments in Sarawak, which have been limited in the past, areexpected to increase rapidly over the next decade as the government's policyof nine years basic education for all who seek it is put into effect. Thepractical subject options now available to schools in Peninsular Malaysia inagriculture, commerce, home science and industrial arts will be extended toschools in Sabah and Sarawak.

3.09 At the upper secondary level (grades 10-11), the enrollment growthrate for the period 1972-1985 is anticipated to be about 6.0% p.a. (nearly15% p.a. from 1965-1972) thus giving an enrollment ratio of about 40% in1985. Special provision will be made for rural areas and emphasis will beplaced on science and practical subjects so that graduates are betterprepared for labor market needs (para 2.10). The output may still exceedestimated needs over the period 1975 to 1985 but the government does notconsider a lower rate of expansion to be acceptable in view of the greatincrease in lower secondary enrollments from 1965 onwards. At the Form VIlevel (grades 12-13), to meet manpower needs and supply qualified entrantsfor the universities, an enrollment increase of about 9% p.a. is planned forPeninsular Malaysia, about 16% p.a. for Sabah and 10% p.a. for Sarawak.

3.10 To provide sufficient teachers for the expansion of primaryeducation in rural areas, where pupil/teacher ratios are necessarily lowerthan in urban areas, the present overall pupil/teacher ratio (32:1) is to bemaintained for planning purposes. This will require an expanded teachertraining program (Annexes 5 and 6) which would be assisted by the proposedproject. To improve the quality of secondary teaching, the governmentproposes to increase the proportion of university graduate teachers fromless than 17% of the total to about 40% by 1980.

3.11 Qualitative improvements in the general education system alsoinclude ERTV to assist the introduction of new curricula, especially inmathematics and science, and to promote the national language. TheBank second education project is assisting these developments in PeninsularMalaysia; the proposed project would assist ERTV in Sabah and Sarawak.

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3.12 The targets in the SMP for technical and vocational education,indicative of the government's plans to align education more closely withmanpower needs, show doubled enrollments in technical and vocationalschools (grades 10-11) and in technician training (grades 12-13) duringthe period of the plan and in accelerated training under MARA 1/ and theMinistry of Labor. This expansion of technical education is being assistedby the first two Bank loans (a total of 20 technical/vocational schools),whereby a 25% p.a. increase in enrollments is being achieved. To increasetechnician training, the establishment of another polytechnic along thelines of that at Ipoh would be assisted by the proposed project. Technicaland vocational courses are being revised to become more employment-orientedand employers and labor organizations have cooperated with the Ministriesconcerned in the establishment of a National Industrial Training and TradeCertification Board. At the local level, the existing "tracer" system,by which records are kept of the employment of graduates and which assiststraining programs to be adjusted to meet employment demands, is beingstrengthened.

3.13 For the universities, the SMP proposes to expand and rationalizethe system so that each of the five universities will specialize in adifferent field (e.g., agriculture, graduate studies, science, technology).Total university enrollment is expected to increase from 11,000 in 1972 toabout 25,000 by 1980 (Annex 3), and it is planned that 60% of the enroll-ment will be in scientific and technological fields. The Bank secondeducation project is assisting the development of the science-basedUniversity of Penang.

Education Finance

3.14 The Federal Government finances virtually all of the capital andrecurrent expenditure of assisted schools, which currently enroll nearly98% of all students in Peninsular Malaysia and over 95% in Sabah and Sarawak.Primary and lower secondary education in Peninsular Malaysia are free inassisted schools; in Sabah and Sarawak a monthly fee of M$ 10, remitted inneedy cases, is charged. Fees at higher levels of education are accompaniedby a large bursary program exceeding M$ 15 million in 1972. In 1972 the re-current budget of the Miniscry of Education was equivalent to about 21%of Federal recurrent expenditure. Including expenditures by other publicagencies, about 24% of all public recurrent expenditure was devoted toeducation and training. The total education effort of the country, includingprivate expenditures, was estimated at 6.8% of GNP in 1972 (Annex 7). Thesefigures are high in comparison with other countries (Annex 1) but they reflectthe priority assigned to education and training by the Government.

1/ MARA (Majlis Amanah Ra'ayat - Council of Trust for Indigenous People):a parastatal agency, under the Ministry of National and Rural Develop-ment, to promote economic and social development, particularly in therural areas.

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3.15 Expenditures by the Ministry of Education grew by 9.5% p.a.during 1967-72. The increase was 15.5% between 1972-73 due to a reor-ganization of the teaching service and consolidation of teachers' salariesat civil service levels. These increased salaries raised annual recurrentcosts per student from US$50 to US$70 at primary level and from US$75 toabout US$100 at lower secondary level. 1/ On the basis of enrollmentprojections (paras 3.08 and 3.09) and expected further increases in costsper student, the recurrent budget of the Ministry of Education is projectedto increase from M$ 718 million in 1973 to about M$ 1,700 million in 1985.However, the growth of education expenditures at 7.5% p.a. is expected tobe less than the annual increase in central government recurrent expendituresat 9.2%. Consequently, the share of the Ministry of Education in totalgovernment recurrent expenditure is expected to decline slightly (Annex 8).The percentage will still be high but it conforms with government prioritiesand is considered feasible in view of the country's resources. The recurrentexpenditures generated by the proposed Bank project when fully operationalin 1980 would be about M$ 18 million or some 1.4% of the projected Ministrybudget.

3.16 Government capital expenditure on education and training duringthe First Malaysia Plan (1966-70) amounted to M$ 330 million or 8% of totalpublic capital spending. The SHP allocates some M$ 540 million to thesector or 7.4+% of total public development expenditure over the Plan period.High priority has been given to the improvement of general secondary educa-tion (34% of the total), expansion of technical and vocational education(25%) and of the university system (16%). After two years of the SMP (end1972) actual capital expenditures had been made which, if continued to 1975,would disburse 90% of the total amount allocated in Peninsular Malaysia andnearly 80% in Sabah and Sarawak. This achievement compares favorably withthe 58% achievement recorded in the First Plan. In order to finance costoverruns and new projects not anticipated at the time of drafting the SMP,the allocation of the Ministry of Education was increased by 25% duringthe mid-term review. Overall, educational allocations were increased by36% during this review (Annex 9).

1/ Comparable figures are:

(US$ Equivalent)

Korea 1972 Singapore 1973 Thailand 1973

Primary level 28 110 30Secondary level 68 160 60

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IV. THE PROJECT

Objectives

4.01 The project would assist in implementing the Malaysian educationalstrategy (paras 3.07 - 3.13) by expanding (i) basic education in Sabah;(ii) pre-university education in Sarawak; (iii) teacher training and(iv) technician training in Peninsular Malaysia, and (v) introduceeducational radio and television in Sabah and Sarawak. It would compriseconstruction, furniture and equipment for:

Student Boarding StaffPlaces Places Housing Units

(a) Seven secondary schools,Sabah 4,400 1,550 132

(b) Junior College, Sarawak 830 620 23

(c) Four teacher trainingcolleges, Peninsular Malaysia 2,880 2,880 100

(d) Polytechnic, Kuantan 1,110 900 62

(e) Educational radio andtelevision, Sabah andSarawak

Totals 9,220 5,950 317

Details of enrollment and staff requirements in the project schools aregiven in Annex 10. The proposed schedules of accommodation are functionaland economical and would permit flexible utilization. Over the whole project,the utilization factors average 83% for classrooms and 75Z for specialistfacilities.

Project Items

4.02 Seven Secondary Schools, Sabah. Following the lead of PeninsularMalaysia, Sabah and Sarawak are to extend their basic education course fromsix to nine years duration by progressively allowing all primary schoolleavers to enter lower secondary education. This expansion will bebased generally on small rural towns. In Sarawak, where entry to lowersecondary education has so far been carefully controlled, the governmentintends to expand education at this level rapidly from its own resources.In Sabah, control has been less rigid; the relatively high enrollment inlower secondary schools has been made possible by the use of unsuitablefacilities (para 3.02). In addition to eight new government secondaryschools being built under the SMP, the government now intends to build afurther 14 schools and the proposed project would finance seven of these.

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4.03 The project schools would be built in the rural areas of Bingkor,Membakut, Kunak, Penampang, Bongawan, Kiulu and Weston. Six of theseschools, with a total enrollment of 1,570, are already functioning ininadequate premises. The seven project schools would have a total enrollmentof 4,400 places, of which 560 would be at the upper secondary (grades 10 - 11)level. These places, included to help equalize higher education opportunitiesbetween rural and urban youth, would provide for only about 20% of the lowersecondary output from the project schools. t,550 boarding places are pro-vided for those students who live more than 5 miles from the school.

4.04 Lower secondary students would have two practical options, chosenfrom agriculture, commerce, home science and industrial arts. As facilitiesand teachers become available, it is intended to broaden the lower secondarycurriculum in this manner throughout the system. At present, practicaloptions are not being provided at the upper secondary level although thisis desirable on manpower grounds (para 2.10). The government has confirmedits intention to introduce practical subjects into the curriculum for uppersecondary students in the project schools and expects to be able to do thiswithin five years of loan signing. No difficulty is expected in the provi-sion of teachers for the project schools (Annex 6). As the schools will bebuilt in rural areas where housing for teachers is not generally available,the project would provide 132 staff houses. The project schools would beused for adult education outside school hours.

4.05 Junior College, Sarawak. If, as projected in Annex 4, the Form VIenrollment in Sarawak increases to 3,100 by 1985 from its present 920,there will still be a shortage of output at this level and therefore atuniversity level (para 2.09). The proposed project item would help to meetthe shortfall, which, it is expected, would be eliminated in due courseeither by the development of sixth forms in existing secondary schools orby the establishment of further junior colleges. At present, junior collegedevelopment is to be preferred because it enables the most economical useto be made of scarce science and mathematics secondary teachers andfacilities. (The Sabah Government is building a 660-pupil junior collegefrom its own resources.)

4.06 The proposed project would provide buildings and equipment fora Junior College (Grades 12 and 13) which would initially cater also forForms IV and V (Grades 10 and 11). The college would be built near Kuching,the capital; it would recruit its students from all parts of Sarawak andprovide boarding facilities for 620 to accommodate students from outsideKuching. Over 60% of the students would follow science-based courses. Therewould be no shortage of qualified entrants. The college, when fully developed,would need 34 teaching staff, all graduates. At present, about 30 Sarawakgraduates trained in Peninsular Malaysia and abroad are returning annually.There would thus be sufficient teachers to staff the proposed College.

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4.07 Four Teacher Training Colleges (TTC), Peninsular Malaysia. B3ecauseof population distribution, rural primary schools usually have a lowerpupil/teacher ratio than the larger schools located in urban areas; thisproblem is accentuated by the need to provide for Malay, Indian and Chineseracial groups. Further, the government recognizes that it is in the ruralareas that expansion needs are greatest. For these reasons, the governmentis now using the existin- relatively low pupil/teacher ratio of 32:1 forfuture planning purposes. The other main factor governing future teacherneeds is the annual loss of teachers on which data are lacking. Annex 5shows the estimated output from existing TTCs and Annex 6 calculates futureneeds for teachers based on various assumptions and shows that, during1972-1985, an annual deficit of between 900-1,000 primary and lower secondaryteachers is likely. Furthermore, of the institutions listed in Annex 5, thePenang and Seremban Day Training Colleges are inadequate for teacher trainingpurposes and the government wishes to close them. The former will bedemolished and the latter will provide additional classroom facilities fora nearby secondary school. These two colleges have a combined output capa-city of 360 p.a.

4.08 The proposed project would provide four teacher training colleges,each with an enrollment of 720 students and a total output capacity of about1,400 p.a. to meet the need referred to above. The colleges would offera trwo-year course (grades 12 and 13) following the School Certificate.Forrierly, the TTCs in Malaysia provided a purely academic course, verysimilar to the pre-university Form VI courses, and many students used theTTC as a stepping-stone to the University. The courses now stress practicalteaching (including six weeks teaching practice per year) and communitydevelopment work. The first year course would be the same for all students;in the second, the students would concentrate either on primary or lowersecondary teaching. The colleges would have some specialization, two inlanguages and social science and two in mathematics and science subjects forlower secondary teachers. However, to provide flexibility, all four collegeswould have the same physical facilities. This can be done while maintainingeconomical utilization factors.

4.09 Two of the colleges would be at Kuantan and Kuala Trengganu onthe east coast in accord with government plans to develop this region;the others would be at Sungei Patani, near Penang, and at Ipoh. Full boardingwould be provided at all colleges to permit (i) a full measure of extra-curricular activities; (ii) enrollment of students from rural areas; and(iii) in-service courses during vacations. The government will grantpriority of admission to the project TTCs to students from rural areas,especially from those which find it difficult to retain teachers.

4.10 There would be no lack of qualified students for entry to thecolleges. Present TTC staffs are satisfactory, consisting mainly of experiencedprimary school teachers and graduates from the Faculty of Education of theUniversity of Malaya. No difficulty is expected in staffing the four projectcolleges.

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4.11 The Polytechnic, Kuantan. Although the government plans toexpand technical education (grades 12-13) rapidly by increasing enrollmentsfrom 5,600 in 1972 to about 20,000 by 1985 (Annex 3) the supply willstill not meet the demand (para 2.09). At present the only polytechnic inthe country is at Ipoh which admits one in five of qualified applicants andhas an enrollment of 1,000 which will be expanded to 1,600 when its newbuildings are completed in 1974. Its projected annual output of qualifiedgraduates is 600.

4.12 The proposed new polytechnic would be located at Kuantan whichthe government intends to develop as a major seaport and industrial areato redress regional imbalances and diversify employment opportunitiesthroughout the country. The proposed polytechnic would be a nationalinstitution; it would enroll 1,110 students of whom 900 would be boarders.This high boarding ratio is necessary because of the limited amount of localaccommodation expected to be available and to provide for the needs ofstudents from rural areas.

4.13 The proposed polytechnic would offer technician courses in civil,mechanical, electrical and electronic engineering, food technology, commerceand accountancy. All courses would include a six-month period of supervisedpractical training in industry or commerce. About 90 teaching staff wouldbe required at full development. Teacher recruitment and training programshave already been initiated by the Ministry of Education and a sufficientnumber of qualified staff is expected to be available. Since they wouldinitially lack experience, the project would finance 33-1/2 man-years ofexpert servikes to assist heads of departments during the early years of thepolytechnic. It would also finance 8-1/2 man-years of training forMalaysian staff abroad.

4.14 Educational Radio (ER) and Television (ETV) in Sabah and Sarawak.Lessons by radio have been broadcast in Sarawak for about ten years.Together with printed materials for use with the radio lessons, theyare prepared at Kuala Lumpur and Kuching and broadcast from Kuching to formpart of the schools daily timetable and thus provide important support tothe many under-qualified teachers in primary schools. In addition, the schoolradio system provides a channel for routine administrative directives toschools in remote areas. Sabah has not yet developed a school radio systembut it has well developed facilities for radio transmission and is nowproposing to institute lessons by radio. To further the development of schoolradio there are required a number of radio receivers to meet the needs ofSabah schools and for replacement receivers, studio facilities in Sabah andsupport centers in Sabah and Sarawak. The proposed project would thereforesupport educational radio in Sabah and Sarawak by financial assistance for(a) the construction and equipment of two radio broadcasting studios inSabah; (b) about 900 radio receivers; (c) equipment for ,3 Educational MediaService Centers (EMSC); and (d) transport facilities.

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4.15 Educational television for Peninsular Malaysia was included inthe Bank second education project to improve the quality of education andupgrade teachers, particularly those in rural schools. Implementattion isproceeding smoothly, with priority of installation being given to ruralschools. Following a feasibility study, the government now proposes toextend ETV to Sabah, which has a television system, and to Sarawak, (whereTV will be introduced in late 1975), to provide the same assistance whichmodern technology is giving to education in Peninsular Malaysia and to assistnational unity and integration, major elements in the SMP (para 3.07). Theproposed project item would therefore support the development of ETV byproviding financial support for (a) studio and EMSC equipment, (b) about2,200 receivers, and (c) about 1,700 generators. All primary and secondaryschools with a total enrollment of about 500,000 would be substantiallycovered by 1978 when the system is fully developed.

4.16 ETV programs would be produced in Peninsular Malaysia, videotaped,and flown to Kota Kinabalu, Sabah for broadcasting and from where a chainof stations now under construction would relay them to Sarawak. Adequatetransmission time has been assured by Radio Television Malaysia and theTelecommunications Department of the Ministry of Works, Posts and Telegraphs.The effectiveness of both ER and ETV will depend on the support they receiveat the local level and the government has given an assurance that a full-time education mass-media officer will be appointed to each of the 13 EMSCsno later than Jupe 30, 1975.

Cost of the Project

4.17 General. Construction cost estimates are based on recent costs ofsimilar institutions in Malaysia. The average cost per square foot isreasonable at about US$7.3 for the teacher training colleges and US^$9.2for the Kuantan Polytechnic. Unit capital costs per student place arereasonable. For the secondary schools in Sabah, they amount to US$1,225.This is considerably higher than the US$950 for similar schools financedunder the first Bank loan but there has been a rapid and accelerating priceescalation since this loan was signed in May, 1969, and particular4y sincethe beginning of 1973. Furniture and equipment cost estimates a;e alsoreasonable; detailed lists would be prepared during the Oes48n s tve andreviewed by the Bank bofore procurement.

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4.18 The estimated costs and foreign exchange components of the variousparts of the proposed project are given in Annex 11 and summarized below:

PercentageLocal Forelin Total Local Foreign Total ofMlalaysian $ (m±liion) ---- UB$ (mllion)---- Total

(i) SecondarySchools(Sabah) 14.60 8.08 22.68 6.26 3.47 9.73 23.5

(ii) JuniorCollege,Kuching(Saravak) 3.07 1.86 4.93 1.32 0.80 2.12 5.1

(ill) TeacherTrainingCollegp 11.92 7.21 19.13 5.13 3.09 8.22 19.9

(iv) Polytechanic,Kuantan 6.61 7.59 14.20 2.83 3.26 6.09 14.7

(v) Maa NediaEducationalRadio 0.95 1.73 2.68 0.41 0.74 1.15 2.8

IducationalTelevision(Iabah andlarawak) 0.67 6.02 6.69 0,29 2.58 2.87 6.9

(vi) TechnicalAssistance,StaffDevelopmentandFellowships 0.56 2.31 2.89 0.25 0.99 1.24 3.0

(vii) ContinsenuiePhysical 3.64 3.21 6.a5 1.56 1.36 2.94 7.1Price A 7.52 16.40 3.81 3.23 7.04 17.0

Total 50.92 45.53 96.45 21.86 19.54 41.40 100.0

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4.19 The estimated cost by various categories of expenditure is#wumarized below:

PercentageLocal Foreign Total Local Fore&gn Totga ofMalaysian $ (million) ----. US$ (uiillion)---- Total

(i) ConstructionAcademic &Communal 12.31 5.79 18.10 5.29 2.48 7.77 18.8Boarding 7.48 3.52 11.00 3.21 1.51 4.72 11.4StaffHousing 5.03 2.37 7.40 2.16 1.02 3.18 7.7SiteDevelopment 5.20 2.45 7.65 2.23 1.05 3.28 7.9

Sub-Total 30.02 14.13 44.15 12.89 6.06 18.95 45.8

(ii) Profe.ssionalServices 2.72 0.30 3.02 1.17 0.13 1.30 3.1

(iii) Furniture 3.14 0.56 3.70 1.35 0.24 1.S9 3.8

(iv) jgen 1.94 17.50 19.44 0.83 7.51 8.34 20.2

(v) TechnicalAssistance 0.58 2.31 2.89 0.25 0.99 1.24 3.0

(vi) ContingencieoRhysical 3.64 3.21 6.85 1.56 1.38 2.94 7.1Price 8O.,$8 7.52 16.40 3.81 3.23 7j;4 17.0

Total 50.92 45.53 96.45 21.86 19.$4 ,41.40 .10Q.0

,4.20 ContinLencieu. Contingency allowances are shown in detail inAnnex 12. For unfores,een factors, 10% has been added to thec,o t estimatesof site d.v4oqpmept, c"struction, pr9fepsioual fie and equ.pmet an 5% tothe cost estimates of f4rniture. Based on the past year a' e'p#rLene, unitcosts of 1973, in both local currency and foreign exchange, are expectedto inc,rease by an average of 10% p.a. for civil works and an'avrage of7% p.a. for.equipment and furniture. Therefore, an additional contingencyallowance of 25% has been included for civil works and 20% for equip.uentand furniture. The.overall implementation period of the proJe!ct isestimated at six years, with the physical facilities being completed inthree and half-years (Charts 5 and 6). The technical assistance implementa-tion period is estimated at six years and a 15% contingency allowance hasbeen provided. Total contingencies are equivalent to 31.8Z of.the basiccost of the project before adding contingencies and 24.1% of the total costincluding contingencies.

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4.21 Foreign exchange components. The foreign exchange componenthas been calculated on the expectation that civil works, architecturalservices and furniture will be supplied locally and equipment and specialists'services supplied from overseas. Estimated percentages are as follows:(a) site development and construction, 32%; (b) professional fees, 10%;(c) furniture, 15%; (d) equipment, 90%; and (e) specialists' services andfellowships, 80%. Including contingencies, the foreign exchange componentis estimated at US$19.5 million or 47% of the total project cost.

ProJect Implementation

4.22 Administration. The existing project unit, established in theMinistry of Education for the implementation of the first and secondprojects, would be responsible for overall supervision of the project andliaison with the Bank. However, it needs to be strengthened to supervisethe preparation of design of civil works and equipment lists, execution ofconstruction and delivery and installation of equipment. During negotiations,the government gave assurances that, within six months from the signing ofthe loan agreement, (i) three full-time additional executive assistants and(ii) a project coordinator in Sabah will be appointed to the Project Unit.In preparing and issuing tenders, evaluating bids and awarding contracts forcivil works, the project unit would collaborate with the Public WorksDepartment.

4.23 Procurement. Contracts for civil works and equipment would beawarded on the basis of international competitive bidding in accordancewith the Bank's Guidelines for Procurement. Furniture would betprocuredin bulk following normal government procedures. The Malaysian buildingindustry is large and competitive and it is not likely that foreign con-tractors will gain awards for civil works. Most of the instructionalequipment is expected to be procured abroad. Items would be grouped to theextent practicable to encourage competition and to permit bulk procurement.Local manufacturers would be allowed a preferential margin of 15% or theexisting rates of import duties, whichever is the lower, over the c.i.f. priceof competing imports.

4.24 Design and supervision of civil works would be the responsibilityof the Public Works Department. Because of manpower shortages in theeducation facilities section of the Public Works Department, the governmentmay use consultant architects to design and/or prepare contract documentsfor part of the project. Design would generally follow the standardsestablished for similar institutions included in the first and secondprojects; these standards are acceptable to the Bank. Similarly, theequipment lists would be patterned on the master lists established forsimilar institutions in the first and second projects.

4.25 Sites. Suitable sites have been selected for the secondaryschools at Bingkor, Bongawan, Kiulu, Kunak, Membakut, Penampang andWeston, the Junior College in Kuching, the teacher training college atKuantan and the Kuantan Polytechnic. During negotiations, the governmentgave assurances that suitable sites for the teacher training collegesat Ipoh, Kuala Trengganu and Sungei Patani will be selected within six

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months of the signing of the Loan Agreement and that all sites will beacquired in good time to avoid delays in construction.

4.26 Disbursement. The proposed loan of US$19.0 million would finance46% of the total project cost. The loan would be disbursed to meet:

(a) 100% of the c.i.f. price of directly imported instructionalequipment and of the ex-factory price of locally manufacturedequipment;

(b) 70% of total expenditure on imported and locally procuredequipment;

(c) 32% of total costs of civil works; and

(d) 80% of technical assistance costs.

The percentages under (c) and (d) above would be adjusted as necessary tospread disbursements over the implementation period of the project. Savingsunder one category would be available to cover overruns in other categoriesor would otherwise be available for cancellation. The estimated disbursementschedule is shown in Annex 13.

V. BENEFITS AND JUSTIFICATION

5.01 The proposed project was selected to help Malaysia redressregional imbalances in educational opportunity, meet its expected manpowerneeds and improve educational quality, objectives to which the governmenthas assigned high priority. Alternatives to the proposed project wereconsidered during appraisal, e.g., expansion at existing institutions.These however, were dismissed when found to be unviable or uneconomicalsolutions.

5.02 Nearly half the project expenditures, including all those onmass media, would benefit the less developed States of Sabah and Sarawakwith their predominantly rural population. Within Peninsular Malaysiaitself, 74% of project expenditures would benefit the relatively less welldeveloped East Coast regions. The boarding facilities provided in theproject institutions (65% of total places) would improve the access toeducation of rural students.

5.03 The junior college in Sarawak, the four teacher trainingcolleges in Peninsular Malaysia and the Kuantan Polytechnic would helpto meet essential needs for trained manpower. They would providerespectively by the early 1980s about:

(a) 20Z of the needs for high level manpower (includinguniversity entrants) in Sarawak;

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(b) one-third of the needs for primary and lower secondaryteachers - i.e., teachers at the basic levels - inPeninsular Malaysia;

(c) one-third of the annual need for polytechnic-trainedtechnicians for the whole of Malaysia.

5.04 The third effect of the project would be to improve educationalquality. The lower secondary schools would introduce practical options inSabah schools and these would be introduced at the upper secondary level ata later date. The teacher training colleges would use a new and morepractical curriculum, integrating primary and lower secondary teachertraining, and stressing practical and community work. The mass mediacomponent would improve the quality of education by bringing modernmethods and good teachers to rural school classrooms to the benefit ofteachers and pupils.

VI. AGREEMENTS REACHED AND RECOMMNDATION

6.01 During negotiations, agreement was reached on the followingprincipal points:

(a) staffing of the Educational Media Service Centers(para 4.16) and the Project Unit (para 4.22); and

(b) the provision of suitable sites for the teachertraining colleges at Ipoh, Kuala Trengganu andSungei Patani (para 4.25).

6.02 The proposed project constitutes a suitable basis for a Bank loanof US$19 million equivalent to the government of Malaysia for a term of25 years including a 5-year grace period.

APPENDIX 1Page 1

THE EDUCATION AND TRAINING SYSTEM

Administration

1. Under the Malaysian constitution, education is a federalresponsibility but the States of Sabah and Sarawak control their owneducation systems for the present. In accordance with the Education Law,this situation will be reviewed shortly and it is likely that, followingthis review, the system will be gradually unified. In Peninsular Malaysia,administrative and financial control are centralized in the Ministry ofEducation which also contains the federal inspectorate. Sabah and Sarawakeach have their own Department of Education, providing administrativeand financial control and an inspectorate.

2. The Education Planning and Research Division (EPRD), thesecretariat of the high level Educational Planning Committee in theFederal Ministry of Education, is in charge of quantitative planning andco-ordination of curriculum development and related in-service trainingactivities. Although EPRD was strengthened in 1969 in conformity with arequirement of the first Bank loan for education, it is still inadequatelystaffed. In addition, some of its functions in respect to other Divisionsof the Ministry have not been defined very clearly and this leads tooverlapping of responsibilities and duplication of work. Consideration isbeing given to the separation of the planning and statistical sections fromthe education research sections but a final decision on this is unlikelybefore the completion of the Curriculum Development Center (CDC) includedin the second Bank loan.

3. The Ministry is housed in dispersed facilities, many of which areinadequate for their present-day use. A site near that of the CDC hasbeen selected for a new building which will provide suitable accommodationand bring together the dispersed divisions. This, and a greater use ofcomputerized methods in the processing of statistics, should permit betterco-ordination and utilization of resources.

4. Financial procedures have been recently improved. The Ministrynow employs a system of program and performance budgeting. Forwardbudgeting for more than one or two fiscal years, however, is stillcarried out on the basis of outmoded techniques. These also shouldimprove when new facilities become available.

Structure (Chart I)

5. Schools are of three types: government schools, government aidedschools run by non-profit voluntary bodies, and unaided private schools.The first two types, generally known as "assisted schools" provide primaryand, in Peninsular Malaysia, lower secondary education free of charge;fees charged for other levels and types of education (about M$ 10 millionannually) are accompanied by a large bursary program (about M$15 millionannually, including fellowships for overseas studies). The school yearruns from January to November.

APPENDIX 1Page 2

6. Primary education begins at the age of six and lasts six years.The secondary course of five years comprises three years in lower and twoyears in upper secondary schools; entry to the latter is based on a competitiveexamination. In Peninsular Malaysia all primary school leavers are offeredlower secondary school places; this system will be followed in Sabah andSarawak as facilities and funds become available. At the end of the lowersecondary course (grade 9) the Lower Certificate of Education is taken.The School Certificate follows at grade 11 and the Higher School Certificateat grade 13.

7. Technical and vocational education (a two-year course in PeninsularMalaysia and a three-year course in Sabah and Sarawak) follow lowersecondary education. Upper secondary and technical students judged suitablefor universities take a post-secondary or Form VI course which lasts twoyears. Post-secondary education is given in two technical institutesand two universities. The graduates of Form VI and the best students ofpost-secondary institutes have access to the universities.

General Education

8. Primary education (Grades 1-6) is offered in one of the fourlanguages used in instruction - Bahasa Malaysia, Chinese, English or Tamil.In 1970 instruction in English in Grade 1 was discontinued in PeninsularMalaysia and replaced by Bahasa Malaysia, the developing national language.By 1976 English will have ceased to be a language of instruction but will betaught as a second language in all schools. Sabah and, to a less extent,Sarawak are also implementing this policy but at a slower rate. The totalenrollment in 1972 amounted to 1.77 million, representing some 90% of the6-11 years age group. The average rate of enrollment growth over the pastsix years has been 3% p.a. About 48% of the pupils are girls. Enrollmentsin private unaided schools are negligible. The system of automaticpromotion is followed and repetition rates are therefore nll. Dropoutrates are low in urban areas and in English medium schools but in the ruralareas and in Sabah and Sarawak one pupil in four drops out during the six-yearcourse. The report of a government-appointed committee on dropout is now beingstudied at cabinet level.

9. The total teaching force numbers about 55,000, giving a pupil/teacher ratio of about 32:1. The government intends to maintain thisrather low overall ratio which it considers necessary to maintain educationalquality and to expand education in rural areas where pupil/teacher ratiosare unavoidably low. The academic background of new teachers is generallygood but an insufficient output from the teacher training colleges of recentyears has led to the use of more untrained teachers which now account forabout 15% of the teaching force. The standards in rural areas, particularlyin Sabah and Sarawak, are lower, many of the teachers having had onlyprimary education before the teacher training course. The government istrying to raise the standards of these teachers by in-service coursesand inspectorate visits and advice.

APPENDIX 1Page 3

10. The primary school curriculum stresses language; social studiesreceive relatively little time but are partially covered in the languageclasses. Increasing emphasis is being placed on science in the upperclasses and televised science lessons are now given in PeninsularMalaysia.

11. General secondary education had in 1972 a total enrollment of618,000 in assisted schools. As a proportion of the relevant age groups,this represented:

EnrollmentLevel Age Group Ratio

Lower Secondary (grades 7-9) 12-14 years 51%

Upper Secondary (grades 10-11) 15-16 years 23%

Form VI (grades 12-13) 17-18 years 3%

Over 40% of the pupils were girls and this percentage is steadily increasing.More than two-thirds of the pupils were taught in English, the remainder inMalay or Chinese. Enrollment in non-assisted schools (53,000) was relativelysubstantial only in Sarawak (12,000). When a pupil changes his language ofinstruction in moving from primary to secondary school, he is required tospend one year in a "remove" transition class. In due course (para 8),Bahasa Malaysia will become the language of instruction in all assistedsecondary schools in Peninsular Malaysia.

12. About 23,000 teachers were employed in the assisted schools,giving an acceptable pupil/teacher ratio of 27:1. However, only about4,000 teachers were university graduates and only about 1,000 of thesewere graduates in science.

13. The curriculum is generally well balanced but little practicalwork is done by the students themselves. The government is aware of thisand efforts are being made to improve the curriculum content in mathematicsand the sciences where an integrated science program is being adopted atthe lower secondary level and Nuffield type practical science courses wereintroduced at the upper level in 1972. These courses stress scientificstudies within the range of the pupil's own experience and emphasize theuse of simple home-made apparatus. They demand an innovative approach onthe part of the teacher and therefore require upgrading courses forpractising teachers. These courses are given in vacation time in thoseteacher training colleges which have residential facilities. Courses arevery specialized at the Form VI level, where, for instance, the scienceforms spend over 70% of the time on mathematics and science. However,much of this work is done at the university in other educational systems.

APPENDIX 1Page 4

Technical and Vocational Secondary Education

14. There are three upper secondary technical schools (grades 10-11)in Peninsular Malaysia with a total enrollment of about 2,000; fiveschools are under construction as part of the first Bank educationproject and will provide a further 3,200 places by 1974 and anothersimilar school will be built under the second Bank project. The objectiveof these schools is to provide the students with a good general educationtogether with training in engineering, commerce or agriculture. Abouttwo-thirds of the graduates enter post-secondary colleges or Form VI classes(grades 12-13) with a view to university education. The remaining one-thirdare employed in government departments or in the private sector andbecome junior technicians through experience and on-the-job training.

15. Vocational training in industrial and commercial skills is givenin Peninsular Malaysia in eleven vocational schools (grades 10-11) and inSabah and Sarawak in three vocational schools (grades 10-12). Some ofthese schools, provided under the first Bank project, have only recentlybegun enrolling students; their total enrollment is about 4,000. Whenthe seven schools provided under the second Bank education project areestablished, the total enrollment capacity will amount to about 11,000places. In Peninsular Malaysia, the training leads to the MalaysianVocational School Certificate, which is equivalent to the general secondarySchool Certificate. In Sabah and Sarawak, the industrial courses lastthree years and lead to City and Guilds of London Institute examinations.Commercial courses are of one or two years duration. Graduates are ingreat demand by industry: the "tracer system" (para 3.12), organizedin most schools, indicates that, after graduation, most are employed inthe trade in which they have been trained.

Non-Formal Vocational Training

16. The Industrial Training Institute (ITI) in Kuala Lumpur isthe responsibility of the Ministry of Labor. It provides vocationaltraining for apprentices and preparatory trade courses for school leaversand adults. Its student capacity is about 600. The apprenticeship schemelasts four years with the apprentices spending 22 weeks at the ITI duringtheir first year and 11 weeks in each of the subsequent years. Malaysianindustry is still reluctant to employ apprentices but the preparatorytrade course graduates find ready employment. Another ITI is beingestablished at Prai with assistance from the Federal Republic of Germanyand a number of ITIs have also been established in other localities usingexisting facilities, usually those of vocational schools, to provideevening classes for apprentices and other employees.

APPENDIX 1Page 5

17. MARA's 1/ educational activities include four vocational trainingcenters and three more centers are planned which will bring the totalenrollment capacity to 3,000. In addition, MARA supports on-the-jobtraining by providing the participants with allowances during the periodof training. The National Youth Training Center under the Ministry ofCulture, Youth and Sports has an enrollment of about 500 but few students'nave found employment ia their respective trades, the main reason beingthe irrelevance of the tcraining. Numerous short-term courses are providedby several other Ministries and industrial concerns. There are no reliablefigures on their enrollment, type of course, teachers, etc.

Agricultural Secondary Education

18. At the lower secondary level an increasing number of schoolsoffer agriculture as an elective subject. Agricultural science is alsotaught in a limited number of upper secondary schools. The Ministry ofEducation runs three agricultural vocational schools (grades 10-11) each withan annual intake of 80 students. The Ministry of Agriculture has twoschools of agriculture (grades 10-12) which train junior agriculturalassistants; of three schools of agriculture included in the first Bankeducation project, two are now complete and one under construction.These will increase the total enrollment capacity at this level from500 to 1,400 by 1975. The schools under the Ministry of Agriculture, whereexperienced extension workers are teaching the practical subjects, are ofgood quality and have a strong practical orientation. The vocationalagricultural schools under the Ministry of Education are weaker becausethe content of the program is too general and the instruction too academic;as a result, the employment record of their graduates is poor. It wouldbe advisable to rationalize agricultural education by concentratingtraining in crop and animal husbandry under one single Ministry and byplanning its development to correspond with the expected demand from thepublic sector (which employs more than 80% of trained agricultural manpower).

Primary and Lower Secondary Teacher Training

19. In Peninsular Malaysia, primary and lower secondary schoolteachers are trained in a two-year course following the School Certificate.In 1972, there were nine Teacher Training Colleges (TTC), offering pre-service courses, with an enrollment of 3,000. Four TTCs, including one of thenine in partial use, were being used for other purposes, two for universitywork and two for intensive courses in teaching Bahasa Malaysia. TheGovernment has recently decided to integrate the training of primary andlower secondary teachers and to provide this training in fully residentialcolleges. The numbers enrolled in TTCs are now increasing again afterhaving declined sharply but the output from the existing institutions willbe insufficient to meet the needs as they are now estimated (para 9 andAnnex 6).

1/ MARA (MaJlis Ama,ah 'a'ayat - Council of Trust for indigenous People) -a parastatal agen-y under the Ministry of Natlonal and Rural Developmentto promote ecoriomic ana aocial development, particularly in rural areas.

APPENDIX 1Page 6

20. In Sabah and Sarawak the shortage of suitably qualified entrantsfor teacher training is such that lower entry standards are still accepted.Some primary school teachers are trained in a three-year course followingprimary school graduation or in a two or three-year course following somesecondary education. Standards are rising and all future intakes will havecompleted lower secondary education. As in Peninsular Malaysia, the coursefor secondary teachers lasts two years following the School Certificate.Total enrollment in the four pre-service colleges in 1972 was about 1,200 andthe output 360 primary and 160 secondary teachers.

23. Technical teachers for the technical secondary schools come fromthe newly established National Institute of Technology (formerly theKuala Lumpur Technical College) and the Faculty of Engineering of theUniversity of Malaya. In addition to their regular studies in theseinstitutions, they attend courses in technical teaching at the TechnicalTeacher Training College.

Post-Secondary Technical and Agricultural Education (Grade 12 onwards)

24. Post-secondary technical and agricultural education is given infour institutions, all of good quality. Two of them are now offeringdegree courses. The Ungku Omar Polytechnic (enrollment 1,000) at Ipoh,trains technicians in a 2-1/4 year course which includes 26 weeks ofpractical experience in industry. The National Institute of Technology(enrollment 1,600, of which 200 in degree courses) gives three-yeardiploma courses in architecture, engineering, land and quantity surveying,and town and country planning. The MARA Institute of Technology (enrollment4,500) has inter alia a School of Engineering with an enrollment of about350. An ultimate capacity of about 1,200 for this School is envisaged,with an annual output of about 200 at the lower diploma level and 80 atthe higher diploma level. In general, a rapid increase in enrollment inpost-secondary technical education is planned (paras 3.12, 3.13) and accordswith estimated manpower requirements.

25. The Agricultural University (total enrollment 1,100), formerlythe Agricultural College at Serdang, offers a three-year diploma courseand a five-year degree course was started in 1971. It has good facilitiesand is well located. It is planned that the diploma course will beretained and that the output at this level will be about 300 p.a. from1974 onwards.

University Education (Grade 14 onwards)

26. Until 1969 only one University existed in Malaysia, the Universityof Malaya in Kuala Lumpur. In 1967 the Higher Education Planning Committeerecommended the establishment of two more universities. These were estab-lished in 1969 and 1970, both in temporary premises (para 19), one at Penangand the other, the National University, at Kuala Lumpur. Two otherdegree-granting institutions have since been established (paras 24 and 25).The National University specializes in Islamic studies and uses BahasaMalaysia as the language of instruction; its permanent location has not yet

APPENDIX 1Page 7

been decided. The other universities use English as language of instructionbut students are required to become proficient in Bahasa Malaysia. In1972, total university enrollment in degree courses was 11,000 of whichover 40% were in arts courses and less than 20% in science courses. TheGovernment is anxious to redress this imbalance, largely caused by theinadequate numbers of qualified candidates in science, by the improvementand expansion of science-based teaching in schools and the expansion ofuniversity science courses. Academic standards are high in all theuniversities. It is estimated that about 10,000 out of a total of 26,000Malaysian students abroad are taking higher education courses. Many ofthese students are privately financed and details of the courses followedare not available.

Technical Assistance

27. Malaysia is receiving technical assistance in educgtion fromvarious multilateral (UNDP, Colombo Plan) and bilateral (U.K., U.S.A.,Australia, New Zealand, Germany, Canada) sources. The Economic Planning Unitcoordinates assistance from multilateral sources but bilateral assistanceis handled directly by the divisions of the Ministry concerned so that itis difficult to obtain a comprehensive overview of past, present and plannedactivities. The UNDP 1972-1976 Country Program provides for assistancein the fields of curriculum development, science, vocational andtechnical education, educational television, forestry and universityengineering and post-graduate studies.

APPENDIX 2Page 1

TECHNICAL ASSISTANCE

1. To assist in staff development and the implementation of theKuantan Polytechnic project item, the proposed project includes the costof 33-1/2 man-years of specialists' services and 8-1/2 man-years offellowships for training educators abroad. The total cost (excludingcontingencies) is estiz,.ated at US$1.24 million (US$1.17 million forspecialists and US$70,000 for fellowships); the implementation period isestimated at about six years.

2. The distribution of specialists and fellows would be flexible;it is provisionally as follows:

Experts Man-Years

(i) Head of Project 5-1/2

(ii) Civil Engineering (Construction) 3-1/2

(iii) Civil Engineering (Public Works and Hydraulics) 3-1/2

(iv) Land Surveying 3-1/2

(v) Mechanical Engineering (General including Auto) 3-1/2

(vi) Mechanical Engineering (Production) 3-1/2

(vii) Electrical Engineering (Power) 3-1/2

(viii) Electrical Engineering (Communication andElectronics) 3-1/2

(ix) Food Technology 3-1/2

33-1/2

APPENDIX 2Page 2

Fellowships for Training Man-Years

(a) For Principal, Vice-Principal and Heads ofDepartment to study the organization ofcomparable institutions in a developed country

(i) Principal 1/2

(ii) Vice Principal 1/2

(iii) Head of Civil Engineering 1/2

(iv) Head of Mechanical Engineering 1/2

(v) Head of Electrical Engineering 1/2

(vi) Head of Food Technology 1/2

(vii) Head of Business Studies 1/2

(b) For specialist subject teachers to acquireappropriate further training or practicalexperience - say 10 for 6 months each 5

8-1/2

3. The specialist group would be attached to the Technical andVocational Education Division of the Ministry of Education; it would workin the Polytechnic itself. Each specialist would undertake some teachingand advise the corresponding head of department on the installation andutilization of equipment, the preparation of teaching syllabuses, teachingmethods, examinations and other methods of assessing students' progress,and the preparation and supervision of industrial training programs inconsultation with employers. The activities of the specialists would becoordinated by the Head of Project who would himself work with the Principalof the Polytechnic.

4. The implementation schedule for the technical assistance componentis given in Chart 5.

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MALAYSIA

EDUCATIONAL ATTAINMENT OF THE POPULATION

1970

(Percent)

By Region By Race By Area

Level of West Other b/ a/ Metro-a/ Urban Urban

Education Grade Total Malaysia Sarawak Sabah Malay Indizenous Chinese Indian Politan Large Small Rural

1. No Schooling - 43.4 40.6 60.3 59.1 43.9 69.1 36.1 39.4 29.9 35.5 38.9 49.1

2. Primary:Some 1-6 30.0 30.9 23.4 25.9 29.3 22.1 33.0 32.7 29.3 30.1 32.4 29.6

Completed 6 12.6 13.7 7.1 5.2 14.7 4.2 12.7 10.6 13.0 12.6 13.9 12.2

3. Lower Secondary:Some 7-9 7.5 7.9 4.6 5.1 6.5 2.6 10.0 9.1 12.5 11.2 8.5 5.3

Completed 9 1.4 1.4 1.5 1.3 1.6 0.6 1.2 1.8 2.2 2.2 1.3 1.0

4. Middle Secondary:Some 10-11 2.4 2.5 1.7 1.6 1.9 0.8 3.3 2.8 5.3 4.1 2.3 1.4

Completed 11 1.9 2.2 0.8 0.7 1.6 0.2 2.6 2.6 5.4 3.1 1.8 1.0

5. Upper Secondary:Some 12-13 0.4 0.4 0.4 0.7 0.3 0.4 0.5 0.5 0.9 0.6 0.3 0.3

Completed 13 0.4 0.4 0.2 0.4 0.2 0.0 0.6 0.5 1.5 0.6 0.6 0.1

TOTAL % 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

Number 10,319,300 8,780,700 887,300 651,300 4,859,700 800,300 3,478,600 933,300 1,469,400 1,310,800 1,243,400 6,305,600

a/ West Malaysia only.b/ East Malaysia only including: Kadazan, Murut, Bajan, Melanau, Sea and Land Dayaks and Other Indigenous.

Definitions: Metropolitan: 75,000 and above Source: Calculated from 1970 Population and Housing Census of Malaysia

Urban Large: 10,000 - 74,999

Urban Small: 1,000 - 9,999

Rural: 999 and belowDecemnber 1973

MkLAVYSTA

n 1e>--'.{z17Rt I 17 1980, 1°9U 2.83qmot rnt.s, holt~~~~~~ ~~~~~anu in 1e.no>.' P'nint,ipiou la

i n ti -onsands)

As a A of Age of Age Annu!il % Ireaz:

tr-ach3 19070 Gyroup 1I972 1975 1oP0 1 9R5 GrouP 1-9- 21 97)19F

1 Prir'arI 'ic.i'n 17 1I!91 (90) 1493 15593 178L 2020 (92) .0 9

7-9 L-re.r7 0orr3arv 2q 37Q (55) 438 54o 6'10 750 (77) 9.5 4

10-11 Uper second-ry bi 89 (21) lO4 1 W, 222 210 (40) 1ll.? 4 C

1?o11 Teehne1-al ans vocat; onqisecondanry 1.3 5.3 (1.3) 8.0 12. 1.3 30 (5.2) 30 11t

1?-13 Sixth Forr b.^ 11.0 (2.8) 12.5 19 3? !.o (7.2) 19 9.4

1?-13 Techniral J.12 20 (326 10I -12_1 Technirval c -i ege. 1 X4.5 (1.2) 5.6 10 15 2((3.6)

12-13 Teaeher Traininr 9.5 2.9 (0.7) 3.1 5 R (1-4) 7.

1V4+ Un4iver-itir 2. 6.5 (. 5) 11.0 16 25 30 (3.1) 2? 8

'nou-ces: 1Q65, 1Q70, 1972 - Mkrni 'rvr'f FCa7Arr Ftatiqti4s.1975, 19Ro - fn .stry of JHucatior (F:PPD) ojox ion.1o95 - RBan- t nrje ct,iol.

December 1973

MALAYSIA

Actual (1965, 1970, 1972) and Pro_ected (1975, 1980 19851 Enrollments in assisted schools in Sabah and Sarawak~in undreds

As ( As %of Age of Age Annual Z Increases

Grades 1965 1970 Group 1972 1975 1980 1985 Gro2 p 1965-72 1972-85

1-6 Primary EducationSabah 850 1136 (94) 1178 1384 1800 1570 (95) 4.7 2.3Sarawak 1194 1440 (60) 1550 1653 1895 2235 (92) 3.8 2.8

7-9 Lower SecondarySabah 93 234 (50) 311 408 602 550 (75) 20.0 4.0Sarawak 105 170 (24) 199 465 559 700 (65) 9.6 10.0

10-11 Upper SecondarySabah 12 36 (14) 56 99 132 170 (40) 26.o 8.5Sarawak 20 44 (10) 54 70 194 225 (35) 15.0 12.0

10-11 Technical & VocationalSabah 1.6 1.8 (.7) 2.4 4 8 12 (2.8) 5.3 14Sarawak 1.9 2.1 (.5) 2.5 4 12 16 (2.5> 4.0 15

12-13 Sixth FormSabah 1.7 3.0 (1.33 3.2 6 12 21 (5) 9.5 16Sarawak 5.1 6.4 (1.6) 9.2 13 36 31 (5) 8.8 10

12-13 Teacher TrainingSabah 3.7 7.3 (3.1) 6.3 6.3 8.5 8.5 (1.5) 7.9 2.3Sarawak 3.3 7.0 (1.7) 5.9 6.6 6.6 6.6 (1.1) 8.6 0.9

Sources: 1965, 1970, 1972: Sabah and Sarawak Education statistics.1975, 1980 : Sabah and Sarawak Education Department projections.1985 : Bank staff projections.

December 1973

MALAYSIA

Peninsular Malaysia - Estiimated Output fronm e-i.sting Teacher Training Colleges

1'.>73-1960

1`73 1974 1975 1'/76 1)77 l578 1979 1980 Remarks

1. Pen.ang TC -1 120 172 1 0 180 180 1(K0 1JO

2. Penang DTC 131 171 1 62 130 160 1( 0 180 160

3. Tan,jong Malim TC ( 6> 200 201 210 210 210 210 210

( 150 150 150 150 150 150 150 Teachers fer Sabah and Sarawak

4. Kuala Lumpur Language Institute - - 70 60 60 60 130 180 Presently used for in-servicecourses in Bahasa Malaysia

5. KualT Luripu"- Technical TC 122 122 163 210 210 210 210 210

92 16 72 120 120 120 120 120 Vocational upper secondary

6. Kual- Lumpur Specialist TC 135 200 2&3 280 2o0 2(`0 280 280 teachers

7. Kuala Lumpur DTC 122 173 17? 1"0 110 1O 150 1O 0

8. Seremban DTC - - 40 14O 1.60 180 160 180 College reactivated after use

as secondary school'. Malacca Women's TC 63 174 16. 170 170 170 170 170

10. Johnre Bahru TC ( 177 276 36? 260 230 260 26!0 2U0

( 30 30 30 30 30 30 30 Teachers for Sabah and Sarawak

11. Johore Bahru DTC 11, 170 161 160 160 160 160 160

12. Kota Bharu TC - - - 16)0 1(j0 180 160 Presently used for in-servicecourses in Bahasa Malaysia

Total 1127 1602 2330 2)410 2590 25M0 2710 2710

Vacat:;on Courses 1(,5 - 445 500 500 500 500 500 In-service courses for tenporcry(untrained) teachers

GRAND TOTAL 1312 1' 02 2775 2`.10 3 0: 30 80 3210 3210

Of which p-imna-'y ald. 10)35 1 ' 0 207' 2110 2290 2290 2410 2410

lower seconda-y teachersfor Peninsular 4alaay-siaS

Source: Teacher T'raining Mvision, Ministry of EducationDecember 1973

MALAYS IA

Peninsular Malaysio , Sabak and Sarawak -- Primary and Lower Secondary Teacher Requirements and Supply 1972-1985l/

1972 1985 Teacher Needs Total Needs Total Total AnnualPeninsular Malaysia Actual Projected Expansion Replacement 1972-1985 Supply Deficit Deficit

A. lk% p.a. Teacher Loss Rate

Lower secondary enrollment 438,000 750,000Pupil/Teacher Ratio 27.7 29.2Teachers 15,800 25,700 9,900 4,050

Primary enrollment 1,493,000 2,020,000(i)Pupil/Teacher Ratio 32 32 2/

Teachers 46,600 63,100 16,500 10,700 41,150 28,280 12,900 990(ii)Pupil/Teacher Ratio 33.3

Teachers 46,600 60,600 14,000 10,450 38,400 28,280 10,100 780(iii) Pupil/Teacher Ratio 35

Teachers 46,600 57,700 11,100 10,200 35,250 28,280 7,000 540

B. 2% p.a. Teacher Loss Rate

Lower secondary educationTeachers 15,800 25,700 9,900 5,400

Primary education(i) Pupil/Teacher Ratio 32

Teachers 46,600 63,100 16,500 14,250 46,050 28,280 17,800 1,370(ii) Pupil/Teacher Ratio 33.3

Teachers 46,600 60,600 14,000 13,950 43,250 28,280 15,000 1,150(iii)Pupil/Teacher Ratio 35

Teachers 46,600 57,700 11,100 13,550 39,950 28,280 11,700 900

Sabah (3% p.a. Teacher Loss Rate)

Primary enrollment 117,800 157,000Pupil/Teacher Ratio 29.2 29.2Teachers 4,040 5,380 1,340 1,840

Lower secondary enrollment 32,800 55,000Pupil/Teacher Ratio 29.2 29.2

Teachers 1,120 1,880 760 580 4,520 4,900 380 30(Surplus) (Surplus)

Sarawak (37% p.a. Teacher Loss Rate)

Primary enrollment 155,000 223,500Pupil/Teacher Ratio 34.8 33.3Teachers 4,450 6,710 2,260 2,180

Lower secondary enrollment 19,900 70,000Pupil/Teacher Ratio 26.9 29.2 2/Teachers 740 2,400 1,660 610 6,710 6,450- 260 20

1/ From existing and planned institutions, excluding those included in the project.2/ Based on the figures supplied in Annex 5 , and assuming that all the 180 teachers tzaitned in PeninsulAr Malaysia

who teach in Sabah and Sarawak work in Sarawak alone.

Source: Mission projections based on achievement of 1985 enrollment targets in Annexes 3 and 4.

MALAYSIA

Expenditure on Education and Training in Relation to Government Budget and GNP, 1965-1973Percentage Increase

1965 1967 1969 1971 197 2a/ _973a/ Total Annual Total Annual

-----------------(M$ Millions)…-----------…--

1. Ministry of Education Expenditure: Total 404.5 442.0 481.5 602.2 719.9 843.5 19.0 4.5 75.2 15.1

a. Recurrent (338.0) (385.6) (438.8) (536.2) (606.5) (700.6) (29.8) (6.7) (59.7) (12.4)

b. Capital (66.5) (56.4) (42.7) (66.0) (113.4) (142.9) (-35.8) (-10.0) (234.7) (35.0)

2, Other Ministries and Agencies b: Total 15.0 14.9 46.6 69.4 102.8 153.5 310.7 32.5 329.4 34.6

a. Recurrent - - - (56.3) (81.5) (113.8) - - - -

b. Capital - - - (18.6) (30.8) (39.7) - - - -

.3. Public Expenditures on Education 419.5 456.9 528.1 660.9 822.7 997.0 25.9 5.9 88.8 17.2

a. Recurrent - - - (587.0) (678.5) (814.4) - -

b. Capital - - - (73.9) (144.2) (182.6) - - - -

4. Private Expenditures on Educationcl: Total 35.3 38.2 45.0 49.4 52.1 59.9 27.4 6.2 33.1 7.4

5. Total Expenditures on Education 454.8 495.1 573.1 710.3 874.8 1056.9 26.0 6.0 84.4 16.5

6. Total Federal Expenditure 2122 2365 2458 3483 3944 4523 15.8 3.7 84.0 16.5

a. Recurrent (1540) (1759) (1886) (2398) (2844) (3095) (22.5) (5.2) (64.1) (13.2)

b. Capital (582) (606) (572) (1085) (1100) (1428) (-1.7) (-0A), (249.7) (25.5)

7. G. N. P. 8637 9652 10978 12194 12900 14900 27.1 6.2 35.7 7.9

------------------------------------------------------------------------ Percentages ----------------- Note:

8. MOE Expenditures as % Federal Expenditure (Total) 19.1 18.7 19.6 17.0 18.2 18.6 Line 3 = Line 1 + Line 2Line 5 = Line 3 + Line 4

a. Recurrent (21.9) (21.9) (23.2) (22.4) (21.3) (22.6) Line 8 = Line 1 divided by Line 6

b. Capital (11.4) (9.3) (7.5) (2.3) (10.3) (10.0) Line 9 = Line 3 divided by Line 6Line 10 = Line 5 divided by Line 7

9. Public Ed. Exp. as % Federal Expenditure (Total) 19.8 19.3 21.5 19.0 20.9 22.0

a. Recurrent - - - (24.5) (23.9) (26.3)

b. Capital - - - (6.8) (13.1) (12.8)

10. Total Education Expenditure as % GNP 5.3 5.1 5.2 5.8 6.8 7.1

a. Public Ed. Exp. as % GNP (4.9) (4.7) (4.8) (5.4) (6.4) (6.7)

b. Private Ed. Exp. as % GNP (0.4) (0.4) (0.4) (0.4) (0.4) (0.4)

a/ Estimated Source: Department of Treasury,

b/ Includes expenditure by Ministries of Agriculture; Culture, Youth and Sports; Health; Labor The Expenditure Budgets of the

and Manpower; the Public ServicesDepartment; National Productivity Center; MARA; and the Federal Government,1973; Economic

biara Institute of Technology Report,1972/73; IBRD Economic

c/ Estimates of expenditure on locally spent school fees and on private schools. Report 1973; IBRD Appraisal

Report, 1971

- not available

December 1973

MALAYSIA

MINISTRY OF EDUCATION RECURRENT EXPENDITURE 1970-85(M$ Millions)

Actual Estimate Projections Analysis

1970 1973 1975 1980 1985 Annual Increase Distribution

Level and Type of 1970-75 1975-85 1970 1985Education Grade %p.a. %p.a. %T 7T

I. PRIMARY 1-6 235.9 319.7 360.0 520.0 650.0 8.8 6.1 49.5 38.0

II. SECONDARY (Total) 107.2 198.1 255.0 385.0 500.0 18.9 7.0 22.5 29.2a. Lower Secondary 7-9 ) ) a/) ) ) )b. Upper Secondary 10-11 ) (104.0) )(180.5))(245.0) ) (370.0) ) (480.0)) (18.7) (6.9) (21.4) (28.0)

c. Technical/Vocational 10-11 (3.2) (7.6) (10.0) (15.0) (20.0) (25.5) (7.2) (1.1) (1.1)b/

[II. POST SECONDARY (Total) (69.0) 144.4 173.0 283.0 400.0 20.5 8.8 14.5 23.4a. 6th Form Colleges 12-13 (5.0) (7.9) (11.0) (20.0) (30.0) (17.1) (10.5) (1.0) (1.8)b. Teacher Training 12-13 (14.8) (23.6) (27.0) (35.0) (50.0) (12.8) (6.4) (3.1) (2.9)

c. Polytechnic d/ 12-13 ) (1.6) (3.0) (8.0) )d. Diploma Level - 12-14 ) (49.2) (8.0) (12.0) <20.0) ) (50.0) )(22.5) (12.8) ) (10.4) ) (2.9)e. University 14-17 ) (103.3 (120.0) (200.0) (270.0) ) 3 (8.5) ) (15.8)

IV. ADMINISTRATION & OTHER 64.7 65.3 79.0 120.0 160.0 4.1 7.3 13.5 9.4

b/TOTAL 476.8 717.5 867.0 1308.0 1710.0 12.7 7.0 100.0 100.0

7 Central Government e/ f/ ft

Operating Budget 19.0 23.1 22.8 23.4 20.9

a/ Including full boarding and hostels

b/ Expenditures to higher education institutions (M $16.9 million) included which do not appear on Ministry of Education Budgetc/ Including scholarships, bursaries and the University Hospital

d/ Excluding Mara Institute of Technologye/ Goverrnment Budget estimated at M$3810 million

f/ Government Budget estimated to increase at 8.0% p.a. during 1975-88, and to reach M$5600 million in 1980 and M$8200 million in 1985.

Sources: For 1970 and 1973. The Expenditure Budget of the Federal Government of Malaysia 8

For 1975, 1980 and 1985 Bank staff estimates based on enrollment projections and estimated increases in cost per student.

December 1973

MALAYSIA

PUBLIC INVESTMENT IN EDUCATION AND TRAINING. 1966-1975

(M$ Millions)

1966-1970 1971-75 a/ 1971-72 1971-75 Percentage of Plan Proposed Increase in Investment 1971-75(Actual) Planned Investment- (Actual) Revised EstimateŽ/ Achieved by End 1972 (M$ Millions) Percentage

Pen. S&S Total Pen. S&S Total Pen. S&S Total Pen. S&S Total Pen. S&S Total Pen. S&S Total Pen. S&S Total

I. MINISTRY OF EDUCATION48.5 12.8 61.3 60.0 20.7 80.7 35.0 7.5 42.5 100.0 30.0 130.0 58 36 53 40.0 9.3 49.3 67 45 61

A. Primary Education

B. Secondary Education (111.5) (24.5)(136.0)(198.1) (53.2)(251.3) (64.8)(15.6) (80.4) (187.1) (84.3) (271.4)(33) (29) (32) (-11.0)(32.1) (21.') (-5) (60) ( 8)

(i) General 100.7 21.9 122.6 166.1 44.9 211.0 49.8 14.4 64.2 153.1 72.4 225.5 30 32 30 -13.0 27.5 14.5 -8 61 7(ii) Technical/Vocational 10.8 2.6 13.4 32.0 8.3 40.3 15.0 1.2 16.2 34.0 11.9 45.9 47 14 40 2.0 3.6 5.6 6 43 14

C. Post Secondary Education (34.1) (3.1) (37.2)(101.0) (3.0)(104.0) (33.9) (0.8) (34.7) (128.3) (3.6) (131.9)(34) (27) (33) (27.3) (0.6) (27.9) (27) (20) (27)

(i) Teacher Training 9.7 3.1 12.8 3.0 3.0 6.0 2.3 0.8 3.1 9.0 3.6 12.6 77 27 52 6.0 0.6 6.6 200 20 110(ii) Tecinical - - - 10.9 ... 10.9 2.6 ... 2.6 7.7 ... 7.7 24 ... 24 -3.2 ... -3.2 -29 ... -29

(iii) University 24.4 ... 24.4 87.1 ... 87.1 29.0 ... 29.0 111.6 ... 111.6 33 ... 33 24.5 ... 24.5 28 ... 28

D. Educational Broadcasting - - - 6.5 0.1 6.6 ... - ... 18.2 0.1 18.3 ... ... 0 11.7 ... 11.7 180.0 ... 180.0

E. Other 19.0 2,1 21.1 4.5 1.4 5.9 1.5 0.1 1.6 6.4 0.4 6.8 33 7 27.1 1.9 -1.0 0.9 42.2 -71.5 15.2

Sub-Total 213.1 42.5 255.6 370.1 78.4 448.5 135.2 24.0 159.2 440.0 118.4 558.4 36 31 35 69.9 40.0 109.9 19 51 25

II. OTHER AGENCIES

A. Ministry of Labor & Manpower - - 0.8 - - 3.7 - - 1.9 - - 5.0 - - 51.3 - - 1.3 - - 35

B. Mara Training Division - - 64.0 - - 42.2 - - 12.0 - - 75.7 - - 28.4 - - 33.5 - - 79

C. Mara Institute of Technology - - 9.0 - - 42.9 - - 18.7 - - 94.0 - - 43.6 - - 51.1 - - 119

Sub-Total - - 73.8 - - 88.8 - - 32.6 - - 174.7 - - 36.7 - - 85.9 - - 97

TOTAL - - 329.4 - - 537.3 - - 191.8 - - 733.1 - - 34.6 - - 195.8 - - 36

Symbols: - not availablenil or negligible

a/ Second Malaysia Planb/ Mid-Plan Review, 1973 for Peninsular Malaysia. Sabah and Sarawak;

Assumptions: (i) 100% Rural School Quarters and 33% of Capital Grants are devoted to primary education:(ii) 100%l Hostels and 66% of Capital Grants are devoted to secondary education

Source: Second Malaysia Plan and Mid-Plan Review December 1973

ANNEX 10

MALAYSIA

CAPACITY AND STAFF OF THE PROJECT SCHOOLS

StaffStudent Boarding Teaching HousingPlaces Places Staff Unit

Basic UpperLevel Level

Secondary Schools, Sabah

Bingkor 720 140 300 30 23Membakut 720 140 300 30 23Kunak 48&' 140 250 22 19Penampang 480 140 250 22 19Bongawan 480 nil 150 16 16Kiulu 480 nil 150 16 16Weston 480 nil 150 16 16

Junior College, Sarawak

Kuching 830 620 34 23

Teacher Training Colleges

Iroh 720 720 48 25Kuala Trengganu 720 720 48 25Kuantan 720 720 48 25Sungei Patani 720 720 48 25

Polytechnic, Kuantan

Civil Engineering 300 )Mechanical Engineering 240 )Electrical Engineering 300 ) 900 90 62Food Technology 60 )Business Studies* 210 )

* Includes 90 students in a 3-1/h-year course in Accountancy.

M A L A Y S I A

SUMMARY OF ESTIMATED PROJECT COSTS

(In Thousands of Malaysian and US Dollars)

Construction Total Cost

Project Item Planned Capacity Site Academic Staff Professional Technical NToa ost$

No. Name Training Boarding Development & Communal Boarding housing Total Furniture Equipment Services Assistance (000) (000)

Secondary Schools (Sabah)

A-l01 Bingkor 860 300 590 1,530 570 630 2,730 260 470 370 - 4,420 1,900

A-102 Bongawan 480 150 330 770 290 410 1,470 150 260 160 - 2,370 1,015

A-103 Kiulu 480 250 340 810 300 430 1,540 160 270 180 - 2,490 1,070

A-104 Kunak 620 150 510 1,270 490 560 2,320 230 420 280 - 3,760 1,610

A-105 Membakut 860 300 530 1,390 520 570 2,480 240 420 290 - 3,960 1,700

A-106 Penampang 620 250 450 1,110 420 490 2,020 210 380 250 - 3,310 1,420

A-107 Weston 480 150 330 770 290 410 1,470 150 260 160 - 2,370 1,015

Sub-Total 4,400 1,550 3,080 7.650 2,880 3,500 14,030 1,400 2,480 1,690 - 22,680 9,730

B-101 Junior College Kuching (Sarawak) 830 620 730 1,410 1,100 550 3,060 320 630 190 4,930 2,120

Teacher Training Colleges

C-101 Ipoh 720 720 580 1,150 1,120 610 2,880 270 580 180 - 4,490 1,930

C-102 Kuala Trengganu 720 720 650 1,260 1,310 670 3,240 290 650 180 - 5,010 2,150

C-103 Kuantan 720 720 630 1,230 1,270 650 3,150 280 620 180 - 4,860 2,090

C-104 Sungei Patani 720 720 620 1,200 1,230 640 3,070 280 620 180 - 4,770 2.050

Sub-Total 2,88f 2,880 2,480 4,840 4,930 2,570 12,340 1,120 2,470 720 - 19,130 8,220

D-101 Polytechnic Kuantan 1,110 900 1,260 3,420 2,090 780 6,290 760 5,590 300 - 14,200 6,090

Mass Media

a. Educational Radio forSarawak and Sabah - - 100 780 - - 780 100 1,5k0 120 - 2,680 1,150

b. Educational Television forSarawak and Sabah - _ _ - - - - - 6.690 - - 6,690 2,870

Sub-Total - - l00 _ 780 _ _ 780 100 8,270 120 - 9,370 4,020

Technical Assistance

a. Staff Development for Polytechnic - - - _ _ _ _ _ _ _ 2,730 2,730 1,170

b. Fellowships for Polytechnic - _ _ _ _ _ _ _ _ 160 160 70

Sub-Total - - - - - - - - - - 2,S90 2,890 1.240

Total Project ExcludingContingencies M$ 7,650 18,100 11,000 7,400 36,500 3,700 19,440 3,020 2,890 73,200

us$ 3J:53 7,768 4,721 3,176 15,665 1,590 8,342 1,300 1,240 31,420

Contingency - Amount M$ 2,679 6,335 3,850 2,590 12,775 927 5,832 604 433 23,250

Ts$ 1 190 2,719 1,652 1,112 5,483 398 2,503 260 186 9,980

Total Project IncludingContingencies M$ 10,329 24,435 14,850 9,990 49,275 4,627 25,272 3,624 3,323 96,450

ITs$ 4.433 10.487 6,373 4,288 21,148 1,988 10,845 1,560 1,426 41,400

Foreign Exchange Component - Percentage 327, 32% 3Z/. 322% 32% 15% 90% 10% 807. 47.27O

Foreign Exchange Amount M$ 3,304 7,819 4,752 3,198 15,769 697 22,741 363 2,658 45,532

Foreign Exchange Amount us$ 1,418 3,356 2,039 1,373 6,768 299 9,760 156 1,141 19,542

.~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

MALAYSIA THIRD EDUCATION PROJECT

Contingency Allowances(In Thousand US Dollars)

Site Development Construction Furniture Equipment Prof. Services Tech Assistance

Local Foreign Local Foreign Local Foreign Local Foreign Local Foreign Local Foreign TOTAL

Allowance forUnforeseen Factors:% 10 10 10 10 5 5 10 10 10 10 -

Amount US$ 223 105 1,065 501 68 12 83 751 117 13 - - 2,938

Allowance for

Price Escalation:% 25 25 25 25 20 20 20 20 10 10 15 15

Amount US$ 559 263 2,663 1,254 270 48 167 1,502 117 13 37 149 7,042

Total: % 35 35 35 35 25 25 30 30 20 20 15 15

Total Cost Before

Contingencies US$ 2,233 1,050 10,652 5,013 1,351 239 835 7,507 1,170 130 248 992 31,420

Contingencies US$ 782 368 3,728 1,755 338 60 250 2,253 234 26 37 149 9,980

Total Cost Including -

Contingencies US$ 3,015 1,418 14,380 6,768 1,689 299 1,085 9,760 1,404 156 285 1,141 41,400

February 1974

ANNEX 13MALAYSIA

THIRD EDUCATION PROJECT

FORECAST OF DISBURSEMENTSTotal Balance

Quarter* Quarterly Disbursements Accumulated Disbursements Undisbursed-- ~l Us$ (000s) __ % US$ (000's) US$ (OOO's)

1 0.2 h0 0.2 40 18,960

2 0.5 100 0.7 1h0 18,860

3 0.3 60 1.1 200 18,800

h 4.1 770 5.1 970 18,030

5 2.h 46o 7.5 1,h30 17,570

6 15.5 2,9h0 23.0 4,370 14,630

7 6.1 1,160 29.1 5,530 13,h70

8 6.1 1,10 35.2 6,690 12,310

9 6.1 1,i60 41.3 7,850 11,150

10 5.2 980 h6.5 8,830 10,170

11 8.h 1,590 54.8 10,420 8,580

12 10.3 1,960 65.2 12,380 6,620

13 10.3 1,960 75.5 1l,3h0 4,660

14 12.5 2,380 88.0 16,720 2,280

15 1.6 37-0 89.6 17,030 1,970

16 1.6 310 91.3 17,340 1,660

17 1.9 365 93.2 17,705 1,295

18 0.6 115 93.8 17,820 1,180

19 3.8 730 97.6 13,5 5 5So

20 0.3 65 9P.0 18,615 385

21 0.3 65 98.3 18,680 320

22 0.3 65 98.7 18,745 255

23 0.h 65 99.0 I3,81o 190

24 0.L 70 99.4 18,880 120

25 0.6 120 100.0 19,000 0

* Starting from the date of effectiveness

February 1974

ANNEX 14Page 1

MALAYSIA

Third Education Pvoject

Loan and Project Summary

Bor-ower: Malaysia

Amount: A loan of US$19.0 million equivalent.The proposed loan would finance 46% ofthe total cost of the third education project.

Te-ms andConditions: The loan would be for a term of 25 years

including a 5 year grace period. Theinte-est rate would be at 7-1/4% per annum.

Project: a) Construction, furnishing and eouipping of:

(i) Seven secondary schools, Sabah;(ii) Junior College,Kuching;(iii) Four Teachers Training Colleges, Pen. Malaysia;(iv) Polytechnic, Kuantan;

b) P-ofessional services for a&chitectu-aldesign;

c) Mass Media

(i) Educational Radio;(ii) Educational Television; and

d) Technical assistance fo- staff development.

l,stimated P-P,;,ect, Cost:US $ (million)

1. Seven Secondar- Schools 9.73

2. Junilr CGleoege,Kuching 2.12

3. Fou-r T.'c-er 'i;ning Colleges 8.22

4. Pulytychnic Kuantan 6.09

:. Mass Medi.a 4.02

6. Technical assistance 1.2

7. ContingenciesU'nf-re.seen event.s 2.94Price increases 7.04

Tr)tpl DoetCe-ct 41.40

ANNEX 14Page 2

Category of Expenditure: US$ (mi.llion)

1. Civil works 18.95

2. Furniture 1.59

3. Equipment 8.34

4. ProfessionAl services 1.30

5. Technical assistance 1.24

6. Contingencies

Unforeseen events 2.A

Price increase 7.04

Total Project Cost 41.40

Financing:

"ank 19.00

flovernnent 22.jO

Total Prnoie,t. r-ot 41.40

Pro -1l-emont Arr;angments Civil works and equipment would be procured inaccordance with Bank's guidelines.

Furniture would be procured in bulk followingnormal government procedures.

International competitive bidding by registeredlocal and post-oualified foreign contractors forconstruction contracts.

½n~.n.t-icnal t-' retive citding for equirnent.Arrefp,P,mree r-?rgin 1 f I',% over the C.T.F. nI ceo f e>r~e±.4-ng i½r-nr+ or t.hn >rrlecob1e ecustomf.v w-'i |^v' . thv l0o 7r wo ic bDe a Jrl ed inthe oron--isor of ),ds.

Estimated _JS. m i. licn? CumulativeTPsbursement FMT FY75 F'7-5 FT77 Fy78 FY79 FY&R) Total

Yearlr.- l.T., )A.23 L.16 7.89 1.10 0.93 0.25

Curnulat.L ve 0.14 4.37 8.83 16.72 17.82 18.75 19.00 19.00

February 197h

MALAYSIA

THE ASSISTED EDUCATION SYSTEM, 1972PRIMARY SECONDARY POST-SECONDARY

mcv AGR ICU LTUR AL SCHOOL'

L6 VO EDUCATION

(EXCEPT IN SARAWAK) | U.OFMALAYAU. OF PENANG

| NATIONAL UNIVERSITY

fl fl fl fl S S S - ~ S S C A '•2 '3 TECH NICAL TEACHER TRAINING COLLEGE

1s 2 3 4 5AGRICULTURE UNIVERSITY (SERDANG)

EXAMINATIONS NATIONAL INSTITUTE OF TECHNOLOGYLCE - Lower Certifite of Education MARA iNSTITUTE OF TECHNOLOGYt

SC- School Certificat

MCE -Malayan Certificate of Education

HSC -Hgher School Certiicate 2 SECONDARY TEACHER TRAININGSJC - Sabah /Sarawak Junior Certificate _1 COLLEGES/CENTERSSSC - Sabah /Sarawak Senior Certificate

MCVE - Malaysian C.ot Vocational Education

CG - City & Guilds Certificate

KEY

ENGLISH

BAHASA

MAASAMEDIUM Or~ INSTRUCTIONCHINESE PRIMARY TEACHER TRAINING

COLLEGES/CENTERSTAM IL

PT .S 5' •S ~PT S SR REMOVE,TRANSITION OR BRIDGE CLASS _ , , |.

PT S SPT PUPIL TEACHING .Under Mi.nistry of AgricItre.._

PT S t Under Ministry of National 3S SABAH AND/OR SARAVVAK ONLY and Rural Developmoent. -

World Bank-6301 (4R)

PENINSULAR MALAYSIA - EDUCATION ENROLLMENTS 1972

(ASSISTED SCHOOLS)

Form Grade (s) Enrollment as % of age group

University 14-16+ j 1 1000 I 1.8

U VI 13 j 6,130 Total enrollments: Primary 1,493,000 (48% girls)

Secondary 555,000 (42%girls) 3.1

L VI 12LI 6,300 Higher Education 13,200 (33% girls)

v 111 r50,000 24

IV 10 ' 54,200 J

9 9 1 ' 118,000

J: : ; ,, 2/

I I 8 , . - . 125,000 54

7 144,000

Remove 7 52,000-J

Primary 6 214,000

5 5 t 241000

4 4 .. at ~~~~~~~~~~~~.. ~~~~~,, ~~246,000 9

3 3 1 255,000

2 -269,000

1 1*1 , ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~267,000 Z

ci 50,000 100,000 150,000 200,000 250,000 300,000 1S

I I I iI I rEnrollments

Notest

1/ As percentage of the 19-21 age group in all Malaysia.2 Excluding enrollment in remove classes

Sources: Ministry of Education Statistics and adjusted preliminary 1970 census figures.

World Bank-8041

SABAH -EDUCATION ENROLLMENTS 1972(ALL SCHOOLS)

Form Grade Enrollment as % of age group

VI 12, 13 320 13L U Total enrollments: Primary 117,800 (44% girls)

Secondary 39,000 (41% girls)

V 11 . 2,620 1_ 22-

lV 10 3,280

Remove 10 170_J

III 9 . 6,390

11 ! S~~~~~~~~~~~~~,170 51

1 ~~~~~7 .1 0,000

Bridge 7 t8080

Primary 6 6 . . 20,800

5 5 , , ^ ~ 4 " 4! 2 16,400

4 4 , ' 17,100 94

3 31, 19,100

2 2 20,700

1 10 r''J723,700

0 5,000 10,000 15,000 20.000 25,000l I . ~ ~ ~ ~~I I II

Enrollments

Note

1/ Excluding enrollment n Remove and Bridge classes.

Sources: Sabah Education Department statistics, and adjusted preliminary 1970 census figures.

World Bank-8042

SARAWAK - EDUCATION ENROLLMENTS 1972(ASSISTED SCHOOLS)

Form Grade Enrol(ment as % of age group

_VI 13 392_Total enrollments: Primary 154,800 (45% girl51 2.2

L VI 12 525 Secondary 26,200 (40% girls)

V 11 2330 1=4s> ' ~~~~~~~~~~~~~~~~~~~~~~~~~~12

IV 10 3.030 _

~lf 95130 _1

11 8 't <>'vv-' '"l~~~5,640 74-

I 7 > 9 < .j 6,790

Transition 7 2,300

Primary 6 V j20 900

5 5~~~~~~~~~~~ 2700

4 4 - - 7 R <' @2;>''' ' v 'S24 300

3 3 ~~~~~~~~~~~~~~~~~~~25,9003 3 - :< 9'w eZ ', 7 i, ,~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ... .... .v

2 2 n rr128,400

1 1] ~ ., 32,600

0 5,000 10 000 15,000 20 000 25 000 30,000II I I II I >

Enrollments 3

NuDe.

1/ Excluding enrollment in Transition classes.

Sources: Sarawak Education Department statistics, and adjusted preliminary 1970 census figures.

World Bank-8043

MALAYSIA - THIRD EDUCATION PROJECT J'

IMPLEMENTATION CHART

1] FIRST YEAR SECOND YEAR THIRD YEAR FOURTH YEAR FIFTH YEAR SIXTH YEAR SEVENTH YEAR

341 2 3 414 1 2 3 4 1 2 334 1 2 3 4 1 23 34 1 2 344

A. CIVIL WVORKS

rcietsbriefing,mISk.etuh pl-ansContrat docume.nts~~Tender peio & c.. trace a,adIERD appru-l m

Defect liability period-

2. Junior Cellefe (S-rowk)Archit-ct's trrietng ISketc,h pl-nCo-nrat documentsTender peri1no & coIntrc award"NW I BR DappenuaI

Contructio -Defects liability period

3. PalvetcE1ic and Tehache

Training colieges

rSketch plans~Coerau Documets

Tender period & Contract award B

IBRD approal

Defect lrabiiity periodWO= m 11110111

4. ETV ISabah & Saroack)Sketch plnCamntot docu-eor

Tender perindE -otract award

lBRD appral4-

Defect liability period m

B. EQUIPMENT & FURNITURE1. Secon.dary schools (Sbabh)

Frepa,ranono tender documetsIBRD appronalTender perod &-cotrat -mrd

Guarantee perid-

2 -.isir -Illege (Sara.ak)

Preparationo atmastr lisTender d.cumentsIBRD appr-alTender pornOd & contract awardProcurement -Goar-ten period

3. Folytechni and TeacherTrainin Colle.e

P1=repartiono see documents

IBRD1 approcaTender perid & -otatawad

Procremntaap,

4. ETV & Radio ISabah & S,a-awkiFrepart-of -natmaster~ lisPrepartion of tender d.c-morn

E-D oppeocld" '

Tedr pero & otac wrProcurment

Guarantee period ~-NNN, - - WIC. TECHNICAL ASSISTANCE

1. Polytechnic fHead ot Project - - - ~ : ~ i~ i i i iProject r-oam I !Fello-hips

If Starting fr,om datr af Weffdcr;ka8183sR

MALAYSI A

THIRD EDUCATION PROJECTIBRD 10713

Os * SECONDARY SCHOOLS 110 115: DECEMBER 1973

A- 011 Bilogkor -- cudr

THAIL N ~~~~~~~~~~~~~~~~~~A-¶102 BangawanIneatol udra vT iTH<> A. IA-O0

Kiutu .a......-. S tate Bundarpes K

P*3RLIS: i 8< A-1O4 Kunak

Main Roadsads

n tn9cr }_.* \ A A105 Membakut

,* KES AH- A-106 Penampang Penang

A-1i' Westom" 0 dokan

PENA U B-101 JuniorCollee Kuching - A-rnbek.t

K.Trenggoee A ~~TEACHER TRAINING COLLEGES VdrO

Topi TRENGG NU C-jlot oh &lwa

C -1in2 K uaaTtengganu egL SW A 1A Ko.-

:701 ~~~~~~~~~~~~~~~~C.-1 0, Kuantan A-ID4

\ A ' g PAHA^NG ., ,/: C-t14 Sungei Patani 7 tjD \> .01 Jna 2 *,Aurzntr r l ................ * D-101 Polytechnic Kuartan

79\;8en oSngTWE ST : o h L AYSo d 1 0 o i N .ea

I o~S i+C M deflrBM'S"LANyr orm!ndcarsem or r w by ; \ 101:

u MALA Y S I A

N X 00 0 t 1 D C N E 5 t A KAUMATANv(5ONEO)

: D _2 ;: : :9 <, 1P5 920;1 =1|!'@ g

-:;) e) pk 7;:

i=::':: -:4: :.0:k:i :';25'g : | , S01o4

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