Document of

The World Bank

FOR OFFICIAL USE ONLY

Report No. 11403-PAK

STAFF APPRAISAL REPORT

ISLAMIC REPUBLIC OF PAKISTAN

BALOCHISTAN PRIMARY EDUCATION PROGRAM

MARCH 10, 1993

Country Department IIIPopulation and Human Resources DivisionSouth Asia Region

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

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CURRENCY EQUIVALENTS

Currency Unit = Rupees (Rs)

US$1.00 = Rs 25 (March 1993)

FISCAL YEAR (FY)

July 1 - June 30

PRINCIPAL ACRONYMS USED

ADB = Asian Development BankBEMIS = Balochistan Education Management Information System

BPEP = Balochistan Primary Education Program

BPS = Basic Pay ScaleBRSP = Balochistan Rural Support Program

BTB = Balochistan Textbook BoardCY = Calendar YearDCW = Directorate of Civil Works

DPE = Directorate of Primary Education

DPEO = District Primary Education Officer

EEC = European Economic Community

GCET = Government College for Elementary Teachers

GOB = Government of Balochistan

IDA = International Development AssociationIMDTC = International Materials Development and Training CellKfW = Kreditanstalt fur Wiederaufbau

MFTTP = Mobile Female Teacher Training ProgramNGO = Non-governmental Organization

NORAD = Norwegian Agency for Development

NWFP = North-West Frontier Province

ODA Overseas Development Administration (United Kingdom)

PC-l = Planning Commission Pro-forma Number 1

PEP II = Second Primary Education Project

PTAC = Primary Teachers Accelerated CertificatePTC = Primary Teaching Certificate

SAP = Social Action ProgramSOE = Statement of ExpendituresSPO/CIDA = Small Projects Office/Canadian International

Development Agency

UNICEF = United Nations Children's Fund

USAID PED = United States Agency for International Development,

Primary Education Development Program

FOR OMCIAL USE ONLY

ISLAMIC REPUBLIC OF PAKISTAN

BALOCHISTAN PRIMARY EDUCATION PROGRAM

Table of Contents

CREDIT AND PROGRAM SUMMARY .i.. . . . . . . . . . . . . . . . . . . . .

I. SECTORAL BACKGROUND AND ISSUES .. 1A. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . 1

B. System Characteristics . . . . . . . . . . . . . . . . . . . . 1C. Sectoral Issues. 2

Access, Equity and Efficiency. 3Learning Environment. 4Organization, Planning and Management . . . . . . . . . . . . 6Beneficiary Participation ... . . . . . . . . . . . . . . . 8

D. Public Expenditure on Primary Education in Balochistan . . . 9

E. Sectoral Lending Strategy and Role of IDA . . . . . . . . . . . 10

F. Experience with Past Lending and Sector Work . . . . . . . . . 11

II. THE PROGRAM . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

A. Program Objectives .14

B. Proglim Strategy .15C. Program Description .17

Improving Access, Equity and Efficiency . . . . . . . . . . . 17

Improving the Learning Environment . . . . . . . . . . . . . 19Improving Organizational Framework, Planning and Management . 23

Beneficiary Participation . . . . . . . . . . . . . . . . . . 26

D. Program Management and Implementation . . . . . . . . . . . . 27

Organization and Management .27

Monitoring and Eva]Lkation . . . . . . . . . . . . . . . . . . 29

E. Program Costs and Financing .31

III. IDA FINANCING .. 34

A. IDA Financing ny Component and Categories of Expenditure . . . 34B. Financing Arrangements .. 37

C. Procurement ArrangpmeiL.. . . . . . . . . . . . . . . . 38D. Disbursements . . . .40

E. Accounts and Audits . . . 41F. Status of Preparation .. 42

G. Environmental Impact .. 42

IV. PROGRAM BENEFITS AND RISKS .43

V. AGREEMENTS REACHED AND RECOMMENDATIONS . . . . . . . . . . . . . . . 44

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

ANNEXESAnnex 1 Primary Education in Balochistan: Summary Information . 46Annex 2 Schools Providing the Primary Cycl,e . . . . . . . . . . . 47Annex 3 Table 1 Internal Efficiency of Primary Schools . . . . . . . . . 48Annex 3 Table 2 Utilization of Classrooms ... . . . . . . . . . . . . . 49Annex 3 Table 3 Provision of Basic Facilities . . . . . . . . . . . . . . 50Annex 3 Table 4 Primary Teachers in Balochistan . . . . . . . . . . ... . 51Annex 4 Balochistan Education Management Information System (BEMIS52Annex 5 Table 1 Public Expenditure on Education, 1982-83 and 1992-93 . . 56Annex 5 Table 2 A comparison of Provincial Spending on Primary Education 57Annex 5 Table 3 Primary Education Recurrent Spending to Recurrent Spending57Annex 5 Table 4 Recurrent Expenditure on Primary Education

Balochistan (1992-93 Budget) . . . . . . . . . . . . . 58Annex 6 Enrollments Using Existing and New Facilities . . . . . . 59Annex 7 Table 1 Construction Targets and Number of Posts Required . . . . 60Annex 7 Table 2 Classroom Construction During Program Period . . . . . . 61Annex 7 Table 3 Number of Sanctioned Teacher Posts Needed Annually . . . 61Annex 7 Table 4 Proposed Financing of Incremental Post . . . . . . . . . 61Annex 7 Table 5 Detailed Costs ....... .. .. .. ... .. .. . 62Annex 8 School Selection Criteria .... .. . . . . . . . . . . 65Annex 9 Private Education Foundation and Scholarship Experiment . 68Annex 10 Balochistan Education Materials Development . . . . . . . 71Annex 11 Job Description of Key Staff in DPE . . . . . . . . . . . 78Annex 12 Beneficiary Participation in School Establishment . . . . 85Annex 13 Table 1 Planning Checklist for Program Implementation . . . . . . 88Annex 13 Table 2 Key Indicators. . 92Annex 14 Consultancies . . 94Annex 15 Procurement Plan .95Annex 16 Supervision Plan 96Annex 17 List of Documents Consulted . . . . . . . . . . . . . . . 97Chart 1 The Learning Environment . 100Chart 2 Program Administration System . . . . . . . . . . . . . 101MAPS School Availability per '000 Population (Boys) (IBRD

Reference No. 24498)Scnool Availability per '000 Population (Girls) (IBRDReferenue No. 24499)

Balochistan Primary Education Program (IBRD ReferenceNo.24497)

This report is based on the findings of an appraisaL mission which visited Pakistan inSeptember 1992. It comprised Me. Mae Chu etAN (Mission Leader and Task Manager); Messrs. Efraim Jimenez(Procurement Specialist); Rene Corradine (Architect); Stephen Hoenack (Economist, ConsuLtant); Anthony Read(Book Specialist, ConsuLtant); Alastair Rodd (Educator, ConsuLtant); and AmanuLLah Khan Malik (DisbursementSpecialist, RMP). In ddition, Bashir Parvez (Projects Advisor, RMP); Christopher Thomas (Educator,ConsuLtant); and Sarah Tirmazi tUSAID Economist) contributed substantiatly during program preparation.Processing was supervised by Messrs. Paut Isernan (Director, SA3) and Roberto Cuca (Chief, SA3PH). The PeerReviewers were Mmes/Messrs. JuLian Schweitzer (Chief, LATHR); Richard Cambridge (PrincipaL Economist,SA2PH); and Marlaine Lockheed (PrincipaL Education SocioLogist, PHREE).

ISLAMIC REPUBLIC OF PAKISTAN

BALOCHISTAN PRIMARY EDUCATION PROGRAM

CREDIT AND PROGRAM SUMMARY

Borrower: Islamic Republic of Pakistan

Beneficiaries: Province of Balochistan

Amount: SDR 76.4 million (US$106.0 million equivalent)

Terms: Standard, with 35 years maturity

Program Description:

IDA would provide financing over five years to help implement thelong-term Balochistan government primary education program, withspecial measures to improve girls, education. The objectives areto: (a) improve access, equity and efficiency; (b) improvequality of the learning environment; and (c) improve theorganizational framework, planning and management. Beneficiaryparticipation would be instituted as a means to achieve all of theabove objectives.

Access. eauitv and efficiency would be increased by: (a)establishing new girls' schools which boys are allowed to attend;(b) providing classrooms and facilities to mixed shelterlessschools; and (d) introducing a scholarship program for girls inurban slum areas to attend privately-run schools. A new policywould be introduced to permit double-shifts where needs arise.

Oualitv of the learning environment would be improved by: (a)establishing an appropriate pre-service and in-service teachertraining system geared to the multi-grade school conditions inBalochistan; (b) developing core student-activity books and otherinstructional materials, suitable for multi-grade teaching andlearning. An instructional support system using learningcoordinators would be institutionalized.

organizational framework. DlanninQ and management would beimproved by: (a) establishing a Directorate of Primary Educationseparate from the secondary school administration at provincialand district levels; (b) establishing a policy monitoring andevaluation unit within the Directorate of Primary Education; and(c) continuing the development of the management informationsystem to facilitate planning and management.

To achieve the above objectives, beneficiary participation wouldbe instituted by setting up parents' committees, and involvingthese committees in school establishment and supervision. Theprogram would finance construction, furniture, equipment andeducational materials, specialist services, fellowships, training,

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incremental recurrent cost for additional staff, and operation andmaintenance.

Benefits: The five-year program is expected to increase primary enrollmentby about 380,000, nearly double the participation rate for girlsfrom 15% to 29%, and improve the rate for boys from 49% to 72%.Worldwide research has shown that primary education has very highsocial returns and that education of girls, in particular, willalso lead to reduced fertility -- which is particularly importantin light of Pakistan's high population growth rate of 3.2%.Through recruitment and training of local women as teachers, theeconomic returns of education for girls will become more apparentto rural parents, who would be encouraged to send their girls toschool. Information-based decision making in education managementand involvement of parents in school establishment process willlead to increased participation rates and enhanced resourcemobilization through parents donating services. Increasing thenumber of hours of active learning by pupils in class as a resultof developing a pupil-centered approach will improve performance,and thus students' and teachers' levels of satisfaction withschooling. This in turn should reduce drop-out and repetitionrates and increase the efficiency and decrease costs of primaryeducation.

Risks: The major risk is that the Government implementation agencies lackcapacity to implement the program. This risk is being addressedby a one-year overlap in the resident technical assistance teambetween the USAID Primary Education Development Program and IDAsupport, and the Government's agreement to contract similartechnical assistance during the five-year program. Another riskis the lack of female teachers to staff the girls' schools. Thisrisk is addressed by a community survey of all 9,000 villages inthe province to identify educated girls who are willing to beteachers, then to recruit and train them through a Mobile TeacherTraining Program. Continued professional and materials supportare provided to these teachers through the Learning CoordinatorsSystem. Risks also attach to the development of communityinvolvement. In the past, beneficiaries have not been involved incommunity decisions about schooling, which were taken by a fewtraditional community leaders who tended to oppose girls,education. The program would be hindered if they do notrelinquish control. This risk is being addressed by establishingschool committees which would consist only of parents of childrenin the school service areas, regardless of their status in thecommunity. The school committees would be involved in determiningschool sites and monitoring quality. A pilot experiment conductedduring program preparation confirmed the viability of beneficiaryparticipation.

ISLAMIC REPUBLIC OF PAKISTAN

BALOCHISTAN PRIMARY EDUCATION PROGRAM (FY94-FY98)

US$ millionFinancing Plan:

IDA Credit 106

GOB Counterpart 14

Ongoing commitments:

Government of Balochistan 206

other donors 1/ 4

Balochistan Primary Education Program 330

1/ Includes ADB, USAID, UNICEF, CIDA and the Netherlands.

IDA FINANCING

US$ Million

Local a/ Foreign Total

Estimated Cost

Improving access, equity and efficiency 57.0 7.8 64.8

Improving learning environment 8.3 7.8 16.1

Improving organizational framework 7.6 9.0 16.6

Beneficiary participation 0.2 0.4 0.6

Total Base Costs 73.1 25.0 98.1

Physical Contingencies 6.9 2.4 9.3Price Contingencies 4.9 7.7 12.6

Total Costs 84.9 35.1 120.0

a/ Including estimated duties and taxes: $9.0 million

Estimated Annual Disbursements

IDA FY 1994 1995 1996 1997 1998 1999

Annual 10.1 19.6 21.8 22.9 21.6 10.0

Cumulative 10.1 29.7 51.5 74.4 96.0 106.0

As % of Total 16% 35% 56% 79% 96% 100%

ISLAMIC REPUBLIC OF PAKISTAN

BALOCMISTAN PRIMARY EDUCATION PROGRAM

I. SECTORAL BACKGROUND AND ISSUES

A. Introduction

1. Despite substantial economic growth, human resource development inPakistan has lagged well behind other countries at similar stages ofdevelopment and income levels. Pakistan's gross participation rate of 50%1in primary education compares poorly with developing countries of similar orlower GNP per capita. (For example, Nepal at 64%, Laos 111%, Bangladesh 70%,India 98%, China 135%, Nigeria 70%). World Bank Country Economic Memoranda,as well as the Government's Social Action Program and a series of Five-YearPlans since 1955, have identified the low level of human resources developmentas a major constraint to a qualitative transformation of the Pakistani economyinto a dynamic, middle-income country like its East Asian neighbors. Comparedto the nation, the province of Balochistan has the lowest gross participationrate in primary education at 34%. The female participation rate of 15% isamong the worst in the world. As a result of the low rate of participation inprimary education, the base of primary graduates is not sufficient to supportany kind of significant expansion at higher levels of education.

B. System Characteristics

2. With an average density of about 16 persons per square kilometer,Balochistan encompasses almost half of the land mass of Pakistan but containsonly about five percent of the country's 120 million people. The majority(84%) of inhabitants reside in rural areas, in approximately 9,000settlements. 91% of the schools are outside the urban areas, with themajority (67%) in semi-urban and the rest in rural and far-flung areas.2

3. About 7,500 schools offer the primary cycle, including about 250 privateschools. Four types of schools operate in the Province: Mosque schoolsprovide the first four years of the primary cycle (Grades K-3); Primaryschools provide the entire primary cycle (Grades K-5); Middle schools provideboth primary and middle (Grades 6-8) cycles; and high schools provide primary,middle and secondary (Grades 9-10) cycles. The primary cycle is therefore

1/ Total number of primary school students (K-5) divided by population aged4-9. This ratio may still be an overestimate because of over-age students inprimary schools.

2/ A settlement containing 5,000 or more population is defined as an urbanarea. A semi-urban area is defined as a settlement within an hour's motordrive of an urban area. A rural area is defined as a settlement more than anhour's drive away from an urban area, but still accessible by road. A far-flung area is defined as a region more than an hour's drive away from an urbanarea and difficult to access by road.

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provided by primary, middle, and high schools, and partially provided bymosque schools as well.

4. The primary cycle comprises six grades: from the unrecognized andun-resourced Kachi (kindergarten), through Class 5. Students normally enterKachi class at age 4, although many enter later. Students in Kachi classrange in age from 4 to about 11. There is an equally large range in the ageof students ir. each subsequent grade. In general, it is common to findprimary schools with students ranging in age from 4 to 12, althcugh someprimary grades have students up to 16 years old (Annex 1).

5. Primary sections of middle and high schools which are urban based tendto have much larger enrollments and better facilities than primary and mosqueschools. Despite their small numbers, middle and high schools account for 53%of girls' enrollment and 28W of boys' enrollment at the primary level. Themajority of the schools in the Province are single-teacher, multi-gradeprimary and mosque schools with low total enrollments. Annex 2 summarizesthese differences.

6. Private provision of education. About 28,000 or 7% of all primarystudents are enrolled in 250 schools which are privately financed and managed.These numbers do not include an unknown, but probably significant, number ofunregistered private schools at the primary level. The registered privateschools, representing about 3.3% of the total number of schools in theProvince, are far more efficient than provincial government schools. Theprivate schools have an average school size of about 110, and 31% of them havea mixed student population. These schools are actively catering to thedemands of high- and middle-income groups. Substantial willingness to pay forquality education is evidenced in these income categories and overall marketdemand for good quality schools is high.3 There also exists a limited numberof low-cost private schools, sometimes operating out of people's homes,catering to lower-income groups. The major constraints to expansion of theselow-cost private schools seems to be the amount that parents can pay. Basedon an informal survey, it appears that a large number of new schools could beopened in urban slums and medium-sized towns if a significant portion of theiroperating costs were covered by a combination of the tuition charges and per-student subsidies from the Government.

C. Sectoral Issues

7. Issues facing primary education in Balochistan are not different fromthe rest of Pakistan, only magnified several times and compounded by difficultgeographical conditions: lack of access, equity and efficiency; inadequatelearning environment; and inadequate organization, planning and management.

3/ This is evidenced by reports from high-cost private school managers whoindicated that the number of applicants exceeded the number of availablestudent places by a factor of 5 to 1.

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I. Access, Equity and Efficiency

8. Insufficient availability is evidenced by the lack of a school of anykind in approximately 3800 villages. In non-urban areas, where over 80% ofthe population resides, the average school size in the 6,800 existing schoolsis 41 students. Even if the average school size were doubled through measuresto improve access and retention, the number of non-urban schools would stillneed to be more than doubled over current levels in order to reach the entire4-9 population.

9. Inefficient utilization of existing facilities is indicated by the factthat over 2000 schools have 20 or fewer students and over 4000 schools haveless than 40 students. Most of these schools could enroll more students sincepopulation estimates suggest that less than 5% of the settlements have fewerthan 50 primary school-aged children.

10. Ineauitv is evidenced by there being 10 times as many boys' schools asgirls' schools in primary education. In addition, there is tremendousregional variation in school availability, particularly for girls' schools.While 3814 villages have no schools of any kind, 625 girls' schoolsconcentrate unevenly among 345 villages, and 6574 boys' schools among 5405villages. The provincial capital of Quetta, for example, has 23% of allgirls' schools in the Province, but contains only 9% of the population(498,000). By contrast Turbat, a district of comparable population (495,000),contains only 5% of all girls' schools in the Province. There is variationacross districts in the availability of boys' schools also, although themagnitude is not as great. The availability of schools by district is shownin the attached Maps.

11. Inequity as well as inefficiency could be alleviated by having girls andboys within the same village attend the same school, instead of separategirls' and boys' schools. The requirement for segregated schools administeredby a segregated administration makes this difficult. A typical village inBalochistan requires only one school to accommodate the number of primaryschool age children of both sexes. Once a boys' school is opened, numbers ofchildren are too small to justify a second school in the same village forgirls. Girls thus do not hive access to school unless their parents arewilling to send them unofficially to a boys, School. In fact, as many as athird of the girls in primary education are attending boys' schools,

4unofficially. A recent survey and interviews with parents demonstratedacceptance of mixed schooling for primary school children and high demand forgirls' education, especially if the teacher is female. Establishing mixedschools under the female adrministration is therefore currently an optimalsolution to the problem of access, equity as well as efficiency. This can beachieved without a mixed administration which is not culturally acceptable insome places.

4/ The Human Resources irvey funded by USAID's Primary Education DevelopmentProgram (USAID PED) is : ommunity survey of nearly all 9,000 villages inBalochistan. USAID PED s a ten-year sectoral program in primary educationwhich will be phased out !y 1994 due to withdrawal of USAID from Pakistan.

4

12. A major constraint to this solution is the limited number of educatedwomen in the Province who could become teachers, which is a direct result oflack of girls, schools in the first place. Cultural barriers prevent urbanwomen from relocating to rural areas, and rural women from attendingresidential teacher training colleges located in town centers. A UNICEF-funded training program is presently being piloted in Balochistan to bringmobile teacher training teams to the villages which have indicatedavailability of women with at least an 8th grade education who are willing tobe teachers.

13. Internal efficiency indicators are presented in Annex 3, Table 1.Within the normal time period of six years, only 9% of students entering Kachiclass complete grade 5. Average repetition rates are 28% and 12% for Kachi(Kindergarten) and first grade respectively, 11 for grades 2 to 3, and 6% forgrade 5. While repetition rates are similar for girls and boys, dropout ratesare consistently higher for girls. The lack of latrines in schools is onecause of higher dropout rates for girls due to cultural requirements formodesty in girls. The overall high rates of wastage are symptomatic of a poorlearning environment. Schools are often without any shelter or even a singleteacher, and without appropriate instructional materials. The bulk ofdropouts among both girls and boys occurs during Kachi class when over 25% ofthe entering cohort of students is lost during the first year of school. Thisstatistic reflects the historical neglect of Kachi students by curriculumdevelopment, instructional materials development, and teacher traininginitiatives.

II. Learning Environment

14. Schools in Balochistan can be characterized as lacking all kinds ofessential resources: physical facilities, teachers and instructionalmaterials.

Physical Facilities

15. Existing physical facilities in Balochistan's schools are inadequate interms of the availability of classrooms for individual grades (and space isoften wasted by storing broken furniture). only 4* of all schools have oneclassroom per grade. Annex 3, Table 2 provides a categorization of schools interms of classroom utilization. Data suggests that 21% schools have under- orunutilized classrooms due to the lack of teachers, while at the same time, 43%of the schools have shelterless classes. In addition, 700 schools or 10% ofthe total are completely shelterless and have no building of any kind.

16. The provision of necessary facilities such as toilets, water, andelectricity is severely inadequate. As Annex 3, Table 3 shows, only a smallproportion of primary schools in the Province have toilets (6%), water (18%),electricity (11), or storage space (3%), although middle and high schools arebetter equipped. Inadequate storage space severely constrains the likelihoodthat teachers will use additional instructional materials of any kind: books,charts, teaching kits, etc. As Annex 3, Table 3 shows, most primary schoolsdo not even have a single cupboard per grade.

5

17. Repair, upgrading, and routine maintenance of school buildings andfacilities are constrained by the lack of budgetary allocation and by the factthat only 50% of all provincial government schools (about 3,600 schools)operate in Government-owned premises. 2,800 schools operate in privatelyowned buildings over which the government has no control over repair,maintenance or expansion. However, the practice of renting private buildingswill be continued under the Balochistan Primary Education Program since it isstill a cost-effective means of providing more student places in a shortperiod, particularly in light of constrained capacity to manage schoolconstruction.

Teachers

18. Approximately 2,300 women and 13,300 men work as primary school teachersin schools administered by the provincial government. The minimumqualification required for primary school teaching is a 10th GradeMatriculation certificate. No pre-service training is available or required.In exceptional circumstances, women who have completed Grade 8 are appointedas primary teachers in localities where more highly qualified women are notavailable. Currently 72% of all primary school teachers are Matriculationgraduates, 22% have higher academic qualifications, and 6% have less thanMatriculation qualifications. Between two and five years after initialappointment, the teachers attend a nine-month on-service teacher trainingprogram leading to the Primary Teaching Certificate (PTC). Upon completion ofPTC training, teachers move into the district teaching cadre at Basic PayScale (BPS) 7 and become eligible for annual salary increments, allowances,and accrual of seniority within the cadre. There is no promotion ladder forprimary teachers, except that a small number of teachers have moved into BPS11 on being appointed as Learning Coordinators.

19. Currently only about 50% of all primary teachers in the Province aretrained, leaving a backlog of about 8,000 primary school teachers with notraining of any kind (Annex 3, Table 4). Even trained primary teachers havelittle idea of how to cope with the multi-lingual, multi-age, multi-gradeteaching situations encountered in 97% of the schools. PTC training is gearedtowards the ideal situation of each teacher teaching a single grade of 40students. Because teachers lack classroom management skills in multi-gradeschools, most often the lower grades are ignored or put under the charge of anolder student. Lack of teacher attention may be another factor contributingto high levels of dropout during the initial years of primary schooling.

20. With support from the United States Agency for InternationalDevelopment's Primary Education Development Program (USAID PED), the provincehas recently initiated an accelerated three-month "on-service" teachertraining program designed to provide PTC-equivalent training to all untrainedteachers within a period of two years. By 1994, having brought all primary

5/ The term "on-service training" is used for untrained teachers who arealready on the job and require training to obtain a certificate. This termshould be distinguished from "in-service" training which is provided fortrained teachers to upgrade their teaching skills.

6

teachers up to this minimum level of training, the Province plans to switchover to pre-service training.

Instructional Materials

21. It is estimated that most children in single teacher, multi-gradeschools are not involved in active learning for more than an hour a day, evenwhen the teacher is present. Appropriate student-centered materials can makeup for deficiencies in teachers' subject content knowledge and lack ofpedagogical training.

22. Until 1992, the official language of instruction in government primaryschools was Urdu, Pashto, Brahvi, or Balochi, depending upon the district.The Government of Balochistan (GOB) provided free textbooks to each ruralschool in the official language of the district at 1.6 times the cost ofproducing textbooks in one language only. This policy was decided without atechnical assessment with the result that these textbooks were not used at allas teachers could not read the local languages and students do not necessarilyspeak the same language in which textbooks were available. As a result of atechnical analysis taking into account parental opposition to non-Urdutextbooks, international experience in teaching reading in a secondlanguage, and the lack of any capacity to provide proper bilingual education,the Balochistan Provincial Assembly has just amended the official languagepolicy to make Urdu the official language of the textbooks.

23. Current official textbooks have poor physical specifications (leading toshort book life) and poor physical appearance. They are short on content andare not written specifically for multi-age, multi-grade teaching situations.Textbooks are typically produced without pre-testing or consistent, classroom-based evaluation and revision. There are no teachers' books to accompanystudents' books, although support materials for Kachi class are currentlybeing financed, developed, and supplied to pilot districts by the USAID PED.

24. Additional materials other than textbooks, such as supplementaryreaders, teaching kits and learning modules, are not used even when providedfree. Main reasons are: inadequate training for teachers in the use of thesematerials, fear of losing or breaking an item, and the lack of incentives forusing them.

III. Organization, Planning and Management

Organization and Management of Primary Education

25. Historically, all primary, middle and secondary schools have beenmanaged by a single Provincial Directorate of Schools under the Department ofEducation. Within the Directorate, neither budget nor personnel are earmarkedspecifically for primary education. This lack of an organizational focus onprimary education is further repeatel at division and district level. Thelack of attention to primary education is evident in the severe lack offacilities and materials in primary schools as compared to middle and highschools. Even within the same school, primary grades with majority of the

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student population are displaced into the school yard while middle and highergrades occupy the few available classrooms.

26. In July 1992, GOB agreed to "bifurcate" the existing Directorate ofSchools by level, and to establish two separate Directorates for primary (K-5)and secondary (6-10) education. The bifurcation was officially sanctioned inDecember 1992 before negotiations (para. 87). Under this arrangement, themanagement of primary education became the responsibility of personnel fromthe Directorate of Primary Education located at both provincial and districtlevels. Plans are currently being developed to establish the necessary staffpositions, write job descriptions, and design appropriate training proceduresfor newly appointed personnel.

27. The existing promotion ladder does not reward primary teaching: alladministrators, including those for primary schools, must have background insecondary teaching. Supervision is therefore hampered by the lack of skillsand competencies on the part of supervisors for academic support andsupervision of primary teachers. School supervision is for the most partreduced to the periodic checking on numbers of students and teachers,availability of furniture and equipment, and teacher absenteeism on the daysof school visits which are infrequent. The Learning Coordinators, hired underthe Second Primary Education Project (PEP II) in about one-third of theprovince, have been instituted to provide on-the-job instructional support aswell as some promotion prospects for primary teachers.

28. Within the Department of Education, the administrative structure issegregated by gender from divisional level downward. Male District EducationOfficers are responsible for management and supervision of all boys' schoolswithin their respective districts. Because of the small number of girls'schools, female divisional education officers perform the same tasks forgirls' schools covering three to five districts within a division. Femaleadministrators are therefore doubly constrained: first, by the vastgeographical territory falling under their jurisdiction; and second, by theirhaving to rely (for cultural reasons) on the availability of officialtransport rather than public transport.

29. There are separate service rules for men and women. Most of the seniorstaff management positions above the divisional level are not included in theService Rules (Women's Section), therefore preventing women from beingappointed to these positions. In some cases, promotion to certain positionsunnecessarily required prior posting in male-only positions6 (one recentexample is the position of a computer operator which required prior posting asa clerk, a post reserved exclusively for men due to the necessity oftravelling to the banks.)

6/ Certain positions are reserved for men due to cultural reasons (e.g.requiring travel to and conducting business in public places).

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Educational Policy and Planning

30. Educational policy in Balochistan, as elsewhere in Pakistan, has beenlargely driven by federal mandates which neither take account of theparticular demographic, geographic and cultural conditions of the province norare backed up by adequate evaluation, experimentation, or resources. Markedvariations among district and poor educational indicators testify to theabsence of policies tailored to local needs.

31. The historical non-availability of timely and accurate data about theeducational system results in the lack of real planning. Policy decisionshave traditionally been guided primarily by precedent and political pressures.Prior to 1990, planning activities for Balochistan's school system were theresponsibility of the Planning Cell within the Provincial Directorate ofSchools. Basic information about the school system, collected and compiledmanually by personnel from the Directorate of Schools, was inaccurate ana tooktwo years to compile. Data collection was based on predefined formats whichdid not recognize the reality of mixed schools, hence girls enrolled in boys'schools - currently amounting to about one third of total female enrollment -were simply not counted, or were counted as boys.

32. Since 1990, a computerized Balochistan Educational ManagementInformation System (BEMIS) was established to introduce data-based and demand-driven planning and management systems (Annex 4). One example is theselection of sites for new or additional construction, which is now guided bythe production of lists of school sites meeting specific enrollment-relatedcriteria. Similar procedures are being designed to guide the selection ofschools requiring new teaching positions.

IV. Beneficiary Participation

33. The Government has not yet been able to fully utilize an existing systemof community support which is historically rooted in the extended familysystem, which still dominates today's life. Several support agencies arecurrently working in Balochistan to establish community groups to improvehealth, water, income generation, and education. These include BRSP/Germany,SPO/CIDA, PED/AID, and the Dutch-Pakistani Organization. UNICEF acts as anumbrella organization by building capacity and facilitating coordination ofthese and other NGOs in Balochistan. The community groups established bythese organizations form a potentially strong basis for launching beneficiaryparticipation activities in education.

34. During program preparation, a small pilot experiment was launched totest responsiveness ane methodologies for beneficiary participation ineducation. The experiment was successful in mobilizing parents' committees toconduct self-assessments for the establishment of schools, identify localfemale teachers, arrange transr rt, provide land for schools, increase girls'attendance, and improve teacher attend'.ice and motivation. The results of thepilot experiment generated enthusiastic support from District EducationOfficers, and considerable interest am-ag other communities in the area.While the initial results of the pilot experiment were very encouraging,

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extension workers pointed out that long-term support is necessary to solidifythe role of the parents' committees.

D. Public Expenditure on Primary Education in Balochistan

35. Pakistan spends less than 3% of the GDP on education, compared with anaverage of more than 4% in other South Asian countries, and 5% for developingcountries as a whole. Similarly in Balochistan, the education sector wasneglected up to the 1980s, as shown by the low levels of spendirg on education(Annex 5: Table 1). However, between FY84 and FY92, the education budget grew12% annually in real terms, outpacing the growth of total provincial publicexpenditures (11%). When compared to other provinces, however, Balochistan'sexpenditures on education are still less than that of NWFP and Punjab.

36. Primary education snendinq. Most of the growth in education has been inprimary education, which has increased at a compound rate of 17% annually inreal terms for the past eight years. Primary education as a percent of thetotal education spending increased from about 33% in FY86 to over 50% in FY91.Over the same period, the two most populous provinces, Punjab and Sindh, haveconsistently dedicated about 50* of total education spending to primaryeducation (Annex 5: Table 2).

37. Development spendinQ. Between FY84 and FY92, development spending inprimary education grew at a compound rate of 17% annually in real terms, atthe expense of other levels of education. This was particularly pronounced inthe first four years of the Seventh Plan period (FY89-92), when primaryeducation benefitted from a 32% annual compound growth rate in real terms,while secondary and other sectors actually declined at similar rates (Annex 5:Table 1).

38. Recurrent spendinQ. While development expenditures in the totaleducation budget grew at an annual compound rate of 6% in real terms betweenFY84 and FY92, recurrent expenditure grew at 13%, most of which was devoted toprimary education (54% of the recurrent education budget). Recurrentexpenditures on primary education as a ratio of recurrent expenditure in othersectors over the period 1985-91 is shown in Annex 5, Table 3. Between 1985-86and 1990-91, recurrent expenditures on primary education grew in real terms ata compound rate of 25%, compared with 13% for all educational expenditures,and 6% for total provincial expenditures combined. As a consequence,expenditures on the education sector increased to 20% of the total provincialrecurrent budget.

39. While the GOB gave increased priority to primary education, it continuedto spend a large proportion of unit costs on salaries and allowances,neglecting non-salary items that have significant impact on studentachievement, such as textbooks and other educational materials. As Annex 5,Table 4 shows, 96.5% of the 1992-93 recurrent budget was spent on salaries andallowances, while only 1.3% was spent on furniture and school supplies and

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0.3% was spent on textbooks and publications'. The high level of unit costsshown in this table is due in part to the under- utilization of primaryschools in rural areas, where the student:teacher ratio is extremely low.

E. Sectoral Lending Strategy and Role of IDA

40. IDA strateqv. IDA's lending strategy to Pakistan in education for thepast 20 years has shifted from an emphasis on higher and technical educationto primary education; and from provision of isolated project inputs scatteredthroughout the country to province-based sectoral programs. This shift instrategy can be seen in four phases: (1) meeting manpower needs throughvocational and higher education projects was the focus of the early 70s.These projects provided small amounts of inputs to a limited number of projectinstitutions scattered throughout the country; (2) realizing that primaryeducation has the highest rate of social return, IDA supported twoexperimental primary education projects in the late 70s in a limited number ofdistricts in all provinces. The impact was limited to the projects' durationand the project areas; (3) province-based primary education projects beganwith the FY85 Third Primary Education Project, which devoted substantialresources to one province to bring about institutional change; and (4) aprovince-based sectoral program strategy was adopted in FY90 through the SindhPrimary Education Development Program, which emphasized institution buildingas well policy reforms. Building on successful experiences with provincialoperations, IDA strategy is moving towards complete coverage of a sub-sectorin one province at a time, integrating inputs from other donors and theGovernment to ensure coherence of the program and improved implementation.Furthermore, beneficiary participation leading to long-term sustainability isemphasized. This strategy forms the basis for IDA support to the Government'sSocial Action Program (para 42, 43) in the education sector.

41. Government strateQy. The Government of Pakistan's Five-Year Plans since1955 have placed universal primary education as a priority. However, thispolicy is far from being met as it has not been backed up by adequatefinancial and political commitment, nor was the institutional frameworkadequate to implement it. Since the mid-80s, the Government attractedsubstantial resources to primary education from donors. Major programs ofquality improvement and expansion in primary education, with emphasis ongirls, are being financed by IDA and other donors in Punjab and Sindh. USAIDhas been providing budgetary support for primary education sector developmentprograms in NWFP and Balochistan. ADB, UNICEF, ODA, NORAD, Netherlands, andKfW are also supporting improvements in quality or coverage in primaryeducation. However, all donor-supported operations have been experiencingimplementation problems and disbursement lags.

7/ This under-represents the amount spent on textbooks. These percentagesare derived from recurrent budget estimates; however, under the BalochistanGovernment's budgeting system, some financing for textbooks is considered adevelopment cost which still amounts to only 31 rupees per student, and wouldnot be included under recurrent.

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42. In 1991, the Government of Pakistan, recognizing that its socialindicators are among the worst in the world, began drafting a Social ActionProgram (SAP) with the purpose of greatly improving the provision of basicservices in education, family planning, health, and water and sanitation. TheSAP is a framework for action to improve the planning, programming, budgetingand implementation of all ongoing and new programs and projects in the socialsectors. The SAP represents a renewed commitment by both the Government andthe donors in partnership to focus attention and resources on removing thecritical political, policy, institutional and financial constraints toimproving effectiveness of social services. It is intended to remove endemicand systemic constraints in implementation of ongoing and planned socialsector programs and projects and expand the absorptive capacity of theGovernment.

43. Rationale for IDA assistance. IDA has a policy of promoting universalprimary education worldwide and has substantial accumulated experience in thissector. Through its continued policy dialogue with Pakistan emphasizing theneed for enhanced social services delivery, the Government of Pakistan hasrequested IDA support for its Social Action Program. To assist in thiseffort, donors including the Bank, have established a Multi-Donor Support Unitin the Resident Mission in Pakistan to provide technical assistance to theGovernment of Pakistan and provincial governments to prepare the SAP andassist with implementation of ongoing and planned programs. To further thegoal of the SAP in education, IDA is committed to a pipeline of provincialeducation development programs based on the absorptive capacity of therespective provinces.

44. The proposed Balochistan Primary Education Program (BPEP) constitutesthe education component of the SAP in the province of Balochistan. IDAfinancing of BPEP would dove-tail with the phasing-out of the USAID PED andcompletion of PEP II; BPEP fully integrates the inputs of all the otherdonors active in the province (USAID, ADB, UNICEF, Netherlands, CIDA, PAK-German) into a coherent program that covers the entire primary educationsector. As a result of close cooperation between IDA and USAID, the currentUSAID PED has tested or implemented on a pilot basis new ideas which emergedduring the program preparation phase, for example, the beneficiaryparticipation experiment. Furthermore, most of the start-up activities forthe BPEP have also begun under PED to avert implementation delays. Key policyreforms introduced in the BPEP will be reinforced by conditionalities includedin a Public Sector Adjustment Loan (PSAL) under preparation and a possibleSocial Action Program Project, which would address cross-sectoral issues.

F. Experience with Past Lending and Sector Work

45. Findings from Bank research in primary education and a series of sectorreports in education in Pakistan contributed to the design of programcomponents. Lessons-from past projects and programs, funded by IDA as well asother donors, have been derefully incorporated into the preparation and designof the present program. These lessons are outlined below:

46. One Drovince Drolect. Past projects involving a Federal CoordinatingUnit and more than one province, such as PEP II, have resulted in serious

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implementation delays because: (a) the province is legislatively andfinancially responsible for primary and secondary education, and therefore,the federal unit only introduced bureaucratic hurdles to implementation; (b)uniform solutions cannot be applied across provinces as wide variations existamong them, e.g. there is a shortage of teachers in Balochistan while inPunjab there is an oversupply; and (c) the different absorptive capacities ofthe provinces meant that a project could not proceed at an even pace. In PEPII, a one-year lag was observed between provinces. The SAP, including theBPEP, are provincial-based programs.

47. Technical assistance. Long-term resident technical assistance has beencrucial to the success of the USAID PED. On the other hand, TA funds forshort-term consultants provided under PEP II remain largely unutilized. Thisis because the PEP II did not have long-term resident TA consultants undergrant support from bilateral donors to help in the identification,recruitment, management and orientation of the short-term consultants. Theimpact of short-term consultants has been minimal since much of their time wasspent in orientation and understanding the problems. In Sindh PEDP, the ODAcomponents which have a resident TA consultant, advanced at a much faster pacethan the rest of the program which was without such input. The proposedprogram will benefit from a one-year overlap between the phasing out of theUSAID TA team and the start of the proposed program. Furthermore, GOB hasagreed to maintain an adequate level of technical assistance under the newprogram and has already begun the procurement process for technical assistanceservices according to IDA Guidelines. One major task of the technicaladvisors is to train and transfer technology and responsibilities to localstaff and consultants over time.

48. Annual Reviews. Annual reviews have become a tool for successfulplanning under the USAID PED. The annual review sets realistic targets forthe following year based on implementation records of the past year. In otherprojects, rigid adherence to PC-1 targets decided upon at project appraisalhave become a major constraint to implementation. The PC-1 targets are oftenoutdated and do not reflect the changing realities or needs which may ariseover time. For example, although Annual Review is also incorporated in SindhPEDP, this has not yet become a useful planning tool since the provincialadministration, in the absence of technical assistance to its planning unit,has not yet internalized the process. The Annual Review in Sindh PEDP hastended to be a reiteration of the PC-1 targets.

49. Program Manaaement. Experience under several projects has shown thatproject management structures established outside the normal administrativehierarchy of Provincial Departments of Education fail to institutionalizeproject gains into the regular system. The short-term benefits attainedthrough temporary structures by way of partial circumvention of normalbureaucratic hurdles eventually turn into a long-term loss in terms of lastingimpact. The Project Implementation Units of the PEP II were phased out duringproject preparation so that successful inputs from PEP II could beincorporated into the regular system. Institution building is a cornerstoneof the proposed program, including the separation of the Directorate ofPrimary Education (DPE) from secondary school administration. The programwould be managed by the DPE along with all activities in primary education.

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SO. Donor Coordination. The growing donors, interest in assisting theprimary education sub-sector, particularly in the area of educationalmaterials development, has produced a confusing multiplicity of parallelmaterials with competing claims for recognition, besides creatinginefficiencies in the use of scarce resources. Furthermore, the limitedgovernment absorptive capacity means that implementation of one project isoften at the expense of another unless well coordinated beforehand. Planneddonor coordination took place during program preparation by inviting the USAIDprogram manager to be part of all the missions beginning with identification.Integration of donor inputs is built into program design, for example,learning modules developed under PEP II are incorporated into the teachertraining programs under USAID PED and the UNICEF mobile teacher trainingprogram is also carried out under PED. The sequencing and timing of variousdonor inputs were also planned to ensure coherence of the program. With theestablishment of the Directorate of Primary Education, all activities inprimary education will be managed by the DPE, which includes a post of DeputyDirector of Policy, Planning and Development who is charged with the specificfunction of donor coordination and integration of inputs.

51. Learning Modules and Learning CoordinatorE. Learning modules andlearning coordinators were introduced to Pakistan through an IDA-financedFirst Primary Education Project in the early 80s. Evaluation showed that thepresence of Learning Coordinators greatly improved teacher attendance,although they received insufficient training to provide academic support toteachers. More than half of the Learning Modules were judged to be adequatein content and pedagogy, but their effectiveness depends on whether theteachers use them. The overall effectiveness of learning modules and learningcoordinators was severely hampered by the perception that these were donor-funded experiments outside the regular system. Under BPEP, permanent posts ofLearning Coordinators would be provided in the regular system, and learningmodules would be incorporated into Teacher Guides as part of the totallearning system, for use in regular training of teachers and supervisors.

52. ADDroval of School Sites. One of the most intractable problems inschool construction is the selection and approval of sites. In nearly allpast projects, the injection of politics in this process tampered with theagreed criteria for site selection as well as delayed the school constructionprogram by one to two years. In the BPEP, criteria for site selection wereagreed during pre-appraisal. The BEMIS system produced a list of schoollocations based on agreed criteria and GOB selected from this list sites forthe first year construction before appraisal. GOB met the condition ofnegotiations in submitting a list of approved sites for the first year'sconstruction program. In future years, the amount of construction to beundertaken in the following year would be contingent upon approval of sitesaccording to agreed criteria by November of each year. During Annual Reviewin April, necessary development and recurrent costs associated withconstruction and subsequent school establishment including sanctioning ofteacher posts and provision of materials would be incorporated into GOB'sbudget documents.

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II. THE PROGRAM

A. Program Objectives

53. The Balochistan Primary Education Program (BPEP), which is the firstphase of a long-term government program, has the objectives to: a) improveaccess, equity and efficiency in primary education, particularly for girls; b)improve the quality of the learning environment for all schools; and c)improve the organizational framework, planning and management of theprovincial education system.

54. The BPEP consists of all activities in primary education, includingimproved operation of the current system as well a gradual expansion of thesystem during the period of the Eighth Plan (FY94 to FY98). The degree ofsystem expansion is based on a detailed appraisal of the maximum capacity eachyear, particularly in terms of two major constraining factors: numbers offemale teachers that could be recruited and trained8, and constructionmanagement capacity9. This appraisal examined performance in past years, inparticular 1992, when combined donor financing from IDA's PEP II and USAID PEDtripled the actual development spending of the prior year. GOB's ownfinancing for recurrent and development combined has been increasing at anaverage growth rate of 17% in real terms for the past eight years since FY84.Special measures are built into the program to remove implementationconstraints and expand the absorptive capacity of the government agencies.

55. The BPEP includes both development and recurrent costs and financing bythe Balochistan Government, IDA, ADB, USAID, UNICEF, CIDA and the Netherlands.The BPEP integrates all ongoing and planned activities under various donorsand the GOB in a coherent and synchronized manner.

56. During the BPEP time frame of five years (FY94 to FY98), the programexpects to increase enrollment by about 380,000 students, including theincrease in enrollments through establishing new schools and from theincreased utilization of existing schools, a direct result of improvedlearning environment for all existing schools. This would lead to a doublingof the participation rate for girls, up from 15% at the beginning of theprogram period to about 29% and an increase from 49% to 72% for boys (Annex6). This assumes that population will continue to grow at 3.2%, a factor

8/ In the entire province, there are only about 2,500 girls outside of Quettawith the minimum teacher qualification, i.e. at least a 10th gradequalification.

9/ In the past years, the GOB has been constructing about 300-500 classroomsper year. With the support of a private construction management firm andincreased funding from IDA and USAID in 1991-92, the GOB constructed about1000 uncompleted classrooms. The target for 1993-94 had been reduced to about800 classrooms to allow for completion of works already started. A gradualincrease in capacity is planned.

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which greatly inhibits the participation rates from increasing at a fasterrate than the current projection.

B. Program Strategy

57. The BPEP constitutes the primary education component of the SocialAction Program in Balochistan. Within the SAP framework, strategies outlinedbelow are adopted in the BPEP to meet the objectives of primary education inBalochistan. Agreements were reached during Negotiations that the GOB will

provide an official letter setting forth the province's primary educationsector policy, strategy and priorities. The strategy includes:

Ak. Establishing girls' mixed schools to improve access, equity andefficiency; and giving priority to mixed and shelterless schools in schoolconstruction program.

B. Institutionalizing a site selection process based on demonstratedneeds as shown in School Census data or community beneficiary requests.

C. Increasing female teacher supply through (a) identification of alleducated women in the province willing to teach through the Human ResourcesSurvey, then recruitment and training of these women through mobile teachertraining teams and provision of continuous support to those appointed asteachers through the Learning Coordinators network and school parentscommittees; and (b) lowering the entry age and qualifications requirements forrural female teachers, where necessary.

D. Introducing a learning system geared to the special multi-grade andmulti-lingual environment in Balochistan based on student-centered core textsand supplementary materials. The system would be reinforced by regular supplyof such materials to all schools, and training of all teachers through annualin-service workshops and continuous on-the-job training by LearningCoordinators.

E. Institutionalizing a beneficiary participation process by accordingtop priority in school construction and teacher appointments to communitiesthat have met the minimum requirements for schools and established parentscommittees. A certain number of teacher posts would be set aside at thebeginning of each year to meet the needs of the community requests, as theyarise.

F. Encouraging private schools to provide student places todisadvantaged population through a scholarship program targetedto girls of low-income families.

G. Institutionalizing a needs-based and demand-driven system ofplanning and management in the Directorate of Primary Education which wouldinclude a strengthened Management Information System and a revised system ofperformance review and job descriptions for all levels of administrators inthe system.

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H. Restructuring the public expenditure program in primary education,towards items needed to carry out the above strategy.

58. GOB, with donors assistance, prepared a 5-year illustrative programincluding a detailed calculation of the development and recurrent cost needsof all existing, new and planned schools in the province including teacher andmaterials costs, Operation and Management etc. All program components,except for the girls scholarship experiment, are ongoing or have been pilotedduring the past year, mainly under USAID PED funding. Demonstratedperformance in the past year and planned measures to improve capacity formedthe basis of the first year BPEP work program, which has been agreed upon.Based on the five-year illustrative program, specific targets and costs forthe second and subsequent years would be detailed in Annual Operational Plans.The draft Annual Operational Plan would be prepared by the Directorate ofPrimary Education, cleared by the Steering Committee on primary education(para. 99), and submitted to IDA by April 30 of each year. This Plan would beagreed between the GOB and IDA during Annual Reviews (para. 104). All otherdonors active in the province in the primary education sector would be invitedto participate in the Annual Reviews. The following principles would befollowed in the evaluation of the Annual Operational Plans:

A. The Operational Plan should include all activities in primaryeducation, including all domestic and external funding sources. All programcomponents should be fully consistent and synchronized in a coherent mannerincluding sequencing and timing of and various activities.

B. Performance targets for each component should be based ondemonstrated achievements in the past year and planned measures to improvecapacity.

C. The Operational Plan should include a detailed calculation ofdevelopment and recurrent cost needs of all existing, new and planned schools,taking into account that non-salary recurrent costs for instructional suppliesshould be not less than Rs. 50 per student (para. 81).

59. At Annual Reviews, provincial budgets documents (for both developmentand recurrent) would be checked to ensure that the GOB hasfully allocated the required financing to carry out the agreed AnnualOperational Plan. Agreements were reached during Negotiations that the GOBwill (a) submit to IDA by April 30, a draft Annual Operational Plan for thefollowing fiscal year, (b) review annually with IDA, not later than June 15 ineach fiscal year, program implementation for the fiscal year and agree on theOperational Plan for the following fiscal year, and (c) ensure that adequatedevelopment and recurrent budgetary allocations will be made, both fromdomestic and external sources, to carry out the agreed Operational Plan.

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C. Program Description

I. Improving Access, Equity and Efficiency (Estimated Cost: US$111.8 million;IDA financing: US$70.8)

60. The main focus of this component is to improve access, equity andefficiency in primary education by: a) provision of buildings, equipment andfacilities in existing and new schools, particularly those with a femaleteacher and a mixed student population; b) encourage private sector provisionof student places through a per-student scholarship scheme targeted at low-income girls.

School Buildinca, Eciuipment and Facilities.

61. In five years, the total program would provide facilities for about5200 classrooms, in both new and existing schools. IDA would finance about63t of the classrooms, GOB contribution would be about 35% and ADB about 3%(Annex 7, Tables 1&2). IDA support would include: (a) construction andfurnishing for about 720 new girls schools which boys may attend; (b)construction for about 2,500 classrooms in 780 existing shelterless schoolswith mixed student population (includes schools in rented facilities, schoolswithout any buildings, schools needing replacement and additional classrooms).These new and rehabilitated schools will include multi-grade facilities, builtin accordance with one of the approved prototype primary school buildingdesigns prepared for the program. Before negotiations, GOB prepared aprototype drawing of a multi-grade school building, which was satisfactory toIDA. All schools would be provided with: (a) appropriate furniture, (b) alatrine block, and (c) storage for books and materials. The new girls'schools would also receive a boundary wall. Maintenance would be budgeted at6% of the capital costs annually.

62. School heads do not have authority to dispose of broken furniture sothat this furniture takes up much of the classroom space, resulting instudents being displaced to the school yard for instruction. GOB will, byDecember 31, 1993, formulate rules to permit heads of schools to dispose ofbroken and damaged furniture.

63. GOB has undertaken to base school location planning and buildingdecisions, regardless of funding sources, on needs and/or demonstrated demand,as shown in the yearly school census conducted by BEMIS and/or communityrequests (para. 96). IDA would disburse against schools built on sitesselected according to priority order shown in Annex 8. These criteria would,in priority order, favor girls schools with a female teacher and communityparticipation, then mixed schools with a female teacher, mixed schools withmale teacher and finally male shelterless schools. During Annual Reviews,these criteria would be reviewed jointly by GOB and IDA to determine if anyamendment is necessary, based on the latest School Census. Beforenegotiations, GOB had formally approved the list of sites for the first yearof school construction, which met the -agreed priority criteria: atnegotiations it agreed to carry out the first year's construction at theapproved sites. For subsequent years, agreements were reached duringnegotiations that the GOB would submit the list of school sites for IDA

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financing according to agreed priority criteria no later than November 15 ofeach year, beginning November, 1993.

64. A policy measure will be introduced to allow for double shifts whenneeds arise. Demonstration of needs may be determined by urban locationswhere enrollment dictates the need for double shifts to increase studentplaces and in rural areas where -the community demands segregated schools suchthat the same building would be used in different shifts for girls and boys.Agreements were reached during Negotiations that the GOB will introduce doubleshifts where needed.

Pilot Experiment on Girls Scholarships for Private Schools.

65. This experiment has the objective of supporting the development of thelow-tuition charging private education sector in poor semi-urban areas, thusexpanding the number of children the Government can educate with a limitedcapacity (Annex 9). Initially, the experiment would be targeted to a smallnumber of disadvantaged girls which will enable the currently minimal core ofeducated women to be expanded.

66. The experiment will provide monthly scholarships to a selected cohortof girls living in Divisional or District headquarter towns. Thesescholarships can only be used at private schools meeting eligibility criteria:GOB will use criteria for the selection of students and schools which it hasestablished and which IDA has approved (Annex 9). The scholarships will bepaid by GOB directly to the schools based on the number of enrolledscholarship students as verified by the District Education Officer. Thisscholarship covers enrolment fees, tuition, books and educational materials.Scholarship students must enroll in Kachi (kindergarten) or grade 1 and willreceive the scholarship for six years. The scholarship will not be paid forrepeated grades (Annex 9).

67. Under the program, 600 girls will receive scholarships in the firstyear and 600 in the second year. This could be expanded to 2,400 girlsannually by the end of the program, if the experiment is considered worthwhileby Mid-Term Review. IDA would also finance program administration, and anevaluation in the first and third years of the program.

68. The program will initially be overseen by the Deputy DirectorAdministration (Schools) with support from a full-time local private educationadvisor and one support staff. This administrative arrangement will bemaintained until such time as the program is incorporated into the operationalmechanism of a possible Balochistan Education Foundation.

69. A possible Balochistan Education Foundation is under discussion toprovide developmental support and recurrent resources to disadvantaged privateeducation institutions. Although there is a draft legal document for theformation of this Foundation, there has been little discussion concerning therules and regulations that would govern its operation, nor of mechanisms fortargeting assistance or review processes. Technical Assistance (12 staffmonths) would be provided under IDA financing to assist in this effort.

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II. Improving the Learning Environment (Estimated Cost: US$35.3 million; IDAfinancing: US$17.6 million)

70. Physical facilities, teachers, materials and community support are thefour major resources required to improve the total learning environment forprimary children in all Balochistan schools (Chart 1). The followingcomponents focus on provision of quality teachers and materials resources forall existing, new and planned schools, which are expected to reach about 9,000by the end of the program period.

Teacher Resources

71. Teacher quality and supply will be strengthened by: (a) on-servicetrainingl through an accelerated teacher training program; (b) pre-servicetraining through the Government Colleges for Elementary Teachers (GCET) andthrough a culturally-acceptable Mobile Teacher Training Program to ruralfemales; and (c) in-service training of trained teachers to upgrade skills inmulti-grade teaching and support for Learning Coordinators (LCs). The threetypes of training would be offered in three different venues for varioustarget populations:

Type of training GCET Field-Based On-the-job

On-service (not Existing Existinglikely to be untrained untrainedneeded after teachers up to teachers1994) 1994

Pre-service All new male and Most new femalewilling female teachers; thoseteachers from who cannot attend1994-95 onwards GCETs.

In-service Annual workshops Monthly visitsto all trained by LCs to allteachers, LCs, teachers inDEOs and SDEOs their schools

72. On-Service Training. The program will provide continued support to the"Accelerated Teacher Training Program" also called the PTAC or "Crash

10/ This term "on-service training" is used for untrained teachers who arealready on the job and require training to obtain a certificate. This termshould be distinguished from "in-service training" which is provided fortrained teachers who need to upgrade their teaching skills.

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program,"1 begun under USAID PED. This three-month on-service program isbeing implemented by the Bureau of Curriculum and Extension. The program willcertify 8,000 untrained teachers currently employed in the system in fourcycles training 2,000 teachers each. The first cycle started in June 1992 andthe last will start in January 1994. A formative evaluation of theaccelerated training program is planned at the end of each cycle. Resultswill be used to improve the content and implementation of following cycles.Teachers will be trained by teams of "master trainers" -- chosen from a cadreof supervisors, learning coordinators, and secondary teachers who have hadprimary teaching experience.

73. The PTAC, conducted in a mixed-gender environment, focuses on practicalteaching in primary content areas which follow the national curriculum.Emphasis is also placed on school organization, classroom management, andchild development and counseling. The PTAC is designed to give all teachers acommon base of knowledge which can be extended through further in-servicetraining. This teacher training is specifically designed to address teachinigproblems in rural, multi-grade schools. Multi-grade teaching approaches to beemphasized include lesson preparation; student centered teaching/learning;peer tutoring; instructional grouping; library management; materialspreservation; creation of a positive learning environment; and studentassessment and feedback. Upon successful completion of the PTAC, teacherswill be appointed by the GOB as certified teachers.

74. If successful, this program will eliminate the backlog of untrainedteachers by 1995 and permit the GCETs to focus on their mandate of pre-serviceteacher training.

75. Pre-service Teacher TraininQ. The Program will support the Bureau ofCurriculum and Extension in converting the province's eleven GCETs from on-service to pre-service training for primary teachers. Only new recruits willbe admitted to GCETs beginning 1995. In consultation with the NationalCurriculum Bureau, the syllabus of the GCETs will be redesigned to better suitthe needs of pre-service training. An introduction to the teaching professionand what a teacher does will be provided to trainees through directedobservation, practicums, video-taped examples, etc. The GCET staff will beassisted in this conversion by an intensive staff development program. Whilethe teaching of content areas cannot and should not be ignored, they cannot beallowed to overshadow subjects focusing on instruction. Subjects such as:multi-grade instruction, second-language teaching techniques, childdevelopment, the use of supplementary materials, constructing and usingteacher made aides using local materials, developing and using appropriateactivities, etc. are an important part of any teacher training curriculum.The syllabus of the GCETs will be continually updated during the life of theprogram as new primary school materials and texts become available. Also,GCETs will be provided with libraries, instructional materials and equipmentcenters to introduce teachers to what is available and enable teachers to make

11/ PTAC: Primary Teachers Accelerated Certificate is equivalent to aPrimary Teachers Certificate (PTC) in Balochistan but is not recognized inother provinces.

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use of them. Both IDA and the ADB Teacher Training Project will finance theseinputs.

76. GCETs currently have a capacity of about 1,200 student places. This ismore than sufficient to meet primary school needs for the BPEP period.

77. Mobile Female Teacher TraininQ Procram (MFTTP). The AdditionalDirectorate of Primary Education is currently experimenting with a mobilefemale teacher training program, funded by UNICEF. It is designed to create apool of potential female teachers in rural and remote areas. In these areas,young women with an 8th grade pass or better are unable or unwilling toparticipate in the regular residential pre-service training programs due tocultural reasons. Under MFTTP, mobile training teams conduct training in highschool premises in village centers to which girls from surrounding areas aretransported daily. The present program is only for two months and does notmeet the requirements for a teaching certificate. Beginning in 1993, theprogram will be expanded to three-months (it will parallel the "Crash" course)and will offer the PTC equivalency program so the candidates may obtain acertificate. The MFTTP will train about 200 females per year up to 1994.This would enable the candidates to be appointed as a teacher at the Basic PayScale (BPS) upon successful completion of the program. Upon improving her 8thgrade qualification to matriculation, a teacher would be eligible to bepromoted to a regular BPS 7 teacher position without further training. A"Matriculation Girls Project" funded by the Netherlands will provide tutoringto these 8th grade girls to enable them to sit for the Matriculationexamination as individual candidates.

78. From 1995 onward, with the re-orientation of the GCET curriculum topre-service training, the curriculum of the PTAC will be revised accordinglyto maintain equivalency. The majority of female pre-service trainees will betrained under the mobile MFTTP which is only open to female candidates. Themobile pre-service program will train annually about 500 prospective femaleteachers -- 125 every quarter, 5 groups each of 25 trainees. They will beposted to girls' schools. The MFTTP will be held in districts which haveformed beneficiary participation groups (para. 95) on a priority basis. MFTTPwill be supported by an information campaign which promotes female educationin general and encourages people to identify potential female candidates.Under the MFTTP, the entry qualification has been relaxed to 8th gradegraduation, however, the entry age to the teaching profession is between 18 to28. It is therefore necessary to relax the age limitation to allow ruralwomen with an 8th grade education to be appointed to a teaching position.Furthermore, there may be women older than 28 with appropriate qualificationswho are willing to enter the work force. Before negotiations, the GOB hadrelaxed entry qualification for rural female teachers, to a minimum of an 8thgrade pass, and the entry age range to 14 to 40, in cases where betterqualified women are not available.

79. In-service training. At the conclusion of the On-service Programs(para. 71), the program will support in-service training for all learningcoordinators and all primary teachers in the use of the new instructionalmaterials in the multi-grade context. Orientation workshops will also beprovided for the 24 District Education Officers, 48 Sub-District Education

22

Officers and 72 Assistant Sub-District Education Officers. Bureau ofCurriculum staff will be master trainers and will train the 595 LearningCoordinators (LCs) for 3 weeks in 1994. Based on feedback from a recentassessment of the Learning Coordinators, part of their training will focus onclassroom supervision. This will include systematic classroom observation,how to help teachers learn and implement new teaching methods in multi-gradeteaching, and provide academic support for teachers. Beginning in 1995, theLCs will be trained annually for one week in the use of the multi-gradetextbooks and support materials under development. The LCs will in turn trainabout 18,00012 teachers under their respective jurisdictions in one-weekworkshops. Learning coordinators will be trained to conduct frequent on-sitevisits to systematically observe classrooms and provide instructional support.Every mon.h, one-half of a school day will be set aside for LCs to meet withtheir teachers in groups to exchange problems and solutions. The LearningCoordinators will report to the ASDEOs who will submit training plans to theSDEOs who will in turn submit consolidated plans to the Bureau of Curriculumwhich will have the responsibility to supervise the entire in-service trainingprogram. The training materials for these in-service workshops will bedeveloped in conjunction with the newly created Instructional Materials Cellin the Bureau of Curriculum.

80. Male Learning Coordinators will be provided with motorcycles and groupsof female Learning Coordinators with vans and jeeps. The transportdeficiencies of Sub-District and Assistant Sub-District Education Officerswill also be met. IDA would also finance part of the maintenance costs of thevehicles. 78 staff months of international technical assistance will beprovided for all of the teacher training components.

Material Resources

81. Improved instructional materials will be achieved through the provisionof: (a) multi-grade student-centered core texts; (b) supplementary readers;(c) teacher's guides revised to suit the multi-grade condition; and (d)improved distribution system (Annex 10). All materials will be screened toavoid gender bias and materials development efforts will pay particularattention to enhance the self-image of girls. These components build on theexperience and lessons of the ongoing primary education programs (includingPEP II and USAID PED). 77 staff months of international technical assistancewill be provided for these sub-components. Budgetary allocation for non-salary recurrent costs, specifically instructional supplies, would beincreased to Rs. 50 per student per year from the current Rs. 21.7 perstudent. This would be included in the recurrent cost calculation for theAnnual Operational Plan (para. 58).

82. Student-centered core texts. To allow students of different gradelevels in the same classroom to engage in "concurrent" activities, a newseries of student core texts based on the principles of a pupil-centeredapproach to encourage independent learning will be developed and introduced

12/ There are currently 14,493 teachers on post. It is anticipated that bythe end of the five-year Program there will be about 18,000 teachers.

23

into the classrooms (Annex 10). The program will support technical assistanceand training to the Instructional Materials Development and Training Cell(IMDTC) responsive to the Curriculum Bureau to evaluate and field test newmanuscripts for the multi-grade situation in Balochistan. The program willprovide technical assistance, training and equipment to the BalochistanTextbook Board (BTB) and staff to prepare manuscript specifications, andevaluate and procure textbooks from commercial publishers. In addition, theprcgram will support improved premises, equipment and vehicles for theTextbook Board. The active involvement of private commercial publishers andprinters in Pakistan in the development of new books will be continued andimproved in the program.

83. Supplementary Materials. Critical to successful multi-grade learningenvironment is the availability of a range of reading materials for students.The Textbook Board in liaison with the IMDTC and the Curriculum Bureau will beresponsible for purchasing suitable supplementary readers for every primaryschool classroom in Balochistan. This will provide much needed support forreading and will provide the basis for a research-, activity- and enquiry-based approach to learning which is essential if the independent learningstrategy required by single-teacher, multi-grade classes is to be developed.

84. Teachers' Guides. The Instructional Materials Development and TrainingCell will evaluate the learning modules produced under PEP II and willincorporate them into teachers' guides for use in a multi-grade teachingenvironment. The text of the teachers' guides will be prepared by the BTB andthe IMDTC in association with the Curriculum Bureau.

85. Distribution System. GOB recognizes that the distribution system forbooks and printed materials needs to be re-structured to make it more reliableand cost efficient. This is particularly necessary since a significantincrease in the number of books is planned to be introduced into Balochistanprimary classrooms. In the first year of BPEP, a study will be conducted toevaluate the existing distribution system. Based on the recommendation ofthis study, funds will be provided for transportation, storage upgrading,improvement in the packaging of books and better inventory control andmanagement. This will be tied into improvements in school statisticsinformation provided by BEMIS and an upgrading of school storage capacity andconservation practices.

III. Improving Organizational Framework, Planning and Management. (EstimatedCost: US$184.3 million; IDA financing: US$17.1 million)

86. This component is designed to address the Province's need to establisha needs-driven and data-based system of policy development, planning,management and administration, and monitoring. This will be accomplishedthrough: (a) restructuring the Department of Education to form a separateDirectorate of Primary Education (DPE), and recruiting and maintaining thenecessary administrative and teaching staff to meet the needs of the system;(b) establishing a policy, research and evaluation function within the DPE;and (c) strengthening the management information system. Funds will also beprovided for studies necessary for future program development.

24

StrengtheninQ the Directorate of Primary Education

87. In order to strengthen the management and administration of primaryeducation, GOB bifurcated the Directorate of Schools Education into a separateDirectorate of Primary Education and a Directorate of Secondary Education.Before negotiations, the GOB had formally established the Directorate ofPrimary Education with full power and key staff to execute itsresponsibilities. The Directorate of Primary Education (DPE) at theprovincial level has four functional sections (Chart 2): (a) Policy, Planningand Development; (b) Accounts; (c) Administration; and (d) BEMIS. Eachsection is headed by a Deputy Director and is responsible for all relatedareas of work. To manage the schools in two different climatic zones, 13 twoRegional Additional Directors are to be placed in the field to assist theDirector of Primary Education. These higher level positions have not beenopen to female candidates. By December 31, 1993, the GOB will amend theService Rules (School Branch) (Women's Section), to include senioradministrative positions at Basic Pay Scale 16 and above. Below theprovincial level, District Primary Education Officers (DPEOs) and Sub-DistrictOfficers have the main responsibilities for administrative supervision ofprimary schools. There will be one male DPEO per district and one female DPEOper two districts (due to the much smaller number of female schools). EachDPEO will be assisted by a Sub-District primary Education Officer. Thelearning coordinator system in seven districts of PEP II (para. 27) will beexpanded to cover all 24 districts in Balochistan. Learning Coordinators willbe appointed on the basis of 1:15 for boys schools and 1:1014 for girlsschools. The positions of existing Mosque schools' supervisors and othercategories of supervisors will be merged with the formation of the LCs asplanned by GOB. Additional teachers will be hired on the basis of one teacherper classroom.

88. A management-needs analysis study will be carried out to help theDirectorate become operational. On the basis of this study, IDA will financemanagement training services. Management training will be contracted out bythe Directorate of Primary Education on a regular basis according to needs tocountry-based NGOs or management training institute of acceptable standing.

89. To assist in improving and monitoring staff performance and identifytraining needs, sample job descriptions of key education managers andsupervisors have been developed (see Annex 11). The program will providelocal technical assistance to develop annual performance instruments, based onfinal job descriptions. A new performance evaluation system will be developedduring the program period and training will be provided to all levels of

13/ Differing climatic conditions in the province resulted in a policydecision to develop a summer zone and winter zone. The school year in theSummer Zone is from January to October and in the Winter Zone from March toDecember.

14/ These ratios are derived from experience under PEP II. Since very fewgirls schools exist in the province, the female learning coordinators have totravel further and cover fewer schools in the same time frame.

25

supervisory staff to carry out performance evaluation. Performance evaluationwill reward improved teacher and student attendance, full utilization ofavailable instructional materials and encourage community beneficiaryparticipation. 74 staff months of international technical assistance and 360staff months of local consultancies will be provided under this component.

Strengthening the Management Information System

90. The program will emphasize continued development of the BEMIS (Annex 4)within the Directorate of Primary Education. BEMIS will collect and analyzeinformation needed to: (a) prepare the semi-annual school census; (b) providepersonnel and financial management information (including information toprocess reimbursement vouchers for school construction to acceleratedisbursement); and (c) expand and update the human resource survey.Information will flow to the central BEMIS office from branches at: (a) thecentral level in the offices of the Secretary, Director of Primary Educationand Director of Secondary Education; (b) Division Education Offices; and (c)District Education Offices. Each branch will be equipped with computers andtrained personnel. The use of BEMIS data will be incorporated into thetraining of District level officers. BEMIS also collects core data for NEMIS,the National Education Management Information System. IDA would finance 48staff months of international technical assistance, as well as equipmentmaintenance and supply.

91. Current service rules require promotions from within the Government.However, there is a dearth of computer personnel within the Department ofEducation who are qualified for positions in BEMIS. It is therefore necessaryto fill technical positions externally from the open market. These include:the Deputy and Assistant Directors of BEMIS, Technical Assistants North andSouth, Systems Analysts, Computer and Assistant Computer Operators, theAssistant Director Research, Professional Assistant Research, Data Processorsand Computer Operators. Agreements were reached during Negotiations that byDecember 31, 1993, the GOB will amend the service rules to allow for externalrecruitment of all technical positions related to the Management InformationSystem, as cannot be filled through promotion for lack of requiredqualification.

Policy Monitoring and Evaluation

92. A Policy Monitoring and Evaluation Unit under the Deputy Director forPolicy Planning and Development will be established to analyze and interpretdata collected by BEMIS and producing related policy studies andrecommendations. The Unit will evaluate program outcomes, in bothquantitative and qualitative terms. Qualitative evaluation will includeassessment of educational achievement on a sampling basis in the initialyears, leading to a feasible province-wide system of education assessment.Full development of this unit will allow applied policy research to be carriedout with regard to the relative effectiveness of the various types of schoolsin Balochistan, including Mosque schools, the efficacy of mixed schooling, thefeasibility of mixed administration, promotion and repetition, girls'education, mother tongue, availability and access to schools, service rules,and community participation. This research will also be used in preparing

26

future programs. 20 staff months of international technical assistance and120 staff months of local consultancies will be provided to carry out theabove activities.

93. To fill the policy vacuum with regard to provincial primary education,GOB will establish a Policy Review Board on Primary Education, chaired by theChief Minister of Balochistan, having as members the Planning and DevelopmentMinister, Education Minister, Finance Minister, Finance Secretary and theEducation Secretary. The Director of Primary Education would serve as BoardSecretary. The Board would meet on ad hoc basis whenever a major policyissue's arises. Before meetings, the Directorate of Primary Education wouldprepare a technical assessment of issues for Board review and decision.

IV. Beneficiary Participation (Estimated Cost: US$0.9 million; IDAfinancing: US$0.5 million)

94. The program will gradually institutionalize beneficiary participationto help accomplish its objectives: improving access, efficiency and equity,improving the learning environment and improving organizational framework,planning and management.

95. To promote beneficiary participation through an expansion of the pilotexperiment now in progress, UNICEF, CIDA and possibly other donors andPakistani charity foundations will finance community workers in selecteddistricts to work with parents. The DPE will contract services of a fewconsultants to form a Coordination Unit to assist the DPE to institutionalizethe beneficiary participation process within the Department of Education.

96. The Coordinating Unit will: (a) expand the pilot experiment onbeneficiary participation by initiating community work in new districts, thenhanding the work over to local NGOs; (b) facilitate the processing of requestsby communities for school construction, teacher appointment, and materialssupply; (c) coordinate an existing network of NGOs"6 in the province foractivities in education through mappinJg of activities and initiatives, andinformation exchange; and (d) provide training to the network of NGOs withregard to education issues and methods of organizing beneficiary groups. Itwill work closely with district education offices to provide training andsupport for participatory activities, and with the DPE Deputy Director forAdministration who is designated as the liaison with community beneficiarygroups. Based on the pilot experiment, it is anticipated that 50-100beneficiary groups per year will be established during the first three years,then between 150 to 200 beneficiary groups per year will be established duringthe period 1996-2000. Results from the pilot experiment currently underway

IS/ An example of a major policy issue is the local language textbook policywhich was recently reversed by the Provincial Assembly (see para 22).

16/ Most of the existing NGOs are actively involved in community development,but not specifically education. Donors actively supporting these NGOs areUNICEF, Pak-German BRSP and Canadian CIDA.

27

and methods of beneficiary participation are shown in Annex 12. 36 staffmonths of consultancies are planned for this component.

97. GOB has agreed that the responsibility for implementing the beneficiaryparticipation activities should lie with NGOs outside of government. However,the process of beneficiary participation is being institutionalized within theDepartment of Education. GOB will provide school buildings, teacher posts,teacher training and materials made available by the program, on a prioritybasis, to communities which meet minimum requirements for schools and haveorganized beneficiary groups (para. 63). The Department of Education wouldreserve a number of unassigned teacher posts at the beginning of the fiscalyear for community beneficiary schools that may be established during theyear. Community workers would assist responsive communities to form a parentscommittee consisting solely of parents of children in the school service area.The parents committee would be responsible for providing temporary shelter andrecruiting and supporting a teacher who would be teaching on a voluntary basisfor at least two months. During this period, assessment would be made of theteacher's competencies and commitment to teaching. A teacher which passes theassessment would be eligible for the mobile teacher training program andhis/her school would be sanctioned with a teaching post. Within three yearsafter the school establishment, the Department of Education would provide apermanent building for the school. Parents would continue to participate inthe management of the schools following school establishment, particularly themonitoring of teacher and student attendance and school maintenance. Underthe pilot experiment, 22 schools were established in a period of four monthsenrolling about 1000 girls, with an average enrollments twice that of regulargovernment schools. During this period there was nearly full attendance ofboth students and volunteer teachers which is unusual in regular schools. Onefinding of the pilot experiment is that continued support by community workersor District Education Officers is necessary to maintain the momentum. UNICEFis considering providing small amounts of grants funds to communities duringthis start-up period in order to attract more communities to establishcommunity beneficiary schools.

D. Program Management and Implementation

Organization and Management

98. Proaram Management. The program would be implemented by the linedepartments of the new Directorate of Primary Education (DPE) and by existingline agencies of the Balochistan Education Department. An organizationalchart showing the program management arrangements and implementationprocedures for each sub-component are described in Chart 2.

99. Proaram Coordination. Uncoordinated actions under vertical linedepartments and autonomous agencies in previous IDA financed projects led todelays, inefficient use of resources and lapses in quality of outputs (para.50). Hence, the director of DPE would be responsible for full coordination ofall program-related activities within the Department of Education; facilitateresource flows to the implementing agencies, and to the appropriate extentconsolidate the procurement of goods and services in consideration of

28

efficiency and economy of scale. The DPE would also serve as theclearing-house for issues requiring the decision of top management of theBalochistan Education Department and external agencies including IDA. Toensure coordination outside of the Department of Education among differentgovernment departments and agencies which have an impact on primary education,the existing Steering Committee on the PED program, under the chairmanship ofAdditional Chief Secretary for Planning and Development will be continued.The Committee Members include: Additional Chief Secretary (Chair), Secretariesof Finance, Education and P&D (Implementation); Director of Primary Education;Director, Bureau of Curriculum and Extension Center; and Secretary, TextbookBoard. This Committee will have the responsibility of reviewing all schemesand projects in the primary education sub-sector, regardless of fundingsources.

100. Implementation Resnonsibilities. On a daily program operationalbasis DPE would be responsible for: (a) monitoring program costs and programaccounts; (b) processing disbursement applications and keeping track ofdisburo3ments of loan funds; (c) procurement of equipment and softwarepackages and administration of suppliers and technical assistance contracts;(d) placement and tracking of local staff receiving training abroad; (e)monitoring procurement of civil works undertaken by the DCW and Architecturaland Engineering consultants; and (f) preparation of consolidated periodicreports (and arranging for audits of accounts) on program implementationprogress. The principal implementing agencies and their respective programsub-component would be: (a) the Directorate of Civil Works (DCW) in charge ofschool building, equipment and facilities (para. 61); (b) the Bureau ofCurriculum and Extension (BCE) in charge of teacher training programs (para.70 et seq.) -- BCE is also responsible for the Balochistan component of theTeacher Training Project funded by ADB; (c) the Balochistan Textbook Board(BTB) in charge of books and instructional materials (para. 81); (d) theDirectorate of Primary Education (DPE) in charge of strengthening theinstitutional framework, including the provincial directorates program, theeducation management information system, planning, research and evaluation(para. 86), as well as of mobilization of private sector resources -- theprivate school pilot experiment and beneficiary participation (para. 95). APlanning Checklist for Program Implementation, indicating responsible agenciesfor each task, is shown in Annex 13, Table 1. Key indicators for attainmentof program targets are shown in Annex 13, Table 2.

101. Institutional Development. Past lessons include the criticalimportance of long-term resident technical assistance to ensure successfulprogram implementation and institution building (para. 47). One major task ofthe TA team is to train local staff and consultants to enable them to takeover and carry out most of the tasks on their own. The BPEP benefits from aone-year overlap with the USAID technical assistance team, and the GOB hasagreed to continue with a similar type of technical assistance under BPEP withIDA financing. Quantities and phasing of technical assistance consultanciesby program component during the BPEP period is shown in Annex 14. Beforenegotiations, the GOB had finalized, to the satisfaction of IDA, the terms ofreference, letter of invitation and conditions of contract for the technicalassistance services. Submission to IDA evaluation and recommendation reportsin respect of the consultants to be employed for the provision of technical

29

assistance is a condition of Credit Iffectiveness. Job descriptions for keypositions in the newly established Directorate of Primary Education have beenprepared (Annex 11). All staff will receive job descriptions and jobinduction training. Their perfcrmance skills would be further reinforcedthrough needs-based management training. Each unit of operation within andsubordinate to the Directorate of Primary Education, as well as thecomplementary line agencies, will be enabled to prepare annual work programsto synchronize and coordinate physical and qualitative inputs into theprogram. The built-in monitoring and evaluation capacity of the Directoratewill assist in making needed adjustments and ensuring the achievement ofperformance objectives. An institutionalized mechanism of progress reportingwill be used as a management tool throughout the implementation phase. Thepractice of using local village contractors to carry out school constructionwill be continued. However, to improve the quality of construction, largerpackages of 3 to 5 sites will be grouped together, to the extent possible,during tendering, to attract better qualified contractors.

102. Construction manaaement. Delayed site selection, inefficienttendering processes, restrictive ceilings placed on unit construction costs,inadequate supervision, inappropriate school designs and limited constructionmanagement capacity of the Directorate of Civil Works (DCW) were the majorreasons for the unsatisfactory progress on building components under previousprojects. The program addresses these problems by: (a) reinforcing theprovision of a bi-annually updated data base through BEMIS to assist in schoollocation decisions (para. 63, 90); (b) mandating the submission of the list ofselected school sites by mid-year review and approval of school sites by theend of December every year to facilitate the construction progress in thefollowing financial year (para. 63); (c) encouraging the development ofalternative school designs in consonance with the requirements of multi-gradeteaching (para. 61); (d) strengthening engineering supervisory servicesthrough the engagement of an external engineering/architectural firm from theprivate sector; and (e) augmenting the capacity of the DCW and the use ofappropriate procurement procedures as described below (para. 118 and Annex15). All these measures are designed to assist in improving implementation ofthe civil works component of the program and have received full agreement fromthe implementing agencies. Before negotiations, the GOB had finalized, toIDA's satisfaction (a) terms of reference, invitation letter, and conditionsof contract for a consultant firm of engineers/architects; and (b) standardbidding documents for civil works and goods.

Monitoring and Evaluation

103. Reporting. The program has one PC-1 for the five-year programperiod. Before negotiations, the PC-1 had been cleared by the ProvincialDevelopment Working Party and the Central Development Working Party. Approvalof the PC-1 by the Executive Committe- of the Federal Government's NationalEconomic Council is a condition of Credit Effectiveness. This PC-1 provides aflexible but clear plan for implementation. Within the general plan, anAnnual Operational Plan would be prepared by the DPE, reviewed by the SteeringCommittee, and submitted to IDA by March 15 of each year for the followingfiscal year. This Annual Operational Plan would review progress achieved inthe past year, and based on demonstrated capacity, specify targets and

30

activities to be undertaken the next fiscal year to meet overall program goalsand objectives. It would provide a detailed calculation of its developmentand recurrent cost needs, including of all existing, planned and new schools.Beginning in Fiscal Year 1994, the DPE would prepare a Mid-Year Status Reportby November 15 of each fiscal year describing: (a) current activities andimplementation status for each component; and (b) financial status. Withinsix months of the Credit Closing Date, MOE would prepare and forward to IDAits inputs for the Program Completion Report which would summarize programperformance and evaluate the program's successes and problems. GOB will:beginning with fiscal year 1994, prepare a Mid-Year Status Report by November15 of each fiscal year, including financial and physical progress; and submita Program Completion Report to IDA within six months of the Closing Date.

104. Annual Reviews. Annual reviews of program performance would be carriedout jointly GOB and IDA before June 15 every year beginning in fiscal year1994 in order to determine implementation progress and ways to improve programoperations. The annual reviews would ensure consistency of activities foreach component and sub-component with agreements reached at appraisal, reviewperformance of the implementing groups and institutions, assess emerging needsfor adjustments to program parameters,-reach agreement on specific activitiesand targets for the following year, and financial resources required to carryout the Operational Plan.

105. Mid-term Review. A Mid-term Review would replace the third AnnualReview and focus on in-depth assessment of the policy framework for sectoralimprovements. The review would: (a) allow opportunity to effect changes inpolicy which may be desirable based upon experience during the initial period,and effect mid-course adjustments, if necessary, in overall program targetsand implementation procedures; and (b) identify a possible follow-up operationto ensure continuity of the program after the completion of the currentoperation. Agreuments wcrd reached during Negotiations that the GOB will, inconsultation with IDA, and in accordance with terms of refe:ence andmethodology satisfactory to IDA, undertake and complete by June 15, 1996 aMid-term Review of the Program and carry out the recommendations of suchreview.

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E. Program Costs and Financing

106. A breakdown of program costs by component by financing sources is shownin Table II.1. These costs are Bank estimated of all ongoing and plannedcommitments in primary education in Balochistan.

Table II.1 Estimated Program Costs and Financing by Component (US$ million)

TOTAL; |GOB IDA NUSAID ADS UICEF CIDA Nether= I _________ JUSAID LADS CIDA ~~Lands

Inproving access, IIZ 40.4 70.8 0.5equity andefficiency _ _ _ _ _ __

rImproving the 33 13.0 17.6 0.4 0.1 1.3Learningenvi rornment _________ : l

Improving 184 166.2 17.1 1.0organizationalframework 1/ _I .

Beneficiary 1 0.5 0.1 0.1 0.1 0.1participation _

Total 330 219.6 106.0 1.5 0.6 1.4 0.1 0.1

1/ Including recurrent operational costs of the current primary educationsystem.

107. The total program is estimated to cost about US$330 million equivalentfor five years, US$151 million for development and US$179 million forrecurrent expenditures (Table II.2). Of the recurrent costs, about 4.0% wouldbe d'evot -d to operation and maintenance and classroom materials. IDA wouldfinance 70t of the development costs. Of this 70t, approximately half wouldsupport traditional recurrent cost activities that, under the Governmentbudgeting system, are considered development costs. This recurrent componentfinanced by IDA includes specific quality improvement items which are crucialto the success of education development in the province.

Table II.2: Total Projected Cost for BPEP (FY93 Rupees Million)

BSase FY94-98FY93 FY94 FY95 FY96 FY97 FY98 Rupees US S

Totah Recurrent Expenditure 749.8 808.0 846.6 892.5 939.5 985.8 4481.3 179Total tDevetopmnt Expenditure 530.1 618.0 695.4 749.9 798.1 902.2 3763.5 151Total Expeniditure 1279.9 1427.4 1544.1 1645.4 1739.7 1888.3 8244.8 330

Porcent recurrent: 58.6X 56.7X 55.0X 54.4X 54.1X 52.2X 54.4X 54.4XPercent increase per year: 11.5X 8.2X 6.6X 5.7X 8.5XCompound growth rate 1994-98. 7.2X

108. The total program would represent an average annual increase of 7.2t in

real terms which is well within the historical growth for primary education of

an average rate in real terms of 17t since 1983 (Annex 5, Table 1). The totaldevelopment spending for this program is 46t of the program cost, of which GOB

32

would finance $40 million (26% of total development expenditure) (Tables II.2& II.3).

Table II.3: Projected Development Costs for BPEP (FY93 Rupees Millions)

Base FY94-98 Percent ofFY93* FY94 FY95 FY96 FY97 FY98 Rupees US S totaL

GOB 167.8 169.7 172.1 192.6 218.3 257.4 1010.0 40.4 26.82IDA 170.0 402.5 490.0 545.0 572.5 637.5 2647.5 105.9 70.32USAID 178.5 25.0 12.0 0.0 0.0 0.0 37.0 1.5 1.02Asian Development Bank 6.5 6.5 6.5 2.0 0.0 0.0 15.0 0.6 0.82UNICEF 7.0 7.0 7.0 7.0 7.0 7.0 35.0 1.4 0.9XCIDA 0.3 0.3 0.3 0.3 0.3 0.3 1.5 0.1 0.12The NetherLands 0.0 0.5 1.0 1.0 0.0 0.0 2.5 0.1 0.1X

TOTAL 530.1 618.0 695.4 749.9 798.1 902.2 3763.5 150.5 1002

Budget Growth Rate (percent) 16.62 12.5% 7.82 6.4X 13.0XCompound growth rate 1994-98: 9.92

* Figures for FY93 are allocations, not actuaLs.

109. To implement the above program, the recurrent budget17 would need toincrease on average at 5.1% annually in real terms (a total of US$179 million)(Table II.4). The overall revenue picture for the total provincial Governmentbudget is projected to grow at about 8% based on the expected overall GNPgrowth rate of 6.5% and the expected revenues increases. Given the revenuepicture for the province as a whole, and if the province maintains the shareof primary education at 11i of the total budget as in the past year, theprovince will have no difficulty in financing this program. GOB's financingpattern for primary education, however, will have to be restructured toemphasize items which are necessary for improved enrollment, retention andachievement, i.e. instructional materials, teacher training, stationery andsupplies. GOB will also have to ensure that sufficient posts will be createdfor the newly established Directorate of Primary Education and that sufficientteacher posts are made available annually to meet the anticipated demand fromthe construction program. The estimated number of posts required is shown inAnnex 7, Table 3. To assist GOB to meet the cost implication of theseincremental posts, IDA will finance the salaries of a decreasing number ofthose posts on development budget during the program period. To ensuresustainability and permanent strengthening of the sector, agreemaents werereached during Negotiations that the GOB will transfer the incremental teacherand administrative posts to GOB's current budget in a phased manner beginningwith fiscal year 1995, so that by the end of program period all such positionsare sanctioned under the recurrent budget for permanent posts. A suggestedphasing of the transfer of posts is shown in Annex 7, Table 4.

17/ The recurrent cost calculation is based on the needs of every existing,new or planned school in the province. Major assumptions behind recurrentcost calculation are that every classroom has to have a teacher, every studenta set of textbooks, every school a minimum set of supplementary materials,Operational and Management support and instructional supplies, and that alluntrained teachers woull become certified and in-service training would beprovided arnually to all existing and new teachers through the LearningCoordinators network.

33

Table II.4: Projected Recurrent Costs (FY93 Rupees million)

FY94-98FY93 FY94 FY95 FY96 FY97 FY98 Rupees US S

Teacher salaries (existing) 692.7 721.5 732.9 767.2 802.9 841.8 3866.4 154.7Salaries, new posts 28.8 11.4 34.3 35.7 38.9 40.0 160.3 6.4Learning Coordinator Salaries 8.8 22.0 22.0 26.4 28.6 28.6 127.6 5.1

Teacher Training--Preservice 4.3 4.0 4.9 5.1 5.2 23.1 0.9Teacher Training--inservicel8 17.5 18.6 19.7 21.0 22.4 99.1 4.0

Stationery/Instruct. Supplies 10.8 23.3 26.3 29.6 32.1 34.3 145.5 5.8O&M 8.7 9.3 10.5 11.8 12.8 13.7 58.2 2.3

Total 749.8 809.4 848.7 895.5 941.6 986.2 4481.3 179.3

Budget Growth Rate (percent) 8.0% 4.9% 5.5% 5.2% 4.7%Compound growth rate 1994-98: 5.1%

18/ Does not include on-service training which is fully budgeted ondevelopment side, since there will be no more untrained teachers by 1995.

34

III. IDA FINANCING

A. IDA Financing by Component and Categories of Expenditure

110. Based on the indicative program for five years, annual program costswould be agreed at Annual Reviews (para. 104). The proposed IDA credit ofUS$106 million would finance any item in the BPEP not already committed byother donors or the Government, and considered critical to achieve the programobjectives. The only items that would not be financed by IDA are salaries ofexisting staff (already covered by the Government) and building of new boys'schools, which are attended by boys only, allowed under Government's ownfinancing. A preliminary base case estimate of the items which IDA couldfinance has been made. Based on this indicative estimate, the proposed IDAcredit would finance items having a total cost of US$120 million, includingGovernment financing of taxes, duties and counterpart funds for these items.A summary of the indicative estimate by component is shown in Table III.1 andby category of expenditures is shown in Table III.2. With the IDAcontribution, the total BPEP program would be fully financed by the donors andthe Government.

Table III.1: SUMMARY OF THE IDA FINANCING BY COMPONENT

% of %----- Rupee Million ---- ---- US$ Million ---- Base Foreign

Local Foreign Total Local Foreign Total Costs Exchanqe

IMPROVING ACCESS. EOUITY AND EFFICIENCYGirls Scholarship Program 11.5 23.7 35.2 0.5 0.9 1.4 1% 67%School Construction and Repair 1,413.6 171.8 1,585.5 56.5 6.9 63.4 65% 11%

Sub-Total 1,425.2 195.5 1,620.7 57.0 7.8 64.8 66S 12%

IMPROVING THE LEARNING ENVIRONMENTTeacher Training 98.8 44.0 142.8 4.0 1.8 5.7 6% 31%Instructional Material Development 109.9 150.7 260.7 4.4 6.0 10.4 llt 58%

Sub-Total 208.7 194.8 403.5 8.3 7.8 16.1 16% 48%

IMPROVING ORGANIZATIONAL FRAMEWORKStrengthening the Primary ED. Dire 154.0 165.3 319.3 6.2 6.6 12.8 13% 52%Education Management Information S 20.2 34.5 54.7 0.8 1.4 2.2 2% 63%Planning, Research and Evaluation 6.2 13.6 19.7 0.2 0.5 0.8 1% 69%Policy Studies and Project Prepn 9.4 11.4 20.8 0.4 0.5 0.8 1% 55%

Sub-Total 189.7 224.8 414.5 7.6 9.0 16.6 17t 54%

BENEFICIARY PARTICIPATIONBeneficiary Participation 3.9 9.9 13.8 0.2 0.4 0.6 1% 72%

Sub-Total 3.9 9.9 13.8 0.2 0.4 0.6 1t 72%

Total Base Costs: 1,827.5 624.9 2,452.4 73.1 25.0 98.1 100% 25%Physical Contingencies: 171.5 60.3 231.8 6.9 2.4 9.3 9% 26%Price Contingencies: 123.0 192.4 315.5 4.9 7.7 12.6 13% 61%

TOTAL PROJECT COSTS 2,122.0 877.6 2,999.7 84.9 35.1 120.0 122% 29%

NOTE: Numbers may not add up due to roundingEstimated duties and taxes (US$million): $9.0 8.1% of net project costPrice contingencies as t Base+Physical cont: 11.8%

35

Table III.2: SUMMARY OF IDA FINANCING BY CATEGORY OF EXPENDITURE

% of %----- Rupee Million ---- ---- US$ Million ---- Base Foreign

Local Foreign Total Local Foreign Total Costs Exchange

A. TECHNICAL ASSISTANCE COSTS

Consultants (International) 18.6 99.0 117.6 0.7 4.0 4.7 5% 80%_- - - - - - - - - - - - - - - - - - - - - - -_-_-__ _-__ _ _ -

Sub-Total Technical Assistance: 18.6 99.0 117.6 0.7 4.0 4.7 5% 80%

B. TRAINING + STUDIES

Fellowships (Foreign) 0.0 50.4 50.4 0.0 2.0 2.0 2% 100%Training (Local) 92.3 82.5 174.7 3.7 3.3 7.0 7% 47%Consultants (Local) 70.9 25.8 96.8 2.8 1.0 3.9 4% 27%Studies and Project Preparation 11.6 10.3 22.0 0.5 0.4 0.9 1% 47%

Sub-Total Technical Assistance: 174.9 169.0 343.9 7.0 6.8 13.8 14% 49%

C. EQUIPMENT. INSTRUCTIONAL MATERIALS AND VEHICLES

Equipment 4.8 19.2 23.9 0.2 0.8 1.0 1% 80%Instructional Materials 55.4 129.4 184.8 2.2 5.2 7.4 8% 70%Vehicles 12.6 25.2 37.8 0.5 1.0 1.5 2% 67%

Sub-Total Eqpt, Spares & Vehicles: 72.8 173.7 246.5 2.9 6.9 9.9 10% 70%

D. BUILDING FACILITIES

Building Construction 1,051.6 165.9 1,217.5 42.1 6.6 48.7 50% 14%Furniture 154.4 8.1 162.5 6.2 0.3 6.5 7% 5%

Building Facilities: Sub-tot 1,205.9 174.0 1,380.0 48.2 7.0 55.2 56% 13%

E. INCREMENTAL RECURRENT COSTS

Incremental Salaries 1/ 118.2 0.0 118.2 4.7 0.0 4.7 5% 0oBuilding and Vehicle Maintenance 237.1 9.2 246.3 9.5 0.4 9.9 10% 4%

Incr. Rec Costs: Sub-total 355.3 9.2 364.5 14.2 0.4 14.6 15% 3%

Total Base Costs: 1,827.5 624.9 2,452.4 73.1 25.0 98.1 100% 25%Physical Contingencies: 171.5 60.3 231.8 6.9 2.4 9.3 9% 26%Price Contingencies: 123.0 192.4 315.5 4.9 7.7 12.6 13% 61%

TOTAL COSTS 2,122.0 877.6 2,999.7 84.9 35.1 120.0 122% 29%.- r m;. l.-; nt r= rre ';B ..... ........ ....... ......... ----.-. .--....... -. ......... ......

1/ Does not include incremental posts under the GOB's permanent recurrent budget.NOTE: Numbers may not add up due to roundingEstimated duties and taxes (US$million): $9.0 8.1% of net project costPrice contingencies as % Base+Physical cont: 11.8%

111. Basis of Cost Estimates. Base Costs were estimated as follows: (a)construction and furniture for additional classrooms are derived from recentlyawarded contracts under the PEP II (Credit 1621-PAK) and the PED; schoolconstruction and furniture for the new schools are derived from the proposedclassroom designed to accommodate the curriculum and teaching materialsnecessary for multi-grade instruction; (b) unit costs for consultants,fellowships and training are derived from comparable Technical Assistance inPEP II and PED and include housing, relocation costs, salaries, subsistenceand overheads; (c) equipment, textbook and software costs are based upon

36

recent contracts and quotations from suppliers of books, school equipment andsoftware; (d) salaries and allowances of local staff are based on currentGovernment rates. Base cost estimates reflect prices at the time ofnegotiations.

112. Costs iper Student. Construction costs per student place for additionaland multi-grade classroom are estimated at US$195 and US$260 respectively.Furniture costs are US$20 and US$31 respectively. 9

113. Customs Duties and Taxes. The IDA financed-items include an estimatedUS$9.0 million equivalent for customs duties and taxes on civil works, locallyprocured equipment, furniture and services. This cost will be financed byGOB.

114. Contingency Allowances. IDA-financed items include a contingency forunforeseen physical additions (US$9.3 million) equal to 10 percent of the basecost of all these items. Annual rates of foreign price increases have beenestimated at 3.9 percent in FY 1992-1993 and 3.8 percent thereafter. Localprice increases have been estimated at 8.0 percent for FY 1992-1993, and 6.0percent thereafter. Because of the significant differential between theestimated annual foreign and local price increases, the overall priceincreases for the IDA-financed items have been calculated on the basis of theestimated foreign price escalation rates. This approach is justifiable on theexpectation that the policy of adjusting the Rupee exchange rate to reflectthe inflation differential between Pakistan and its trading partners willcontinue.

115. Foreign Exchange Component. The foreign exchange component wasestimated as follows: (a) civil works -- 14 percent; (b) books and materials -- 70 percent; (c) equipment -- 80 percent; (d) vehicles -- 67 percent; (e)

technical assistance -- 80 percent; (f) fellowships -- 100 percent; (g)

incremental recurrent costs for school maintenance and local staffremuneration -- 0 percent; and (h) building and vehicle maintenance -- 4

percent. The resulting foreign exchange component including contingencies isestimated at US$35.0 million, or about 29t of total program cost.

116. Recurrent Costs. It is not possible to isolate recurrent costsgenerated solely by the IDA financed items as all components of the totalprogram are fully integrated. The total program recurrent costs is aboutUS$179 million equivalent luring the five-year program period, of which aboutUS$28 million is incremental recurrent costs. On an annual basis, the FY98incremental costs are equivalent to 6% of GOB's FY93 recurrent expendituresand is well below the 17% real term growth rate recorded between FY84-FY92.GOB has agreed on an annual 8 per cent increase (real terms) on the primaryeducation recurrent budget. This rate of increase would be sufficient to

19/ These cost figures are quite different because: (i) area per studentplace for traditional additional classroom and multi-grade classroom is 1.4and 1.7 SM respectively; (ii) multigrade classroom costs include costs forlatrine block and boundary wall; and (iii) multigrade classroom furnitureincludes more items (lockers, tables and counters).

37

cover the incremental recurrent costs generated by the total program and isconsidered sustainable. During Annual Review, GOB would provide documentaryevidence that adequate recurrent funds for maintenance and operation ofexisting facilities and newly instituted programs have been met, and in thesemi-annual status report that adequate recurrent costs have been allocated inthe budgetary documents.

B. Financing Arrangements

117. The proposed IDA Credit of US$106.0 million would finance 100 percent ofthe foreign exchange requirements and 83 percent of local cost of these items.GOB would provide the counterpart funds including taxes, duties on these items(US$14.2 million) or 17 percent of local costs (including all taxes and dutiesamounting to US$9.0 million). To avoid disbursement delays, GOB will depositGOB's counterpart funds for the IDA-financed items into the accounts of theimplementing agencies on a quarterly basis. IDA financing by disbursementcategory would be in accordance with Table III.3. below.

Table III.3: IDA FINANCING BY CATEGORY OF EXPENDITURE(Including Contingencies in US$ Million)

IDA Government % of Totalof Balochistan Cost

Category of Expenditure Amount % Amount a/ % Amount t

TECHNICAL ASSISTANCE 4.5 80t 1.1 20t 5.7 5t

International Consultants 4.5 80% 1.1 20% 5.7 5t

TRAINING 16.3 99% 0.2 it 16.5 14t

Local Training * 8.4 99% 0.1 1% 8.5 7tFellowships/Study Tours 2.4 100t 0.0 0% 2.4 2%Local Consultants 4.5 98% 0.1 2% 4.6 4tPolicy Studies and Project Prep 1.0 98% 0.0 2% 1.0 1t

EQUIPMENT and INSTRUCT. MATERIALS 9.2 77% 2.7 23t 11.9 10%

Equipment 0.9 80% 0.2 20% 1.1 1tVehicles 1.0 60% 0.7 40% 1.7 1%Instructional Materials 7.2 80% 1.8 20% 9.0 8%

BUILDING FACILITIES 64.6 94% 3.4 6t 68.2 57t

Buildings/Works 56.8 94t 3.2 6% 60.1 50%Furniture 7.8 97t 0.2 3% 8.1 7%

INCREMENTAL RECURRENT COSTS 11.4 65% 6.2 35% 17.6 15%

Incremental Salaries 1/ 5.2 100% 0.0 0% 5.2 4%Building and Vehicle Maintenance 6.2 50% 6.2 50% 12.5 10%

TOTAL FINANCING 106.0 88% 14.0 12% 120.0 100%

NOTE: Numbers may not add up due to roundinga/ Including taxes and duties estimated at: $9.0 million* Covers cost of workshops that are 100% financed and local trainers that are 98t financed1/ Not including permanent incremental posts on GOB's recurrent budget

38

C. Procurement Arrangements

Amounts and Methods of Procurement'/(US$ Millions)

Category of Expenditure ICB LCB SHOPPING OTHER TOTAL

Buildings/Works 60.1 60.1

(56.8] [56.8]

Furniture 8.1 8.1[7.8] [7.8]

Equipment 1.2 1.2

[0.9] [0.9]

Vehicles 1.6 0.1 1.7

[1. 0] [0.0] [1. 0]

Paper, Textbooks &Training Materials 3.2 4.7 1.1 9.0

[3.2) [3.1] [0.9] [7.2]

Fellowships/Study Tours 2.4 2.4

[2.4] [2.4]

Consultancy Services 10.3 10.3

[9.0] [9.0]

Local Training 8.5 8.5

(8.4] [8.4]

Policy Studies and Project Preparation 1.0 1.0

[1.0] [1.0]

Incremental Salaries 2/ 5.2 5.2[5.2] [5.2)

Building and Vehicle Maintenance 12.5 12.5[6.2] [6.2]

Total Financing Requirements 4.8 73.0 2.4 39.8 120.0

Total IDA Credit [4.2] [67.7] [1.9] [32.2) [106.0]

1/ Including contingencies.2/ Does not include incremental posts under GOB's recurrent budget for permanent

posts.NOTE: IDA Credit in Brackets.

39

118. Explanation about the various procurement methods are enumerated below:

(a) Civil Works. The estimated cost of the construction component isabout US$ 60.1 million equivalent including contingencies. Thecivil works are small and not suitable for ICB. The works arescattered in twenty-four districts of the Province and would becarried out through LCB in packages of works of at least three tofive sites depending upon their distance from each other. Theplanning and designing of the building and facilities for theDirectorate of Primary Education (DPE) and for the BalochistanTextbook Board (BTB) would be carried out by an architectural andengineering firm. DCW will carry out the procurement of theseworks through LCB procedures acceptable to IDA (see Annex 15).

(b) Furniture. An amount of US$ 8.1 million equivalent includingcontingencies has been allocated for the school furniture ofabout 4,000 classrooms. The furniture would be procured by theDirectorate of Primary Education (see Annex 15). Tenders frompre-qualified manufacturers would be invited in packages to suitthe agreed annual construction program using LCB proceduresacceptable to IDA.

(c) EQuipment. Replacement of computer equipment over a period offive years in packages averaging about US$ 200,000 for the BEMIS,computer scftware, journals, training materials and audio-visualmaterials in an amount not exceeding US$ 1.2 million will beprocured through International Shopping.

(d) Vehicles. The estimated cost for vehicles is US$ 1.7 millionequivalent. Motor vehicles and motorcycles would be procuredthrough Local Shopping (LS) in two separate packages below$50,000 in an aggregate amount not exceeding $100,000, and ICBfor packages above $200,000 (see Annex 15).

(e) Paper. The total estimated cost for the paper for textbooks isapproximately US$ 3.2 million equivalent. The paper would beprocured by the Balochistan Textbook Board (BTB) in annual lotsthrough ICB according to IDA's guidelines (see Annex 15).

(f) Publication and distribution of textbooks. The total estimatedcost allocated for publication of textbooks is US$ 2.3 millionequivalent. An amount not exceeding US$ 1.3 million equivalenthas been allocated for the packaging and distribution oftextbooks and other training material. Since the textbooks areprinted in annual lots over a four year period, in packages ofless than US$ 600,000 equivalent, and are in a local languagethis procurement is unlikely to attract foreign suppliers. TheBalochistan Textbook Board would invite bids through LCBprocedures acceptable to IDA.

(g) TraininQ materials. An amount not exceeding US$ 1.1 millionequivalent including contingencies has been allocated for the

40

procurement of equipment and materials for the development,design, production and storage of training materials through LCBprocedures acceptable to IDA. Sundry items, e.g. audiovisualmaterial, videotape recorders, typewriters, office supplies, notexceeding US$ 10,000 in each contract and US$ 1.1 millionequivalent aggregated could be purchased through Local Shoppingon the basis of three quotations from independent suppliers.

(h) Consultancv Services. There are two consultancy servicesrequired in the Program: (a) Architectural and Engineering firm(US$ 2.2 million equivalent) to assist in the constructionmanagement and supervision of works. The selection procedure forhiring the architectural and engineering firm would be inaccordance with IDA Guidelines, and (b) Technical Assistance.The Directorate of Primary Education would hire the services ofconsultants following IDA Guidelines to provide technicalassistance in an estimated amount of US$ 8,1 million equivalent.

119. Procurement Reviews. Bidding documents for all civil workscontracts exceeding US$200,000 equivalent in value and first three contractsin each year for amounts below US$200,000 would be subject to prior review byIDA before Invitation to Bidders. The rest of the contracts for Civil workswould be subject to selective ex-post review by IDA. Vehicles and paper to beprocured through ICB would be subject to prior review by IDA before thebidders are invited for bidding. Consultancy services, both for constructionmanagement and supervision of civil works and the technical assistance, wouldbe reviewed ex-ante by IDA. Other contracts for procurement of goods andservices would be subject to selective post-review by IDA.

D. Disbursements

120. The proposed credit is expected to be disbursed over a period of sixyears (June 1993 - July 1999). The current regional sectoral disbursementprofile is nine years for traditional projects, but the present program is atime-slice of a long-term program. Expenditures over a five-year period are.jased on the phasing and programming of program activities in line with GOB'ssector development plan. The disbursement period is spread over six years toinclude time required for processing IDA reimbursements. Disbursements, netof taxes and duties, would be made as follows:

A. l00 percent of expenditure for civil works;

B. for equipment, furniture, textbooks and textbook printinag,training materials and software: l00 percene of foreignexpenditures; 100 percent of the ex-factory cost of locallymanufactured items; and 80 percent for items procured locally;

C. for vehicles: 100 percent of foreign expenditures; 100 percent ofthe ex-factory cost of locally manufactured vehicles; and 60percent for vehicles procured locally;

41

D. 100 percent of expenditures for services of specialists and localconsultants, fellowships, training (in-country and abroad),preparation of studies and research, and program developmentcosts (curriculum, textbook manuscripts);

20E. 100 percent for salaries of incremental staff; and

F. 50 percent for building and vehicle maintenance.

121. Full documentation would be req.ired for all consultant services,fellowships, training, textbook paper, textbooks, vehicles and all othercontracts for goods and works above $100,000 equivalent. Disbursements forgoods and works less than $100,000 and incremental salaries and operatingcosts would be made on the basis of itemized SOEs. The documentation for SOEexpenditures would be retained by the implementing agency and made availablefor review by IDA supervision missions. A Special Account would beestablished at the National Bank of Pakistan to facilitate payment of eligiblesmall expenditures. This Account would be maintained in US Dollars with anauthorized allocation of $6.0 million. The Account would be used for bothlocal and foreign expenditures of less than $600,000 equivalent under allcategories. All expenditures above $600,000 equivalent could be submitteddirectly to IDA for payment without using funds from the Special Account.Applications for replenishment of the Special Account should be submitted toIDA on a monthly basis or whenever the Account balance falls below 50%,whichever occurs first.

E. Accounts and Audits

122. Separate accounts would be maintained by the DPE for all itemis financedby IDA. These accounts, including the Special Account, would be audited inaccordance with the IDA "Guidelines for Financial Reporting and Auditing ofProjects Financed by the World Bank" (July 1992). IDA would be provided,within nine months of the end of each fiscal year of the Government, an auditreport of such scope and detail as IDA reasonably request, including aseparate opinion on disbursements against certified SOEs. The separateopinion should mention whether the SOEs submitted during the fiscal year,together with the procedures and internal controls involved in theirpreparation, can be relied upon to support the related withdrawalapplications. GOB will appoint independent auditors acceptable to IDA in atimely manner to undertake annual audits and to prepare audit reports of theIDA Project Accounts, Special Account and Statements of Expenditures; andprovide to IDA within nine months of the end of each fiscal year certifiedcopies of the audited accounts, together with the auditor's report and opinionthereon, and a certified copy of the auditors report and opinion on SOEs.

20/ Incremental staff on the development budget only. The Government willtransfer an increasing number of these posts to the recurrent budget forpermanent posts each year. A suggested phasing is shown in Annex 7, Table 4,subject to joint decisions between GOB and IDA at Annual Reviews.

42

F. Status of Preparation

123. At appraisal, substantial program preparation and start-up activitieshave been accomplished, which should reduce implementation delays. Theseincluded: (a) identification of school sites for the first year of schoolconstruction according to agreed criteria; (b) preparation of terms ofreference and a short list of technical assistance firms; and (c) preparationof standard bidding documents for civil work contracts. Approval of the PC-1by the ECNEC and submission of evaluation and recommendation reports inrespect of the consultants to be employed for the provision of technicalassistance are conditions of Credit Effectiveness. The program forsupervision by IDA is shown in Annex 16.

G. Environmental Impact

124. The environmental impact of the proposed program is expected to beneutral (screening category C). The program would improve the sanitaryenvironment of about 1,200 existing schools, which lack basic sanitaryfacilities and provide such facilities for all new construction. Constructionsupervisors and architects would be required to ensure that buildings andother works under the program are constructed in such a way as to minimize anyharmful environmental impact: for example, to avoid erosion, by proper designof drainage, to avoid contamination of the water table by sanitary facilities,and to minimize possible harmful effects of emissions associated with thebaking of bricks in wood fired kilns and other unavoidable environmentaldisruptions associated with the construction of a large number of smallschools.

43

IV. PROGRAM BENEFITS AND RISKS

A. Expected Benefits

125. The five-year program is expected to increase primary enrollment byabout 330,000, nearly double the participation rate for girls from 15% to 29%,and improve the rate for boys from 49% to 70%. Worldwide research has shownthat primary education has very high social returns and that education ofgirls, in particular, will also lead to reduced fertility -- which isparticularly important in light of Pakistan's high population growth rate of3.2%. Through recruitment and training of local women as teachers, theeconomic returns of education for girls will become more apparent to ruralparents, who would be encouraged to send their girls to school.Information-based decision making in education management and involvement ofparents in school establishment process will lead to increased participationrates and enhanced resource mobilization through parents donating services.Increasing the number of hours of active learning by pupils in class as aresult of developing a pupil-centered approach will improve performance, andthus students' and teachers' levels of satisfaction with schooling. This inturn should reduce drop-out and repetition rates ard increase the efficiencyand decrease costs of primary education.

B. Program Risks and Actions to Minimize them

126. The major risk is that the Government implementation agencies lackcapacity to implement the program. This risk is being addressed by a one-yearoverlap in the resident technical assistance team between the USAID PrimaryEducation Development Program and IDA support, and the Government's agreementto contract similar technical assistance during the five-year program.Another risk is the lack of female teachers to staff the girls'-schools. Thisrisk is addressed by a community survey of all 9,000 villages in the provinceto identify educated girls who are willing to be teachers, then to recruit andtrain them through a Mobile Teacher Training Program. Continued professionaland materials support are provided to these teachers through the LearningCoordinators System. Risks also attach to the development of communityinvolvement. In the past, beneficiaries have not been involved in communitydecisions about schooling, which were taken by a few traditional communityleaders who tended to oppose girls' education. The program would be hinderedif they do not relinquish control. This risk is being addressed byestablishing school committees which would consist only of parents of childrenin the school service areas, regardless of their status in the community. Theschool committees would be involved in determining school sites and monitoringquality. A pilot experiment conducted during program preparation confirmedthe viability of beneficiary participation.

44

V. AGREEMENTS REACHED AND RECOMMENDATIONS

127. Agreements were reached during Negotiations that GOB will:

A. provide an official letter setting forth the Province's primaryeducation sector policy, strategy and priorities by June 30, 1993(para. 57);

B. (a) submit to IDA by April 30, a draft Annual Operational Planfor the following fiscal year, (b) review annually with IDA, notlater than June 15 in each fiscal year, program implementationfor the fiscal year and agree on the Operational Plan for thefollowing fiscal year and (c) ensure that adequate developmentand recurrent budgetary allocations will be made, both fromdomestic and external sources, to carry out the agreedOperational Plan (para. 59);

C. base school location planning and building decisions, regardlessof funding sources, on needs and/or demonstrated demand, as shownin the yearly school census conducted by BEMIS and/or communityrequests (para. 63);

D. submit the fully approved list of school sites for IDA financingaccording to agreed priority criteria no later than November 15of each year, beginning November 1993. During the first year ofproject implementation, carry out school construction in sitesalready approved (para. 63);

E. introduce double shifts where needed (para. 64);

F. follow procedures and criteria acceptable to IDA for selection ofstudents to receive project scholarships for poor girls to attendprivate schools, and for the choice of schools (para. 66);

G. by December 31, 1993, amend the Service Rules (School Branch)(Women's Section) to include senior administrative positions atBasic Pay Scale 16 and above (para. 87);

H. in consultation with IDA, and in accordance with terms ofreference and methodology satisfactory to IDA, undertake andcomplete by June 15, 1996 a Mid-term Review of the Program andcarry out the recornmendations of such review (para. 105);

I. transfer the incremental teacher and administrative posts toGovernment's recurrent budget in a phased manner beginning withfiscal year 1995, so that by the end of program period all suchpositions are sanctioned under the recurrent budget for permanentposts (para. 109).

45

128. The Government agreed to meet the following special conditions byCredit Effectiveness:

A. submission to IDA of evaluation and recommendation reports forthe consultants to be employed for the provision of technicalassistance (para. 101);

B. approval of the PC-1 by the Executive Committee of the FederalNational Economic Council (para. 103).

129. Subject to the above conditions, the project provides a suitable basisfor an IDA Credit of SDR 76.4 million equivalent to the Government of theIslamic Republic of Pakistan.

46

Annex 1

BALOCHISTAN PRIMARY EDUCATION PROGRAM

Primary Education in Balochistan: Summary Information

Girls Boys Total

Population: 566,230 627,071 1,193,300

(Age 4-9)

Primary Enrollment: 82,848 323,569 406,417

Gross Participation rate: 14.6' 51.6% 34.1t

Primary school students by age and grade: 1/

AGE ----------------------- GRADE ------------------- TOTAL

k p 2 3 4 5|

…_ _ I __ __---------------_ _-_-__ _ __ _ I …__-__41 11521 0 0 0 0 0 111521

5 I 55150 6500 0 0 0 0 61650

6 41127 25779 4620 0 0 0 71526

7 20427 21696 17927 4538 0 0 f 645888 9188 12215 17519 14862 3755 0 57539

9 I 3787 5304 10619 12907 10642 2996 I 4625510 I 2106 2863 5760 9377 10106 7649 37861

11 1489 1291 2696 4916 7229 7223 ( 2484412 j 0 862 1312 2709 4614 5946 I 1544313 I 0 0 754 1174 2353 3693 7974

14 0 0 0 613 1026 1970 I 3609

151 0 0 0 0 524 865 1389

16_ 0 0 0 0 0 314 314

TOTAL | 144795 76510 61207 51096 40249 30656 1404513

1/ Note: Numbers do not add up to total due to missing data.

Source: BEMIS School Census, 1990

47

Annex 2

BALOCHISTAN PRIMARY EDUCATION PROGRAM

Schools providing the Primary Cycle.

Selected characteristics by school gender and level.

(Provincial Government schools only)

School Gender No. ot Total Total | Total Average Average | Average& Level Schools Primary Primary Primary Students/ Studenta/ a Students

I R Enroll. Teachers | Clasarms School Teacher | Classrm

soya '

Mosque (K-31 2,316 79,769 3,481 2,179 34 23 37

35t 25t 26% 211

Primary (X-5) 3,549 147,983 6,172 5,236 42 24 28

54% 46t 46% s1%

Middle (K-81 501 52,503 2,367 1,587 105 22 33

8t 16t 18t 16t

High (K-la) 208 38,075 1,481 1,188 183 26 32

3% 12t II% 12t

Total 6,574 318,330 13,501 10,190 48 24 31

lOOt 100% 100l 100% lOOt

Girls'

Mosque (K-3) 13 534 13 12 41 41 45

2% it it it

Primary (K-5) 495 28,091 1,133 826 57 25 34

79t 4 7% 49t 6It%

Middle (K-8) 70 12,328 549 262 176 22 47

lit 21t 24%t 19_ l

High (K-10) 47 18,907 617 258 402 31 73

t8 32t 27t 19%

Total 625 59,860 2,312 1, 358 96 26 44

100% 100% 100l 10 oOt

48

Annex 3

Table 1

BALOCHISTAN PRIMARY EDUCATION PROGRAM

Internal Efficiency of Primary Schools

Average Average AverageRepetition Dropout Promotion

Rate. Rate Rate

Grade Girl Boy Girl Boy Girl Boy

Kachi 25 30 27 25 48 45

Grade

1 10 13 24 15 66 72Grade

2 11 11 21 12 68 77

Grade

3 11 10 21 18 63 71

Grade

4 10 11 20 17 70 72Grade

5 5 7

Note: Based on single-year data self-reported by the schools

Source: BEMIS School Census, 1990

49

Table 2

BALOCHISTAN PRIMARY EDUCATION PROGRAM

Utilization of Classrooms(Provincial Government schools only)

No. of schools with:

One classroom per teacher 2619 (36%)

More than one classroom per teacher 1488 (21%)(classrooms probably under-utilized)

Less than one classroom per teacher 3092 (43%)(some classes probably shelterless)

Total schools: 7199 (lC0)

Source: BEMIS School Census, 1990

50

Annex 3Table 3

BALOCHISTAN PRIMARY EDUCATION PROGRAM

Provision of Basic Facilities(Provincial Government schools only)

= = onqu Primary Middle Nigh } Total

No. of Prov. Govt. Schools: 2329 4044 j 571 255 7199

r__________________________________________________ _ 1100% 100l o jloot 100% 10o 100%

Prov. Govt. schools whih hhave

a. Government building 621 1864 455 209 3149

27% 46% o80r 82% 44%

b. Sufficient classrooma 1/ 836 1321 94 45 2298

36t 33t 16% low 32%

c. Additional rooms 2/ 46 102 93 84 325

2t 3% 16% 33t St

d. Toilet 61 238 71 85 455

3% 6% 12% 33% 6t

e. Hater 407 729 174 151 1461

17% lt8 30% 59% 20t

f. Electricity 232 465 129 124 950

10% IIt 23% 49t 13t

g. Storage 3/ 54 122 44 71 291

2% 3% at 28% 4i

1/ On average, no more than 40 students per classroom2/ On or more of: Laboratory, Principal's room, Office,

Staff romn, Drawing room, Other room3/ A store room OR at least one closet per grade

Source: BUlIS School Census, 1991

51

Annex 3Table 4

BALOCHISTAN PRIMARY EDUCATION PROGRAM

Primary Teachers in Balochistan(Provincial Government schools only)

Girls' Schools Boys' Schools

l ~~~~~~In Quetta Outside Quetta Total In Quetta Outside Quetta Total

Total Primary 25,246 42% 34,614 58% 59,860 100% 39,175 12% 279,155 88% 318,330 100%Enrollment

Total Teachers 878 52% 1,402 48% 2,280 100% 1,145 17% 12,136 83% 13,501 100%

Trained: 664 532 1,196 569 5,581 6,420(76%) (38%) _ (52%) (50%) _ (48%) (48%)

Untrained: 214 870 1,084 576 6,286 6,861(24%) (62%) (48%) (50%) (52%) (52%)

Source: BEMIS School Census, 1991

52

Annex 4

BALOCHISTAN PRIMARY EDUCATION PROGRAM

Balochistan Education ManagementInformation System

(BEMIS)

1. BackQround: The Balochistan Education Management Information System(BEMIS) was established to improve the inadequate education data collectionand reporting procedures of the Department of Education. It was included asone of the management components of the USAID supported Primary EducationDevelopment Program, in coordination with the UNDP sponsored NationalEducation Management Information System (NEMIS) in June 1990. It was thenagreed that USAID and UNDP would provide the required hardware, software, andtechnical assistance to operationalize the system province-wide, while theGovernment of Balochistan through the Department of Education would providenecessary office support, staff and facilities.

2. Objectives: Four general objectives guided the implementation ofBEMIS:

A. Providing the Department of Education with an EMIS capable of collectingand processing education data. The BEMIS will compile lists of allregistered schools under categories of administration, gender, level ofschool, etc. It will use individual schools as the unit of analysiswithin a relational database structure, and report on several hundreditems in the categories of enrollment, school administration, conditionof buildings, teachers, and facilities.

B. Building the capacity of the Department of Education to sustain andfurther develop the information system with local resources andgovernment staff.

C. Establishing EMIS capabilities in several key locations at theprovincial level, and at each divisional and district headquarter inBalochistan. To date 7 of 48 BEMIS computer cells have been establishedand 8 more are in advanced stages of implementation.

D. Designing and implementing a Financial Management Information System,initially for the Director of Primary Education, but capable ofexpansion up to the secretariat levels and down to the divisional anddistrict level.

3. The first general objective above has been satisfactorily accomplished.The second is only partly covered: if all foreign funded technical assistancewere to be suspended today, BEMIS would probably only survive with limitedfunctions for collecting and reporting raw education statistics, utilizingcomputer programs and automated procedures. The third objective is behind

53

schedule and the forth objective is still under design and can not continuewithout strong technical assistance.

4. Present Status: BEMIS has central facilities and a system of sixadditional operational computer sites and is recognized by the Department ofEducation as the single authorized government agency for data collection andpublication of the Annual Education Statistics Book of the Director ofEducation, (Schools). Currently the second computerized Annual EducationStatistics Book is being completed, and basic education data are now availablewith a reasonable degree of reliability for the years 1990 and 1991.Procedures have been established for coordinating data collection from over7500 schools at the beginning and end of every school year, and for thevalidation and computerization of this data. An end of the school year SchoolCensus is scheduled for October. However, the information system is stillunder development, its operational components are still to be consolidated,further factions related to the utilization of data are still to beestablished, and therefore the system as a whole is still fragile.

5. System DeveloDment: In addition to regularly reporting basic educationstatistics to support administration, policy and decision-making within theDOE, BEMIS requires sustained technical and financial support to develop localcapabilities to maintain and expand the system, as well as to translate datainto administrative and planning procedures capable of affecting policy designand decision-making processes. System development includes theinstitutionalization of systematic data collection, production of reliableplanning and management information, the strengthening of administrativeinfrastructure through the establishment of financial and monitoring systems,and the expansion of existing computer sites to include the remainingProvincial level cells as well as Divisional and District Based cells. Tobuild local capabilities for maintenance, expansion, and utilization of thesystem, a strong permanent training component is required for different leveloffices.

6. Staff Reauirements and Organizational Structure: The followingorganizational structure is recommended in the proposal document for theintegration of BEMIS and PEP II:

Alreadv Sanctioned

Post Grade of Posts # of Posts filled

Computer Operator 16 10 3Computer Assistant 11 10 5Total 23 10

54

The total technical staff for a fully operational BEMIS including thesanctioned posts above are:

Post Grade Recommended # of Posts reauired

Deputy Director BEMIS 18 2Asst. Director BEMIS 17 4System Trainer 17 2Data Analyst 16 2Computer Operator 16 41Data Supervisors 16 2Accountant 16 1Assistant Operators 11 41Assistant 11 8Clerk 7 4Driver 4 6TOTAL 113

7. The proposed staffing include the requirements for the operation of theBEMIS Center plus a Policy, Monitoring and Evaluation (PM&E) section, anInformation Resource Center under PM&E and 5 provincial level, 10 divisionallevel, and 24 district level BEMIS cells.

S. Long-Term and Short-Term Consultant Reauirements: Due to the currentlack of technical capability in the DOE, long-term and short-termconsultancies in the form of foreign and local technical advisors andconsultants are required for the BEMIS to continue and to expand. Therequirements for long-term consultants are as follows: Two long-termconsultants are required on a full time basis for a minimum of 2 or 3 yearsbeyond September 1992 for the development of the Policy, Monitoring, andEvaluation section of BEMIS and the development of the Financial ManagementInformation System requires a long-term Pakistani specialist.

9. In light of the difficulties and delays associated with the appointmentof Government personnel to required posts, BEMIS should have the capabilityand resources to cover the functions of vacant posts with short-termconsultants, Pakistani specialists, and locally contracted personnel untilpermanent staff is sanctioned and appointed.

10. Local Training: Training must be considered a built-in permanentfunction of BEMIS. To cover this function a permanent training facility withrelated hardware and peripherals for a minimum of 20 trainees, is required.The minimum equipment requirement for this facility is as follows:

12 386 computer systems with vga monitors6 LQ printers with data switches1 data display1 Overhead projector1 Networking software and accessoriesAdequate supply of training materials and photocopy capacity

55

11. The target group for training can be divided by level and type oftraining. For computer operators and assistants there should be one basic,one intermediate and one advanced computer training course per year. Forstaff involved in data collection and validation should receive training ateach data collection period (twice a year). For staff using data at decisionmaking levels in the DOE there should be one training program in data analysesand utilization per year.

12. Foreign Training: A short term study tour to countries withsimilarities to Pakistan which have developed successful EMIS's (e.g. Egyptand Jordan) is advisable for senior BEMIS staff (grade 17 and above). It isalso recommended that two BEMIS computer operators that have completed a BEMISadvanced training program should be offered short term computer trainingabroad.

13. Eouipment: In addition to the USAID provided hardware, computerequipment is needed to cover 14 unforeseen sites for the newly createdDistricts and Female District Education Offices. A center capable ofcompiling research studies (both from PM&E and elsewhere), computer hardwareand software literature as well as technical and specialized publications, isrequired. A minimum of 6 vehicles is required when BEMIS reaches its fulloperational stage.

14. Operation and Maintenance: An operations component to cover cost andreplacement of consumables (paper, stationery, ribbons, toners, etc.) must bebuilt into the BEMIS. Service and maintenance contracts should be awarded forfacilities and equipment.

December, 1992

BALOCHISTAN PRIMARY EDUCATION PROGRAMPublic Expenditure on Education Between 1982-83 and 1992-93

(Constant 1984-85 million Rupees)

------------------------------------------ SIXTH PLAN ----------------|-------- SEVENTH PLAN ------------------I------------------------------------|1 1992-93 IRcte of Rate of Rate of Rate of

Actual Expenditurcr I Actual Expenditures budget larowth, growth. growth growth1983-84 1984-85 1985-86 1986-87 1987-88 11988-89 1989-90 1990-91 1991-92 allocationl6th Plan 7th Plan FY89-92 FY84-92

GOBALOCHISTAN PUBLIC EXPENDITUREDevelopment Expenditure 735 1057 1291 1354 1602 | 1743 1724 1801 2430 2567 | 21.51 10.21 11.71 16.111Recurrent Expenditure 2003 2202 2704 3274 3341 | 3231 3261 3515 3997 4223 | 13.6X 6.9S 7.41 9.011Total Public Expenditure 2738 3259 3996 4628 4943 J 4974 4985 5318 6427 6791 | 15.91 8.11 8.9S 11.3Z|

GOBALOCHISTAN ECZEJITURE ON EDUCATIOE I IDevelop mnt (Total) 92 122 172 204 214 | 199 176 194 148 182 | 23.51 -4.95 -9.41 5.11of which: IPrimary Level 25 38 35 22 56 | 40 42 48 92 97 | 21.91 25.21 32.7Z 17.6BSSecondary 28 50 66 31 50 I 76 45 31 34 40 I 15.6S -15.01 -23.86 2.4ZIOthers 39 33 71 152 108 | 83 89 115 22 25 I 29.1S -25.61 -35.81 -6.911

I ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~IRecurrent (Total) 277 348 405 535 595 555 590 628 772 1014 | 21.15 16.3Z 11.65 13.7Z|of which: IPrimary Level 118 149 162 190 280 | 282 314 319 413 552 | 24.15 18.31 13.61 16.9Z|Secondary 62 73 95 11 115 111 112 137 164 216 | 16.5S 18.25 13.95 12.911Others 97 127 148 226 201 | 163 163 172 195 247 | 20.05 11.05 6.21 9.1S|

…--- ---- ---- ---- --- I…… , I…… ITOTAL EDUCATION 369 470 577 739 809 | 754 766 822 920 1177 | 21.7Z 11.8Z 6.9S 12.1S|

…-- - - - -- -- -- I-- ITOTAL PRIMARY EDUiCATION 143 187 196 212 336 | 321 357 368 505 649 23.75 19.21 12.01 17.11t- I ~ ~ ~~~ ~ ~~~~~~~~~~~~~~~~~~~~~~I -I oTotal Public Exp. On Educationas I of Total Publ. Expenditure 13.51 14.4Z 14.45 16.05 16.4ZI 15.25 15.41 15.55 14.31 17.3S1

Development Exp. On Education I Ias S of Total Developent Budget 12.51 11.51 13.31 15.11 13.411 11.45 10.25 10.85 6.11 6.3S1

Recurrent Exp. on Education I Ias I of Total Recurrent Budget 13.81 15.81 15.01 16.3Z 17.8S1 17.25 18.11 17.95 19.35 24.0%1

Expenditure on Primary Level I Ias I of Total Public Ezp. 5.25 5.71 4.95 4.65 6.811 6.5Z 7.25 6.91 7.95 9.6B1as I of Total Education Budget 38.85 39.85 34.15 28.6Z 41.511 42.61 46.51 44.71 54.95 55.1S|

Developmnt Exp. on Primary Educ. I Ias S of Total Development Budget 3.45 3.65 2.71 1.65 3.551 2.35 2.51 2.75 3.85 3.8X|as S of Total Dev. Educ. Budget 27.55 31.45 20.25 10.61 26.1S1 19.95 24.0 24.85 62.45 59.9X|as I of Total Primary Educ. Budg 17.71 20.51 17.75 10.21 16.711 12.35 11.95 13.15 18.35 15.0X1

Recurrent Exp. on Primary Educ. I Ias I of Total Recurrent Budget 5.91 6.81 6.05 5.81 8.411 8.75 9.65 9.15 10.35 13.1S1as I of Total Rcc. Educ. Budget 42.65 42.71 40.05 35.51 47.011 50.71 53.31 50.91 53.51 54.4%1as Z of Total Primary Educ. Budg 82.35 79.5Z 82.35 89.81 83.3S1 87.71 88.11 86.91 81.71 85.0S1

…---------------------------------------------------------------__ -------- I…___I---- --------- -------- --------- --------Deflator 1985 prices 0.96 1.00 1.03 1.08 1.18 1.29 1.37 1.51 1.64 1.73 |--------------------------------------------------------------------------------------------------------- ~-~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ F

Filanmec: H:\PAX\PA240\BALEDUC.PRN 0

(D XI- If

57

Annex 5

Table 2

BALOCHISTAN PRIMARY EDUCATION PROGRAM

A comparison of Provincial Spending on Primary Education

Growth

BALOCHISTAN 1985-86 1986-87 1987-88 1988-89 1989-90 1990-91 Rate

Expenditures on Primary

Education (Rs. 1992 Millions) 191 317 428 460 551 508 21.6

Expenditures per student on 1353.9 1184.1|prirniary educadon

EXPENDITURES: PRIMARYPlrOTAIEDUCATION

Balochistan 0.33 0.38 0.49 0.50 0.53 0.53

NWFP 0.34 0.31 0.35 0.41 0.44 0.53

Punjab 0.54 0.50 0.45 0.48 0.50 0.52

Sindh 0.46 0.44 0.43 0.47 0.48

EXPENDITURES: PRIMARY EDUCATION/TITALPROVINCIAL BUDGET

Balochistan 0.04 0.06 0.08 0.07 0.10 0.10

NWFP 0.09 0.08 0.10 0.10 0.10 0.12

Punjab 0.11 0.10 0.11 0.13 0.13 0.15

Sindh 0.12 0 10 0.09 | 0.11 0.12

Annex 5Table 3

BALOCHISTAN PRIMARY EDUCATION PROGRAM

Ratio of Primary Education Recurrent Spending to Recurrent Spending on:

|BALAISTAN 1985-6| 1986-87 1987-88 | 1988-89 | 1989-90 J 1990-91

Total education 0.33 0.38 0.49 0.50 0.53 0.53

Health 0.71 0.80 0.95 1.10 1.20 1.31

Economic services 0.15 0.24 0.33 0.45 0.48 0.47

Other services 0.14 0.18 0.28 0.32 0.36 0.36 1

Infrastructures 0.30 0.47 0.66 1.20 1.05 1.03

Total current expenditrs 1 0.04 1 0.06 0.08 0.10 0.1

58

Aq5Table 4

BALOCHISTAN PRIMARY EDUCATION PROGRAM

Recurrent Expenditures on Primary Education - Balochistan (1992-93 budget).

Total MOE Per student Per student % of per studentEDUCATION expenditure expenditure expenditure expenditureEXPENDITURES (Rs. million) (Rs.) (US$ Equi.)

Salaries and Allowances 692.7 1388.1 55.53 96.5%

Furniture & school supplies 9.0 18.1 0.72 1.3%

Textbooks and Publications 1.8 3.6 0.15 0.3%

Maintenance and Repairs 2.1 4.2 0.17 0.3%

Travel, Transportation 1.5 3.1 0,12 0.2%

Utilities and communication 5.1 10.2 0.41 0.7%

TATS 5.5 11.0 0.44 0.8%

Sub-total 717.8 1438.4 57.54 100.0%

INDIRECT EDUCATION EXPENDITURES

Administration & Overheads n/a n/a n/a

Teacher training 60.4 121.0 4.84

Sub-total 60.4 121.0 4.84

TOTAL 778.2 1559.5 62.4. ..

59

Annex 0

BALOCHISTAN PRIMARY EDUCATION PROGRAM

Enrollments based on Ulization of EBdfng and New FacUIds

1961-2 TOTALBa"line 192-W3 190344 199446 196-06 1990-07 1907-06 INCREAS

New FacilIIes-Boys Schools 0 0 0 14866 7908 8713 06 40470-GIrls Schools 0 0 0 18475 17568 19313 20405 72u20

Total now facilites 0 0 0 30340 25478 28025 29480 113290

Increased Utlizaton - Exlslng FcIlIte-BoysSchools- 10190 0 0 61140 61140 61140 20360 0 203600-GirleS hools- 1386 0 0 12222 12222 12222 4074 0 40740

Total IU - Exiging Facilies 0 0 73362 73362 73362 24454 0 244540

Incr"sed Utilzaon - New Fciliies-Boys Schools 0 0 0 0 2707 5472 46 16677-Girls Schools 0 0 0 0 1615 3802 566 10665

Totl IU - New FacilIies 0 0 0 0 4322 6974 14067 27363

Total Boys 336183 338183 309323 475328 547083 661647 500130 200047Total Girls 90467 90457 102679 130376 161780 168 214702 124246

TOTAL 428640 428640 602002 6704 70683 770316 613633 351093.. a * - - * - ...........=... . . ..

Populadon 4-0-Boys 690794 713236 7345U 760240 7971 0254 83280-Girls 6160 637067 68262 67907 70176 723802 746233Total 1307402 1360293 1394720 1440237 1485757 1532056 1579092Parficipation rate

-Boys 49% 47% 64% 63% 70% 72% 72%-3irbs 16% 14% 16% 19% 23% 20% 29%Total 33% 32% 36% 42% 48% 50% 52%

60

Annex 7Table 1

BALOCHISTAN PRIMARY EDUCATION PROGRAMCondruoton Tawgb and Number of Podts Required

TotalCONSTRUCTION 1903404 1694-46 109546- 190967 1097-46 Clasrooms

girls boys girls boys girls boys gils boys girls boys girls boys Toal

-Construction of New Community Multgrade ShoolsAnnuaiDevelopmwntPban 0 70 0 6o 0 85 30 s0 40 120 70 415 485Interatonal Dev. Aeow. 100 0 160 0 10 0 180 0 120 0 720 0 720Asian Delpment Bank as 65 20 150 0 150

ToWt 165 70 225 60 10 86 210 10 160 120 940 415 1355

-Construction kw bdEsng Shelterless SchoolsAnnual Development Plan 0 40 0 40 0 46 0 50 0 50 0 225 225Internatonal Dev. Assoc. 40 5 568 U5 125 76 104 60 112 50 439 36e 796

Tota 40 125 58 125 125 121 104 110 112 100 430 881 1020

-Additional Regular ClasroomsAnnual Development Plan 0 109 20 101 20 120 20 149 20 189 80 6es 748Interntonal Dev. Aseo. 75 50 so 50 106 66 140 e6 150 66 660 285 836

Total 76 159 100 151 126 185 160 214 170 244 630 963 1583

-Renovation of ClasroomsAnnuai DevlopmontPlan 0 50 20 50 20 50 20 60 20 6o 80 270 360lnternanaonl Dev. Ao. 38 70 48 00 90 146 90 133 90 133 366 571 927

Tota 38 120 68 140 110 195 110 103 110 193 436 841 1277

-Open new schools (rented building)Annual Devokpment Plan 100 200 100 200 100 200 100 200 100 200 500 1000 1500

Tota 100 200 100 200 100 200 100 200 100 200 500 1000 1500

-Open Now Mosque SchoolsAnnualDevebopmentPlan 117 117 117 117 117 0 585 585

Total 0 117 0 117 0 117 0 117 0 117 0 585 568

Consluoton/Penovalon per yer-ADP 269 291 340 409 499 230 1578 1808-IDA 461 571 708 772 710 2065 1212 3277-ADB a6 e6 20 0 0 150 150

Tot oonulructed 792 927 1126 1181 1209 2445 2790 5236

Total nw schoos, rnted building 300 300 300 300 300 500 1000 1500TotalMosquoochools 117 117 117 117 117 585 685

TOTAL 1209 1344 154S 1569 1626 2945 4375 7320

Tchwr Poets Required 340 646 425 523 406 57 470 611 430 681 2070 2963 5023

TOTAL an 963 992 1081 1111S*.SS** l mam ..... wamm* mamma mamma mamma .. ......... m a .. . .

61

Annex 7Table 2

BALOCHISTAN PRIMARY EDUCATION PROGRAM

Distribution of Classroom Construction During Program Period

Yer ADP IDA ADB TOTAL ADP IDA ADB

1993-4 269 458 65 792 34.0% 57.8% 8.2%1994-5 291 571 65 927 31.4% 61.0% 7.0%1995-6 340 766 20 1126 30.2% 68.0% 1.8%1996-7 409 772 0 1181 34.6% 66.4% 0.0%1997-8 499 712 0 1211 41.2% 58.8% 0.0%

TOTAL 1808 3279 150 5237 34.5% 62.6% 2.9%

Annex 7Table 3

BALOCHISTAN PRIMARY EDUCATION PROGRAM

EstImated Number of Sanctioned Teacher Posts Needed Annuaily(based on constructlon and opening of shelterless schools)

Year Female Male Total

1993-4 340 546 8861994-5 425 528 9531995-6 405 587 9921996-7 470 611 10811997-8 430 681 1111

TOTAL 2070 2953 5023

Annex 7Table 4

BALOCHISTAN PRIMARY EDUCATION PROGRAM

Proposed Financing of Increnantal Posts

IDA GOBYear LC Teachers F LC Teachers

1993-4 200 589 500 3171994-5 200 500 500 9531996-6 400 100 1192199-7 200 50 12001997-8 1200

62

iULIC OF WHITM X 7.LOCNIIT PutmY RUWTIU P6041 -

UTAIL C TC TeIe S

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

Type Liht tinit/ ---- Oistribution of untitie .--- Total Loral FoelvTottlof of Totat sa. .. of Be" Be" Base

IrpJt Inrpt Cost Im_rms 1995 194 1995 19 199 "? 199611 999 Irput Costs Costs Costs........ ..... ................. ...... ..... ..... ..... ..... ..... ..... ..... on

1 STENITKNINT I TNE INfTITTION.AL FrLXM

1.1 Strengthening the Pr1m_ry Education Olrectorate...................................................

L/T Follow */month 6.0 FlLowmhipsp:Sc gE Ado 0 24 48 4U 24 0 0 144 0 864 664S/T Follow a/month 6.0 Study Tour 0 20 20 20 20 0 0 80 0 40 480LT Consult Wjsucth 15.0 chief Technlcal Adviser 0 6 12 12 12 6 0 48 106 612 720T Consult *meonth 1.0 0 r9Mization Deloport 0 3 3 3 3 0 0 I2 32 153 165ST ConsuLt *Jonth 18.0 n Oqoont rd Trainins 0 4 4 4 2 0 0 14 0 84 84LT Loe Cones omonth 2.0 Fin nes/AdIiVroc Specl 0 24 24 24 24 24 0 120 0 720 n2LT Loc Cons *hcnth 1.0 Plonning/Devope nt/Ace 0 36 36 36 36 36 0 180 0 1000 1060Local Trsin *month 2.0 In-country Followship 0 12 12 12 12 0 0 48 91 5 96LT Loc Cons m/ onth 2.0 NL Cen truction Irl1 rU 0 12 12 12 12 12 0 60 120 0 120Equilpmnt S Spred 300.0 Offie Eopt OX 1001 On OS 01 Os OX 100X 60 240 300Equip 01 % Sproed 30.0 Equipcant 06K O0 1001 1001 1001 1001 1001 OX 01 128 23 150VehicLes unit 16.0 VehicLes: 4 iAeelc 0 14 0 0 0 0 0 14 75 149 224Veh OIX unanl 1.6 Vehlel* OM 0 14 0 0 0 0 0 OX 19 3 22Vehicles unit 1.6 Vehicle: Motorcycles 0 10 150 0 0 0 0 300 160 320 480Furniture packae 5.0 Furniture: 22 new DOs 0 12 10 0 0 0 0 22 105 6 110Sof twre S pro d 100 Boolk/m_ ta. OS 25S 251 2SX 251 OX OX 1001 30 70 100saltries anual 65.2 Incr Sal:Office DirPrld 0.0 1.0 0.0 0.0 0.0 0.0 0 1 65 0 65Satlries *nuel 355.2 Iner Sal:Dlf(mele/ftm) 0.0 0.5 0.5 0.0 0.0 0.0 0 1 35S 0 355Sataries mmiit 1.2 SLeries Teachers 0.0 769 O56 405 470 430.0 0 010 3492 0 3492Saeries r/year 1.6 Incr Sal/Loornin Coordi 0 20 200 0 0 a A 400 640 0 640slaeries n/year 2.2 SatLriee/AOEO e 0 60 20 0 0 0 0 oO 176 0 176

1.2 Edication Nanoemnt Inforeation Syctes..... ...... ...................... ................................

S/T F.llow *S enth 6.0 Study Tour MIS 0 4 0 4 0 0 0 a 0 48 4Local Train n/month 1.0 LL Staff Trainer 0 24 24 24 12 6 0 90 0 540 s5oLIT Fellow o/month 6.0 Fellowship Pkc Info l-t 0 6 12 6 0 0 0 24 0 144 14LT Conrult *emonth 15.0 T e icatl dvier 0 12 6 0 0 0 0 16 41 230 270Local Train r/month 2.0 NL Staff Trainer 0 12 12 12 12 12 0 60 18 765 763ST Conrult a/month 18.0 Stm Analyst 0 6 6 0 0 0 0 12 32 153 16SST Consult /month 180 0s_tm prforf 0 3 3 0 3 0 0 9 24 115 139ST Consult r/onth 10.0 Co pter _ ppino 0 1 2 3 3 0 0 9 24 115 139Local Train nJmmnth 1.0 Staff trelnmr:NIS 0 12 12 12 12 12 0 60 57 3 60Equfpcant packaeo 150.0 Computer hard/aoftware 0 1 1 1 1 0 0 4 120 480 600Equip ON nnuAl 15.0 Equipeent 0N 0 1 2 3 4 4 0 ox 179 32 210Vehicles unit 16.0 Vehicle 0 2 2 0 0 0 0 4 21 43 64Equip 01K na nl 1.6 Vehiclo OIN 0 2 4 4 4 4 0 O 24 4 29Oper/Recurr wnum 60.0 Incr _ Non-sal oper cost 0.0 1 1 1 1 1.0 0 OX 265 1S 300Vehicles unit 24.0 Van FloeDe 0 13 13 0 0 0 0 26 206 416 624Equip ONK anual 2.4 VYn FleaDts 6 A 0 13 26 26 26 26 01 239 42 281

1.3 Pltnrwng, teserch wn Evaluation...... ................. ......................................

S/T FelLow r/month 6.O Study Tour 0 0 0 0 0 0 0 0 0 0 0L/T Fetlou a/month 6.0 NU Mmu Pion nino (1) 0 12 12 0 o O a 24 a I" U I L/T Fellow /month 6.0 NS Educ Tt/lwmirt (1) 0 12 12 0 0 0 0 24 0 14 14LT LLo Ca elmonth 2.0 IL Locel Conultent 0 0 6 6 4 4 0 20 6 255 261Vehicles unit 8.0 Vehicle OCDu 0 2 0 0 0 0 0 2 5 11 16EquipON anmiul 0.8 VehileI K O 0 2 2 2 2 2 0 01 7 1 6Vehicles unit 1.6 Notorbike-WC 0 12 12 0 0 0 0 24 13 26 38Equlp ON annul 0.2 VehicleO I 0 12 24 24 24 24 0 s 11S 3 17LT LocConsa /month 2.0 NL local Eduation ptst 0 0 0 0 0 0 0 0 0 0 0Lowal Con /month 2.0 ttudies/Surveya 0 24 24 24 24 24 0 120 20 0 2.0

1.4 Policy Studios n Project Preparation,...................................................

Local Con r/mcnth 1.0 Studles/Survoys 0 36 36 36 36 36 0 160 10 0 160Software % Spprd 150.0 Software/reforene * tt OX 251 251 25% 25X 0a 0 100X 45 105 150OermlopmentX Spread 500.0 Prein_sat mnt Study (P9F n O 10X 201 20X 301 0 100X 150 350 500.......................................................................................................................Component cukr-totol 75SK W99 16579

63

11. IWWWIN6 AMU8 AM EWJITY

2.1 GIrLs Scholarship Pragre

LT Lac Caon Wnmanth 2.0 Scholarship Adinistrati 0 ¶ 12 12 12 12 0 60 120 0 120STConsult ainmmth 13.0 Prlwete letor Speclst 0 3 3 3 2 I 0 12 32 153 185LT Lao Cona/moWnth 1.0 SclooLarship Aclnistrati 0 12 12 12 12 12 0 60 9 765 774Davvilopmint Spread 40.0 Evaluation FosaIdtIovVSc 01 201 101 301 301 102 0 1001 12 28 40Incentive. pupfLlyr 0.048 Fea stdits:vcuch*rs 0 600 600 1200 1200 2400 0 6000 286 0 216

2.2 School Construction Progres

Furmiture unlt 1.20 Fumniture Nultigrade Cie 0 225 303 361 344 234 0 1515 1727 91 1818Furniture unilt 2.51 Furniture Regular Ctasar 0 233 268 405 428 428 0 1762 4196 221 4419Buildings unit 20.9 Sheltriess:Pgrade ctsrm 0 125 143 201 164 164 0 795 14123 2492 16616Bu Ild 06K wrLu.L 1.45 School ftech mintenane 0 125 267 468 632 795 0 0X13315 0 3315Building. unit 8.0 SheLtertess Regular cLur 0 106 136 235 223 223 0 927 6304 1112 7416Build 01K usualI 0.1 SchooL facit mintwnmce 0 106 246 461 704 927 0 01 296 0 296BuiLdings uniit 2.0 SheLtrle*s:Lstrin* unfts 0 100 100 100 100 100 0 500 850 150 1000Build 06K amust 0.0 FaciLities mlntwnmic 0 100 200 200 200 100 0 01 24 0 24BuiLdings unilt 20.9 New Schools: Cinoty Mgra 0 100 160 160 180 120 0 720 12791 2257 15048BuiLd 06K anwuAl 1.5 School facit mintwumic 0 100 260 420 600 720 0 01 3045 0 3045BuiLdings unit 2.0 Mew Coty:Lstrine wilts 0 100 160 160 180 120 0 720 1224 216 1440BuiLd 01K srnjal 0.0 Facilities mintuwice 0 100 260 420 600 720 0 01 63 0 63Buildings unit 8.0 AdditioraL Classrooms 0 125 130 170 205 205 0 835 6346 334 6680BuiLd O6K rvua L 0.1 Faciitites maintewitce 0 12 255 425 630 835 0 01 272 0 272Local cons % spread 1968.0 ALE: desflnlconst smi 01 201 201 201 201 201 0 1001 1968 0 1968

Comporant sub-total 57007 7820 64827

1I1. TEACHER TRAINING IMPROVEMENT AND INSTRUCTIONAL MATERIALSNss3.3u====.usn.s=. =s=.=us...........nas.sn

3.1 Teacher Training

UIT Fellow almonth 6.0 Study Tour: NgradsInstr 0 a 0 0 0 0 0 8a 0 48 48LT Consult a/month 15.0 Tchr Training Adeiwio 0 6 12 12 12 6 0 48 108 612 720ST Consult Wa/mnth 18.0 ir.ervicellsutigradin Trai 0 2 4 4 4 2 0 16 43 204 247LT Cronult rn/onth 15.O Tchr Trg Couw"eDevelpmt 0 0 0 0 0 0 0 0 0 0 0ST Consult rnmonth 18.O Tchr Trg Cow"s.Devslpot 0 2 4 4 4 0 0 14 38 179 216Local Train rn/onth 0.50 in-country Tmilng Skills 0 100 100 100 100 100 0 500 238 13 250Inst. Hot package 10.O Library materials 0 6 5 0 0 0 0 11 33 77 110Inst. Nat package 10.0 AV materials 0 11 0 0 0 0 0 11 33 77 110Locat Trafnmift 0.04 Inservice Tchr Trg 0 14500 15300 16300 1830 0 0 6440 2447 129 2576Software I Spread 400.0 Trg Notts: Irdeav Prog 01 251 251 251 251 01 0 1001 120 280 400Local Trainusilt 0.30 Learning Coordinators/Of 0 300 300 0 0 0 0 600 171 9 180ST Consult rn/month 18.0OTchr Training Evel.Desig 0 0 0 0 0 0 0 0 0 0 0Local Train /mionth 0.07 Nobile/Famlse Tchr Trg 0 0 1500 1500 1500 700 0 5200 356 19 374Software % Spread 30.0OTrg Natls:NobilseProg 01 01 O 0% 01 0 01 0 01 9 21 30Local Train rvual 10. Seminarslc/earenf e0 1 1 1 1 1 0 5 48 3 50Vehicles unilt 16.0OVehicles 0 0 0 2 0 0 0 2 II1 21 32Eq.iip OAK arwmal 1.6 Vehicle OBK 0 0 0 2 2 2 0 OX a8 1 10Equfipmnt package 15.0Ooffice equipmet 0 0 0 0 0 0 0 0 0 0 0Equfp OlK wualt 1.5 Equlpom.ntO6K 0 0 0 0 0 0 0 01X 0 0 0Oper/Recumrt arrAlt 12.0 lnorm non-saL oper coat 0.0 0 0 0 0 0.0 0 0.0 a0 0 0LoccTrain teachers 0.07 Teacher TrgJCraeh Prog 0 4000 0 0 0 0 0 4000 266 14 280Software % Spread 80.0 Training MateriaLs 01 1001 01 01 01 01 0 1001 24 56 80

3.2 Instructioral matorisls Developmnt

Textbooks % Spread 0.0 Textbooks: Kachhi 01 191 20% 201 201 211 0 1001 0 0 0Textbooks % Sprea 3657.4 Textbooks: Grades 1-5 01 61 11% 221 231 371 0 1001 1097 2560 3657Furniture pwacka 20.0 FurnitursiBTB/S1I)TC 1 0 0 0 0 0 1 19 1 20Buildings % Spread 100.0 IR.furbishing:BTBIBINTOC 01 01 01 01 01 01 0 01 85 15 100Equipaunt package 22.5 Equipaant:BTB/BIISTC 0 1 0 0 0 0 0 1I 5 16 23EquipO0lK minrIe 2.3 Equipont 06 0 1 1 1 1 1 0 0 110 2 11Vehicles wilt 16.0 Vsiictes;ITB/3INITC 0 2 0 0 0 0 0 2 11 21 32Veh OIK wvAmI 1.6 Vehicle O6K 0 2 2 2 2 2 0 01 14 2 16LTCanm It W/m,nth 15.O Tetbook Developmaint 0 6 12 12 12 6 0 48 106 612 720ST Cornul t Wmonth 18.0 Textbook PubtfshirngJPrao 0 4 4 4 4 4 0 20 54 255 309ST Conoutt rn/month 18.0 Teting &Evaluntion 0 0 2 2 0 0 0 4 11 51 62LIT Fellow Wimonth 6.0 Productn/desipi MA 0 6 12 6 0 0 0 24 0 14 144"ST Consult /mon th 1U.O Distribution Sytm 0esi 0 2 0 0 0 0 0 2 0 12 12S/T Fellow a/month 6.0 Study tow 0 0 0 0 0 0 0 0 0 0 0Textbooks package 5.0 Suipttextbook collectn 0 1.0 0.0 0 0 0 0 1 2 4 5Bultdings I Sprea 400.0 BTB BuiLding 01 1001 01 01 01 01 0 1001 340 60 400Builtd Ol amwAl 6.OFactilitiesmaIntsnanc* 0 1 1 1 1 1 0 01 27 0 27

64

ST Consult m/month 18.0 Suppla_ntory Material S 0 1.0 1 1 0 0 0 3 8 30 46ST Com ult /ionth 18.0 TA support 0 0 0 0 0 0 0 0 0 0 0Equ1ipont package 5.0 WProc.s equipmt 0 1 0 0 0 0 0 1 1 4 5EquipOIK w*u l 0.5 Equipmnt 0ON 0 1 1 1 1 1 0 01 2 0 3DvetlopmntX Sprad 50.0 Authorship 0 201 20X 20X 201 201 0 1001 15 35 50Supp Mats. X Spread 2000.0 Supplementary Readers 0 201 201 20X 201 201 0 1 600 1400 2000Oper/R curr *nuol 50.0 Distribution costs 0 1 1 1 1 0.5 0 4.5 214 11 225Tch. Guide. packag 750.0 Supply Teachdrrs Guide. 0 0 1 0 0 0.0 0 1 225 525 750Oper/RecurrX Spreod 1500.0 Distribution costs 01 01 01 331 331 331 0 1001 1275 225 1500uitd 04l X Sprad 22.5 Warehouse 0 l 0 0 01 01 01 eX 0 01 0 0 0

Local Cons X Spread 120.0 AlE dign/const spn 01 01 01 01 01 0 0 OX 120 0 120Equipa.nt X Spred 30.0 Equ.ipmant: District Ware 01 1001 01 01 01 01 0 1001 6 24 30EqJpp 01N 1 Spread 3.0 Warehouse qifp 0N 01 1001 1001 1001 1001 1001 0 01 13 2 15Furniture packag 0.02 Storag lockers for achools 4400 4400 0 0 0 0 8600 125 7 132Oper/R curr *nnal 0.002 Furn distribution costs 0 4400 4400 0 0 0 0 8800 13 1 13

Component sub-total 8349 7791 16140

IV. EKEFICIARY PARTICIPATION

4.1 Beneficiary Participation Developo nt

ST Consult rnmonth 18.0 B*nefciary Particip/Edic 0 12 8 6 4 0 0 30 81 383 464Local Cons 55Ffed 500.0 Contract to Bn. Part Un 0.01 40.01 30.01 20.01 10.01 0 0 1 75 13 8ST Consult */month 18.0 Progr wvaluation 0 0 0 0 0 0 0 0 0 0 0Local Train m/onth 0.2 Community Dv workshopc 0 0 0 0 0 0 0 0 0 0 0S/T Fellow m/month 6.0 Study tour: Snf Partic 0 0 0 0 0 0 0 0 0 0 0Vehicles wiit 8.0 Vehiclos 0 0 0 0 0 0 0 0 0 0 0Equfp OIN *nntul 0.8 Vehiclec O& 0 0 0 0 0 0 0 0X 0 0 0Equipaent packag 10.0 Office quipasnt 0 0 0.0 0 0 0 0 0 0 0 0Equip 0N *nnu lI 1.0 Equipment OIK 0 0 0 0 0 0 0 01 0 0 0Softuwre packae 2.0 Reference/AV m*terials 0 0 0.0 0 0 0 0 0 0 0 0Local Core u/month 1.0 Comeanity DOv Workers 0 0 0 0 0 0 0 0 0 0 0Salaries u/month 0.26 NO: Incr tech staff 0 0 0 0 0 0 0 0 0 0 0Salaries J/month 0.12 0 0 0 0 0 0 0 0 0 0 0 0Slaries u/month 0.12 01V: Incr upport staff 0 0 0 0 0 0 0 0 0 0 0Oper/Rlcurr *nnau l 1.2 Incra _on-sal oper cost 0 0 0 0 0 0 0 0 0 0 0Oper/Recurr */year 3.2 Com _worker:p dim 0 0 0 0 0 0 0 0 0 0 0

Coponant sub-total 156 395 551

TOTAL PROGRAM COST 73101 24997 98096

65

ANNEX S

BALOCHISTAN PRIMARY EDUCATION PROGRAM

School Selection Criteria

The sites for schools to be provided and/or rehabilitated under the IDAfinancing would be selected in accordance with the criteria below. Bach year,the GOB would select the sqhool sites according to the following priorityorder, sites according to the first priority must be exhausted before movingto second priority, and so forth.

PRIORITY 1:

(a) New Girls' Schools (about 700 schools, each with one 40-capacitymultigrade classroom). Each school site would also be providedfurniture, storage for books and materials, a latrine block with2 cubicles, water facility, and boundary wall. The school sitesthat satisfy this criteria would be places where all thefollowing requirements are met:

(i) the community has affirmed its commitment to supportgirls' education,

(ii) the community has provided a site for the school,

(iii) there are at least 15 school-age girls (boys areencourage to attend but not included in the 15), and

(iv) a teacher is readily available for the new school.

(b) Existing "Shelterless" Girls' Schools and Classes (780classrooms). About 168 existing "shelterless" girls schoolswhich do not now have their own appropriate facilities would beincluded in this group. These schools would be provided theappropriate number and combination of multigrade and single-gradeclassrooms (to accommodate the projected female studentpopulation for the year 2000), classroom furniture, mini-library,water facility, latrine block and boundary wall.The qualifyingschools would meet all the following criteria:

(i) have at least 25 students enrolled,

(ii) a school site acquired for the new buildings, and

(iii) a teacher(s) in place.

PRIORITY 2:

Existing Girls' Schools with Inadecuate/DilaDidated Facilities(835 classrooms). About 96 existing dilapidated girls' schoolswith at least 25 girls and a teacher in place are expected to

66

meet this criteria. The inadequate physical facilities would bereplaced/rehabilitated as needed. Furthermore, additionalclassrooms (the appropriate combination of multigrade and single-grade types) to accommodate the projected female schoolenrollment by the year 2000 would be provided, together with acomplete complement of furniture, mini-library, latrine block,water facility and boundary walls.

PRIORITY 3:

"Shelterless" Boys Schools with Girls Enrolled (1,620classrooms). The schools that meet this criteria (about 400sites) would have a present enrollment of at least 50 studentsand includes girls. In addition, selection would be based onmerit considerations, including among others, communitycommitment, teacher availability, and the availability of aschool site. The selected schools would be provided theappropriate number and combination (multigrade and single-grade)of classrooms (to accommodate the projected enrollment of boysand girls in the catchment area up to the year 2000), furniture,mini-library, water facility, latrine block and boundary walls.The schools forming this group are expected to benefit twice asmany boys as girls in the process.

PRIORITY 4:

"Shelterless" Boys Schools. By the start of the fourth year ofthe project, should the annual in-depth evaluation of the programindicate that there would be freed Credit funds under the projectresulting from efficient implementation and utilization ofresources, shelterless boys schools would be attended to. Theschools meeting this criteria should have at least 50 studentsenrolled. Selection would be based on merit considerations,including among others, community commitment and the availabilityof a school site. The selected schools would be provided theappropriate number and combination (multigrade and single-grade)of classrooms, furniture, mini-library, water facility, latrineblock and boundary walls. Shelterless boys schools. initiallyclassified as Prigrity 4. may move up to Priority 3 providedthese schools accommodate girls also.

4. Selection Process:

The Directorate of Primary Education (DPE) will be responsiblefor the selection process. In establishing new schools, the HumanResources Survey would be the source of the initial list of receptivecommunities where new girls' schools are to be provided. Thesecommunities would appoint a school committee which would be involved inall stages of school planning and establishment. The beneficiarycommunities would be responsible for (a) identifying potential femaleteachers for recruitment, (b) guaranteeing a minimum of 15 girls forinitial enrollment, and (c) guaranteeing a site for the new school. If

67

a female teacher with a minimum of grade 8 pass qualification cannot befound, a male teacher (including retired teachers) acceptable to thecommunity could be hired on a temporary basis until a suitable femaleteacher is recruited.

In "non-receptive" communities identified under the HumanResources Survey, a demand generation program would be initiated by theDPE through existing community development programs such as the BSRP,CIDA and UNICEF programs. If the demand generation program issuccessful in these non-receptive communities, some localities couldmove into the category of "receptive" communities and become qualifiedfor inclusion among the places to be provided new girls' schools inaccordance with the selection criteria described above.

Identification of the other schools (shelterless and dilapidatedgirls schools, and shelterless mixed and boys schools) will alsoproceed in accordance with the selection criteria described above.Eligible school sites should be identified by DPE well in advance ofthe start of construction such that the complete requirements in eachsite and the corresponding set of building plans, specifications andbill of quantities are completed prior to inviting tenders.

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Annex 9

BALOCHISTAN PRIMARY EDUCATION PROGRAM

Private Education Foundation and Scholarship Experiment

Private Education Foundation

The objectives of the Foundation are to provide developmental supportand recurrent resources to disadvantaged private education institutions. Thestructure of the Foundation as it currently stands is outlined under the legaldocument currently passing through the Balochistan legislative process.However, rules and regulations need to be developed for the Foundation toensure that the resources are directed toward the established objectives.These regulations should outline such issues as the conditions under whichdevelopment funds will be granted to private institutions; the conditionsunder which resources will be provided to support existing privateinstitutions on a recurrent basis; the operational rules of the Foundation;and the structure of the management and administration of Foundation. IDAwould finance technical assistance to support this effort.

Scholarship Experiment

The objective of this program is to support the development of the low-tuition charging private education sector in Divisional and Districtheadquarters with the goal of providing quality education to a small number ofdisadvantaged children. These children will feed into the currentlyestablished Government model middle and high schools. The second advantage ofthis program will the provision of education at a lower unit cost than withincomparable Government schools, thus expanding the number of children theGovernment can educate with a limited investment.

The program will provide a scholarship for six years of primaryeducation to eligible applicants to attend a low-fee charging private primaryschool. These scholarships will be paid to the schools on the basis ofreported enrollment and attendance data as recorded by the representative DEO.A scholarship will not be given for a repeated year. All students who beginthe scholarship will receive financing until completion of primary cycle.Only students entering at Kachi and Grade 1 can receive the scholarship.

Criteria for School Eligibility. A number of criteria must beestablished to determine what type of school might be eligible to advertisefor students under this program. Scholarships will be initially issued onlyto schools within Divisional headquarters and at a later date to schools indistrict Headquarters. The following criteria were established for schooleligibility for participation:(i) the school must be located outside of the Quetta Municipal Corporationboundaries and within the Municipal boundaries of Divisional and DistrictHeadquarters; (ii) school must meet minimum standards of facilities,instructional materials and teacher qualifications so as to be recognized as asociety by the Industries Department and a school by the Education Department;

69

(iii) the school must employ at least one female teacher; (iv) the school musthave at least two rooms; (v) the school may not charge more than 150 Rupees amonth tuition fee. Monthly fees for extracurricular materials, uniforms etc,must not exceed 50 Rupees; (vi) the school will be responsible for the costsof uniforms, instructional materials and other incidental costs of scholarshipstudents.

Each school will receive a monthly cheque from Education Department forthe amount equivalent to the number of enrolled scholarship studentsmultiplied by the scholarship of 150 Rupees per month. This cheque will bedeposited in a local Bank to an account established by the schools. Depositof check will be recommended by the DEO or SDEO after they have verifiedenrollments.

Criteria for Children eligible for scholarship. Only a limited numberof scholarships will be available in each Division and District. Thereforeonly a few of the many eligible candidates will receive the scholarship. Adecision must be reached to determine the choice of children to receive thescholarship. Children will be chosen by a committee comprising of thefollowing: the DEO or SDEO; School Principal; Chairman of the DistrictCouncil; and Chairman or member of the Town Committee. This Committee, alongwith the eligible schools, are responsible for ensuring that there iswidespread knowledge of the experiment. Decisions must be based on thefollowing criteria: (i) targeting families with an estimated income of up to3,000 Rupees per month; (ii) only girls will be eligible for scholarships. Ifa vacancy should arise due to drop-out or migration, it will be filled fromthe pool of girls.

Administration of the Scholarship Experiment. The position of DeputyDirector Administration (Schools) will be responsible for the oversight of theexperiment, supported by a full-time local private education advisor and onesupport staff. This will be maintained until such time as the experiment isincorporated into the operational mechanism of the Private EducationFoundation.

Implementation Schedule

The experiment would be established as a pilot with funding for sixyears of operation to enable one cycle of students to complete primaryeducation.

Year 1: Advertisements would be placed in the papers of three DivisionalHeadquarters asking for school applications. Schools will be chosen by theprogram administrators and DBO of the respective Divisions (Quetta [Pishin],Sibi and Turbat). 200 scholarships will be available in each Division (600 intotal).

Year 2: At the end of year one IDA will finance a formative evaluation of theprogram and if considered appropriate expanded to the other three DivisionalHQ with equal number of scholarships in each (600).

70

Year 3: During program mid term review, the expansion of the program will beassessed to determine if the experiment should be continued. The scholarshipscould be increased to 400 in each Division.

Year 4: After further evaluation program may be extended to District level.

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Annex 10Page 1 of 7

BALOCHISTAN PRIMARY EDUCATION PROGRAM

Balochistan Education Materials Development

Introduction

School characteristics determine the most effective form ofinstructional material to be used in primary schools. In Balochistan thefollowing problems exist at the school level:

a. A majority of schools are single teacher, multi-grade environments,requiring special teacher management techniques and specially developedinstructional materials.

b. The active involvement of pupils in learning is often veryrestricted. While the single teacher is occupied with one class theremainder of the pupils are inactive. Thus pupil efficiency in theclassroom is low.

c. There is a considerable age spread in primary schools, which createsproblems of achieving satisfactory interest levels for all pupils.

d. There is considerable linguistic diversity. At least threeprovincial languages are used in addition to Urdu. This leads tocommunication problems between teachers and pupils and increases thecost of book provision.

e. A large number of primary school teachers are untrained. They areshort on content knowledge, pedagogical background and organization andmanagemenc skills.

f. Effective textbook life in the classroom is short. Estimates suggestthat most textbooks are in very poor condition within 3 to 6 months ofissue. Many pupils have to repurchase books more than once during aschool year. Equally, many poorer pupils have to do without textbooksaltogether when they have been destroyed or lost. The problem is afunction of harsh classroom environments and poor physical productionspecifications of the books.

Given these conditions, the most appropriate intervention is thedevelopment of a new generation of specially written and designed pupilcentered core textbooks which will replace the existing textbooks. These areconceived to be independent learning guides directing the pupils to activitiesand supplementary materials without the constant assistance and interventionfrom the teacher. It is also proposed that the textbooks should have upgradedphysical production standards to ensure greater durability in the classroom.

There are four areas to be addressed by the program: (a) the content anddesign of the pupil centered instructional materials; (b) the development oflimited but carefully selected supplementary reading materials collections tosupport pupil centered learning and increase access to reading; (c) the

72

Annex 10Page 2 of 7

training of teachers in the use and management of the new materials and themanagement of a new approach to teaching and classroom organization; and (d)the logistics and costs of the production, distribution, usage and storage of(a) and (b).

Core Text Development

The Balochistan Textbook Board (BTB) is responsible for the development,production and publication of all textbooks for Grades 1 - 12. The textbooksare written by teams of authors contracted by BTB, approved by the Curriculumwing in Islamabad and specified by the BTB. Individual books are thencontracted out to the 31 commercial publishers who are currently registeredwith the BTB for this purpose. Books are either delivered to DEOs or soldthrough retail booksellers. The BTB calculates that 80W of the books aresupplied free.

BTB has a staff allocation of 6 subject specialists (editors) to handlea projected list of 140 titles. Of these 6 editors only 4 are currently inpost. The BTB is thus understaffed. The BTB staff also lack some professionalskills and this is reflected in the BTB's request for training and technicalassistance for a wide range of publishing skills. The BTB has difficulty infinding good writers for many of the local languages and has no specialistlanguage staff for editorial purposes. The BTB has no experience in thedevelopment and writing of materials for multigrade instruction.

The development of new, pupil centered texts does not involve thecreation of a new curriculum or the development of new content requirements.It does require the presentation of the existing curriculum and content in astyle which will encourage a far greater level of pupil responsibility andinvolvement in learning. The Primary Education Curriculum Reform Program(PECRP) has already developed new content approaches. The new textbooks shouldbuild on this resource of content reform and should now add the element ofprocess reform.

The new textbooks will be developed by teams of writers selected by theBTB working in close association with the Instructional Materials Developmentand Training Cell (IMDTC) and with the staff of the Curriculum Bureau. Therewill be intensive micro testing and formative evaluation during the writingand development process based on prototype units.

The schedule for introduction of the new pupil centered texts is basedon an initial year (1993) of training, preparation, research and developmentduring which agreed scope and sequence and methodological and pedagogicalapproaches will be determined. This will be followed by a year (1994) ofmanuscript writing and development involving the design, lay-out andproduction of prototypes for testing and evaluation. In 1995 teachers will betrained in the use of the new books and the new methods and a pilot studycarried out in a limited number of schools.It is currently envisaged that thefirst of the new core, pupil centered texts will be fully introduced on aprovince wide basis in 1996. The exact timetable however will depend upondetailed schedules to be finalized after the initial year of research anddevelopment.

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Annex 1 0Page 3 of 7

Program support. To meet the need for multigrade materials, it isexpected that, at a minimum, 45 new core texts must be developed. Theparticular skills needed to develop pupil centered texts designed forindependent learning are not available in Balochistan and the following isproposed to sensitize curriculum, writing and publishing personnel to theapproaches to this kind of book:

i) A 5 person study tour to the Escuela Nueva program in Colombia(estimated cost $25,000)

ii) The establishment of a sample copy library of pupil centered,independent learning materials from all over the world (estimatedcost $5,000)

iii) A one year exercise to scope and sequence the existing curriculumfrom Kachi to grade 5 to guide the writing work needed to producea new generation of materials (financed from existing PED program)

iv) the development of small, sample units of material which can beused in the crash teacher training programs to demonstrate the useof independent learning techniques (financed from existing PEDprogram)

There is also a need to re-examine the grade 5 leaving test to assessits impact on the development of student centered learning techniques. Thisshould also be undertaken by the existing PED program.

Supplementarv Readers Collections.

Supplementary readers are essential to the pupil-centered study process.Because no such readers currently exist in Balochistan schools the followingareas need to be addressed: (a) topics and titles need to be identified thatmeet both the interests of Balochistan children and the requirements of thecurriculum; (b) sources for the readers need to be clearly identified,including the use of reprints, translations and adaptations, as well asorigination of titles; (c) production standards that allow durability, andpresentation standards that stimulate children's interest must be agreed; (d)the targeting and sequencing of material supply must be agreed; (e) theprovision of sufficient readers to create variety and a regular source of newreading material is essential; and (f) the usage and management of thematerials collection by students and teachers must be addressed.

Program support. The program will support:

(a) four studies to (i) identify topics and target grade levels; (ii)survey existing Urdu titles & create a reading copy collection forassessment; (iii) establish presentation and production standards;and (iv) develop a school management system and handbook($48,000). These studies will be incorporated into an overallcomponent design ($12,000).

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Annex 10Page 4 of 7

(b) consultants in design, production and distribution ($365,000)

(c) procurement and distribution costs of the supplementary materials($2.0 million)

Teacher SuDDort

Learning modules for teacher upgrading and support have been developedfrom the IDA PEP II project. While evaluation reports of these materialsappear to be good they are still in need of detailed revision. The programwill not revise and resupply the existing learning modules but willincorporate the best of the learning modules into the new core textbooks andinto specially developed teachers' guides to accompany the new textbooks.Sample lesson plans are currently being developed under the PED. Theseprovide organizational and management support for teachers and will be a basisfor much of the new core text development.

Teacher training support (including the development and provision ofteacher training materials)for the new textbooks will be developed under theexisting PED and the forthcoming ADB teacher training project will need tocoordinate with these activities.

Program support. The program will support:

a) The provision of free sets of teachers guides to each school tosupport the new texts ($200,000)

Production. Distribution and StoraQe

Organization and Management. At present a number of differentorganizations are involved in materials development and production for primaryschools in Balochistan. These are: (a) the BTB which produces core textbooksfor grades 1-12; (b) the Balochistan Curriculum Bureau which produces teachertraining materials; and (c) the PED project (USAID) which has produced newpupils materials in 1992 for the Kachi grade. The PED has also proposed theestablishment of a new Balochistan Instructional Materials Development andTraining Cell (IMDTC).

Proposed program structure. Under the program proposal the followingroles would be established for the materials development program:

BTB:.a) Determination of the schedule of textbook development andpublication.b) Establishment of writing teams.c) Editing and.preparation of manuscripts.d) Procurement of publishing services.e) Procurement of supplementary readers.f) Distribution

a) Training in writing and development methodology.

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Annex 10Page 5 of 7

b) Assistance in design and lay-out.

c) Formative evaluation.d) Assessment and Criteria Reference Testing.e) Production of prototypes for assessment.f) Research, evaluation and recommendations for supplementary readers.

Bureau of Curriculum:a) Establish requirements for teachers' guides.b) Establish requirements for teacher training materials.c) Implementation of all new instructional materials into schools.d) Liaison with BTB, IMDTC and the new Directorate of Primary Education

on the development of new core texts and teachers guides.

Proposed program support. To enable the respective organizations tofulfill their allotted functions, the program will support:

(a) Production costs for the provision of pupil- centered study guidesfrom 1993-1998($3.61 million)

(b) New building to house the BTB (estimated $800,00, to be sharedamong IDA financing (50%), provincial government (25%) and theTextbook Board (25%))

(c) furniture (40,000), desk top publishing facilities and computerhardware ($75,000), and computer maintenance costs ($5,500 p.a.).

(d) Technical assistance and training costs

Distribution - current conditions. Distribution of books is reported tobe inefficient with books delivered late and in poor condition. There isinsufficient warehousing at the district, sub-divisional and central level.The poor packaging of books causes damage in transit from printers to centralwarehouse and from central warehouse to DEOs, SDEOs and schools. Inadequatewarehouse management also contributes to loss and damage. Under the currentsystem, printers deliver books direct to the DE (Schools) as part of theircontract cost. DEOs collect from DE (Schools) using commercial transport witha budget provided by government for this purpose and SDEOs collect stock fromDEO stores using their own vehicles. Finally, teachers collect from SDEOs whenthey come to collect their salary.

The program will support:

(a) a survey of the distribution system ($20,000). Dependant on theresults of this survey the program would be prepared to fund thefollowing:-

(b) support to DEO and/or SDEO storage as recommended by thedistribution survey ($1,300,000).

The warehouse system development and training will be undertaken by theproposed distribution consultant. Packaging requirements will be explicitlyincluded in publisher contracts.

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Annex 10Page 6 of 7

Storage in schools. Schools in Balochistan lack adequate storage forthe preservation of classroom resources. Furthermore, a number ofinterventions are likely to increase the need for storage capacity: (a) apolicy to keep basic texts for grades 1 and 2 and Kachi in schools overnight;(b) the use of supplementary readers on a regular basis in schools; (c) theincrease in supply of learning modules, lesson timetables and lesson plans anda new and revised teaching aids kit. Classroom storage may be provided bybuilt-in storage units or steel lockers already used ir some schools. Thelarger type of locker is 6 x 4 x 1.5 feet and holds up to six shelves. Aschool of 50 children will require approx 8 running feet of shelving forsupplementary readers and a further 4 running feet for core textbook supplies(i.e. 3 shelves). This should leave 3 shelves for other classroom basedsupplies. Provisions are made in new multigrade classroom building design toaccommodate storage for classroom sets of textbooks, supplementary readers andteacher support materials.

The program will provide:

(a) about 8,800 storage units at a unit cost of $150 ($1,320,000) andthe cost of their distribution ($66,000)

LanguaQe Policy

A multi-lingual policy has serious cost-implications for all elements ofthis component. Currently, costs are estimated for the provision of books inall subjects and grades in one language. If the materials have to be madeavailable in 3 or 4 different language editions rather than in just onelanguage the total quantity of materials required by the system in terms ofnumbers of copies printed and provided should not be affected greatly.However the unit costs of each individual language edition will increasesubstantially. However writing, editing, typesetting, film and plate costswould be significantly increased. At this stage the multiplication factor forall production costs is estimated at 1.6. Costs will also be indirectlyraised through other educational issues (teacher training, teacher mobility,teacher confidence, the introduction of Urdu as a second language, etc.).

Sustainability and Cost Reduction.

Cost of textbooks, teachers guides and supplementary reader provision isa major concern of government which is anxious that overall per capita costsof materials provision should not rise significantly (by more than 10 to 15%on a real cost basis) as a result of the program. It is inevitable that duringthe program period there will be an increase in costs as new materials and newmethodologies are developed, assessed and refined. At the same time theprogram will constantly review cost reduction possibilities with the objectiveof stabilizing per capita costs at not more than 15% above current costs on areal cost basis. Strategies to be reviewed, tested and assessed on a pilotbasis during the program period may include:

a) Extending book life in the classroom and thus achieving costamortisation over more than one year (this will require anincrease in physical production specifications because existing

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Page 7 of 7

effective book life is probably no more than 3 to 6 months withexisting specifications).

b) Reducing raw materials costs by ICB for paper or by achieving dutyfree supply of paper.

c) Reverting to a monolingual language of instruction policy.

d) The development of reduced levels of subsidy for commercially soldbooks.

e) The introduction of modest levels of cost recovery via thepossibility of heavily subsidized loan fees for parents fortextbook and supplementary readers.

Benefits.

The classroom efficiency of the current system is low. A majority ofpupils are actively engaged in learning for probably no longer than an hour aday in rural, single teacher, multigrade schools at present. The developmentof a new learning process based on pupil centered learning and the developmentof textbooks and teaching methodologies to support this would aim tosignificantly increase the number of hours of active learning of each pupil.This in turn will lead to higher levels of performance, greater pupil andparent satisfaction with schooling and reduced drop out and repetition rates.The overall efficiency of the system should improve and per capita costs ofeducation should decrease.

Impact Evaluation.

The program will support an annual impact evaluation to determineincreases in academic achievement (based on reading levels and mathematicalskills), reading frequency, active learning hours, attendance, enrollments,drop outs and repetition rates etc so that the effectiveness of the investmentin instructional materials can be assessed and monitored. The results of theimpact evaluation should be used to determine future policy and investmentsprior to the termination of the program ($100,000).

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Annex 11Page 1 of 7

BALOCHISTAN PRIMARY EDUCATION PROGRAM

JOB DESCRIPTIONS

Director of Primary Education (DPE)

1.0 Academic Leadership

1.1 Identifying major issues and constraints of primary education inthe province.

1.2 Reviewing existing policies of primary education development andproposing new policy options with reference to identifiedproblems.

1.3 Inspiring and leading the process of qualitative changes inprimary education through innovative approaches and pilot models.

1.4 Planning and overseeing continuing professional development ofmanagers of primary education at different levels and other keystaff.

1.5 Monitoring national and international initiatives in the field ofprimary education.

1.6 Monitoring, disseminating and rewarding outstanding performance byprimary education staff.

1.7 Coordinating, supporting and servicing difference providers ofprimary education (public, private, municipal, local, NGO).

1.8 Catalyzing informed support from public representatives indevelopment policies and practices.

1.9 Organizing provincial/regional seminars/workshops on currentissues of primary education.

2.0 Planning and Development

2.1 Catalyzing and overseeing the development of a provincial database of primary statistics and the concomitant school maps.

2.2 Establishing achievable long-, medium- and short-term goals andpriorities of new investments as well as sustainability ofexisting physical infrastructure.

2.3 Establishing school location criteria and overseeing theirenforcement.

2.4 Identifying and addressing the needs for quality inputs along withphysical ones.

2.5 Overseeing and guiding the preparation of annual developmentplans, monitoring their implementation and making mid-termadjustments, where indicated.

2.6 Identifying implementation constraints and providingguidance/assistance in removing them.

2.7 Arranging and distributing ADP and non-ADP resources.2.8 Coordinating donor inputs in primary education development.2.9 Catalyzing planned community involvement in the affairs of primary

schools.2.10 Commissioning special studies on aspects of primary education

development.

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Annex 11Page 2 of 7

3.0 Organization

3.1 Overseeing the organization of the Directorate of PrimaryEducation in line with identified functional areas and providingstaff support at all levels.

3.2 Catalyzing the development of individual annual work programs forkey managers and other staff.

3.3 Establishing smooth channels of two-way vertical as well ashorizontal communication between various sections/units/offices.

3.4 Widely and repeatedly disseminating individual job descriptions,establishing performance criteria, monitoring staff performanceand enforcing accountability.

4.0 Coordination and Communication

4.1 Establishing formal and informal communication links withCurriculum Bureau, Textbook Board, Directorates of SecondaryEducation, Federal Curriculum and Primary Education Wings andDirectorate of Civil Works.

4.2 Preparing and disseminating annual status reports of achievementtowards predetermined goals and priorities.

4.3 Communicating with Health, Population and Public HealthEngineering Department on the implementation of Social ActionProgram.

4.4 Preparing Progress Reports on donor-assisted projects.

5.0 Supervision

5.1 Supervising the work of Regional Additional Directors, DPEOs andSDPEOs.

5.2 Inspecting at least 25W sub-ordinate offices annually.5.3 Inspecting at least 5' of primary schools annually.5.4 Introducing and enforcing among field supervisors new supervisory

parameters directed towards academic support and problem-solving,rather than fault finding alone.

5.5 Inspecting the efficacy of new school construction and schoolmaintenance practices.

6.0 Administration

6.1 Selecting, recruiting, promoting, and deploying district and sub-district managers of primary education including DPEOs/SDPEOs.

6.2 Recommending the appointment of Regional Additional Directors.6.3 Writing tbe annual performance reports of Additional

Directors/Deputy Directors/DPEOs.6.4 Laying down and overseeing de-centralized and flexible procedures

for teacher recruitment and deployment.6.5 Participating in all high level meetings on issues of primary

education.

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Annex 11Page 3 of 7

7.0 Financial Management

7.1 Overseeing the preparation of annual budgets and budgetdistribution.

7.2 Overseeing the proper maintenance of accounts and financialstatements.

7.3 Having annual audit reports prepared, and submitted to concernedquarters, as well as following up on the removal of financialirregularities.

7.4 Ensuring adequate budget allocation for non-salary expendituresand repairs and maintenance funds for primary schools.

7.5 Catalyzing additional resources mobilization for primary schooldevelopment through non-government and private sources and localbodies.

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Annex llPage 4 of 7

JOB DESCRIPTIONSRegional Additional Director of Primary Education (RADPE)

Broad Responsibilities

To be responsible for the regional development and management of primaryeducation, under the overall guidance of DPE.

1.0 Planning and Development

1.1 Developing a regional data base for educational statistics andindicators and servicing/supporting the provincial data base.

1.2 Translating provincial goals, priorities and targets intoregional/district development schemes and projects.

1.3 Overseeing the enforcement of established criteria for schoollocation planning.

1.4 Coordinating and overseeing implementation of approved schemes andprojects.

1.5 Assisting DPE in the development of new policy initiatives towardsimproved participation and narrowing of regional/gender gaps inbalanced development.

1.6 Catalyzing community support in primary education development,with focus on demand generation, reduction of pupil attrition andadditional resource mobilization.

1.7 Collating teacher development needs from the supervision reportsof field supervisors.

1.8 Liaising with Curricula Bureau/Institutional Materials DevelopmentCell/Teacher Resource Centres in teacher/materials developmentwork.

2.0 Supervision

2.1 Guiding and overseeing the development of individual annual workprograms for DPEOs/SDPEOs.

2.2 Developing and enforcing measurable performance criteria forDPEOs/SDPEOs towards improvement of educational indicators.

2.3 Touring districts and sub-districts to supervise/inspect educationoffices at least once annually.

2.4 Inspecting at least l01 of primary schools annually, with focus onacademic support to teachers and schools.

2.5 Inspecting at least 40% of schools under construction.2.6 Supporting the development of primary schooling in the private

sector.

3.0 Administration

3.1 Recommending posting/transfers of DPEOs.3.2 Deploying/transferring SDPEOs within own region and recommending

such staffing changes on provincial basis.3.3 Writing annual performance reports of DPEOs and countersigning the

reports of SDPEOs.3.4 Participating in meetings.

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Annex 11Page 5 of 7

3.5 Ensuring smooth information flow through established channels.3.6 Recommending rewards to staff/teachers for outstanding

performance.3.7 Liaising with Divisional Directors of Secondary Education on

issues of common interest, particularly staffing.3.8 Monitoring/servicing budgetary allocations to districts.3.9 Overseeing proper utilization of invebtments and recurrent

budgets.

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Annex 11

Page 6 of 7

JOB DESCRIPTIONS

District Primary Education Officers (DPEOs) (M&F)

1.0 Planning and Development

1.1 Catalyzing the emergence of a district-specific focus on issuesand needs of primary education development in individualdistricts.

1.2 Developing and continually updating a district data base ofeducational statistics including enrollment/participation/progression/drop-out rates, teacher availability and teacherprofiles, physical infrastructure, demographic indicators andtrends, pupil achievement indicators, inventories of communitysupport and initiatives and investment and recurrent budgetfigures.

1.3 Advising RADPE/DPE on district-specific imbalances amongeducational indicators and needs and suggesting priorities ofdisaggregated actions.

1.4 Developing district development schemes and projects withinoverall priorities and targets indicated by DPE/RADPE and with dueregard to striking a balance between expansion and consolidationneeds.

1.5 Providing priority attention to shelterless and damaged/physicallyinadequate schools.

1.6 Evaluating the potential of mosque/community/home schools inconsultation with community leaders and incorporating them inindividual schemes and projects.

1.7 Monitoring and reporting implementation status of schemes andprojects and identifying and removing implementation constraints.

1.8 Mobilizing private sector/local government institutions in primaryeducation development effort.

1.9 Identifying teacher/educational materials development needs andassisting RADPE in developing regional profiles of deficienciesand needs.

1.10 Involving public representatives and communities in informedplanning decisions.

2.0 Administration

2.1 Preparing district and sub-district annual work programs inconsultation with SDPEOs and under the guidance of RADPE.

2.2 Recommending postings/transfers of SDPEOs.2.3 Recruiting/promoting/deploying/transferring ASDPEOs/Learning

Coordinators.2.4 In collaboration with SDPEOs recruiting/deploying/transferring

primary school teachers.2.5 Writing the annual performance reports of ASDPEOs and

countersigning those of Learning Coordinators.2.6 Recommending rewards for outstanding performance for

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Annex 11Page 7 of 7

SDPEOs/ASDPEOs and deciding such cases for LCs and teachers.2.7 Participating in district/divisional/provincial meetings.2.8 Preparing/distributing and overseeing the utilization of

investment/recurrent budgets.2.9 Procuring school furniture and educational materials.

3.0 Supervision/Academic Support

3.1 Inspecting sub-divisional education offices annually and issuingdetailed reports with suggestions for improvements.

3.2 Supervising SDPEOs/ASDPEOs/LCs in their inspection/academicsupport functions.

3.3 Inspecting at least 20% of primary schools annually.3.4 Holding scholarship examinations.3.5 Allowing flexible timetables for rural schools.3.6 Ensuring adequate supplies of educational materials in schools.3.7 In consultation with field supervisors, arranging classroom

support to teachers.3.8 Liaising with Curriculum Bureau/Instructional Materials

Development Cell/Teachers Resource Centres in teacher/materialsdevelopment work.

3.9 Monitoring school construction/maintenance work and conductingperiodic field visits.

3.10 Writing off broken school furniture and arranging replacements.3.11 Overseeing the use of learning modules in the classroom situation

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Annex 12

BALOCHISTAN PRIMARY EDUCATION PROGRAM

Beneficiary Participation in School Establishent

A Beneficiary participation experiment began during program preparationunder funding from USAID PED. This annex summarizes the process developedunder the pilot program in which communities established community beneficiarygroups and participate in school establishment and monitoring of the qualityof education of their children.

Coordination Unit: One finding of the experiment was the need for aCommunity Coordination Unit consisting of community workers to serve asliaison between beneficiary groups and the Department of Education. This Unithas the following objectives: a) identify and mobilize communities interestedin educating their children (especially girls); b) provide advice to thesecommunities to enable them in turn to support and inform the educationdepartment as to the need for schools and materials; c) identify or create andthen strengthen the involvement of local NGOs in the process of promotingprimary education; d) and coordinate donor support to create the environmentfor education development by focusing donors on existing local NGOs.

Beneficiary Participation Process: The Community Coordination Unitachieved these goals by developing the following methodology to establish aschool. A potential female rural teacher is identified through a combinationof Human Resource Surveys, applications from DRO office, recommendations ofGovernment representatives and officials, and direct requests from individualsand communities and NGOs. The identified potential teacher is interviewed toascertain her interest in teaching and community involvement and is thentested. Agreement is reached with the teacher that she will: a) open a schoolon a trial basis for two to three months to measure the success of the school;and b) commence community motivation and training.

A village school committee is then formed after community meetings andextensive discussions. Committee members are elected by 75% of parents in thevillage in presence of DEO and field workers. All committee members must havetheir own children in the school. No member of the Committee can serve onother village groups. No two brothers or people belonging to the same compoundcan be selected in the committee. This school committee, on behalf of thevillage, agrees on responsibilities regarding the support for the school.

The school is then started on a trial basis until the teacher undertakesthe Mobile Female Teacher Training Program which is held during the followingtimes: 15 December - 15 February or 15 June - 15 August. If at any time, thevisiting field worker finds no teacher in the school, or an unacceptably lowenrollment rate during the trial period, the teachers name is withdrawn fromthe application for MFTTP until such time as the village can reconfirm itscommitment to the process. On commencement of MFTTP, the School Committeeformally requests an appointment post and school sanctioning from the DEO.The teacher receives her letter of appointment on graduation from the MFTTP.The School Committee is provided with support from the Community CoordinationUnit in overall monitoring and management of the school to ensure enrollmentis maintained or increased. Final site selection for the school construction

86

is recommended by the school committee, after the school has functionedsuccessfully for at least one year.

Functions of the Coordination Unit: The unit's role in this process isas follows: to train communities to effectively communicate with the EducationDepartment and GOB; to identify, train, support and monitor community workersfrom NGOs, donor agencies and Government field-level officers (ADEO and SDEOand DEO) involved in community mobilization; to coordinate between theGovernment, donor agencies and the school committees; to develop monitoringindicators for the program; docum,ent and publish the experience. Based onthis assumed role, the unit should be developed as an autonomous unit thatwould be recognized and supported by the Government but not controlled byconventional procedures. To ensure effective communication and coordination,it should be located within the Director of Primary Education at theProvincial level.

Recommendations For Establishing Girls' Schools: In support of theprocess of community mobilization, and to ensure that girls schools will beestablished, a Government working group developed the followingrecommendations for long-term policy changes:

a) relaxation of lower age for recruitment to 14 years and upper age to40 years, subject to non-availability of qualified female teachers in theparticular village;

b) relaxation of qualification from Matriculation to Middle Pass subjectto non-availability of Matriculates in the particular village. Middle Passfemale teachers must Matriculate within 3 years. After three years, a noticeindicating failure to pass the Matriculation examination will be served to theteacher concerned which will lead after one year to termination of employment;

c) the new Primary Schools and posts will be sanctioned and establishedin the villages which are processed through the Community Coordination Unit bythe relevant DEO according to the follcwing priorities i) in new girls schoolsii) in the classrooms added to existing shelterless girl's primary schoolsiii) community involvement in poorly functioning existing girl's schools iv)mixed (Mosque Schools) v) boys' primary schools;

d) the government should seek to apply the same process for boys'schools that is tested by the unit for girls' schools;

e) temporary buildings free of rent and cost for opening of new Girl'sPrimary Schools shall be provided by the Village School Committee until abuilding is recommended by the Unit and approved by the Government;

g) mobile female teacher training program for these girl's schoolsshould continue and be legalized and be pre-requisite for appointment asMiddle Pass teachers;

h) community participation may also be included in the ADB Girl'sCommunity School Project. This Project will also need community workerstrained by the Unit.

87

i) special awards for village school committees/ schools/ teachers/students/ outstanding administrators from Education Department (at Districtand Divisional level) should be established.

j) a male teacher can be appointed in villages where female teachers arenot available based on the recommendation and approval of the SchoolCommittees.

k) re-orientation of the exicting opportunities and financial resourcesto promote female education should be organized for the Divisional EducationOfficers (Female).

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Annex 13Table 1

BALOCHISTAN PRIMARY EDUCATION PROGRAM

PLANNING CHECKLIST FOR PROGRAM IMPLEMENTATION

Symbols for Participants

GOBED: Government Balochistan Secretary Education Department

DPE-PM: Director Primary Education/Project Management

BEMIS: Balochistan Educational Management Information System

DCW: Director of Civil Works

BTB: Balochistan Textbook Board

BCE: Bureau of Curriculum and Extension

IDA: International Development Agency

GOBSI: Government of Balochistan, Secretary of Implementation

GOBSF: Government of Balochistan, Secretary Finance

A&E: Private Architectural and Engineering Firm

TAT: Technical Assistance Team / Consultants

IMDTC: Instructional Materials Development & Testing Cell

DESCRIPTION OF ITEMS PRIME ASSISTANCE ADVICE t CLEARANCERESPONSIBILITY

I - GENERAL CO-ORDINATION AND ADMINISTRATION

1.01 Preparation operation/admin. guides DPE-PM BEMIS,DCW,BTB,BCE,IDA, GOBED, GOBSIGOBSF, A&E, TAT

1.02 In-service/fellowship admin training DPE-PM BEMIS,DCW,BTB,BCE,IDA, GOBSI____ ____ ___ ____ ___ ____ ___ ____ ____ ___ ____ __ ____ ___ ____ ___ A SE, TAT

1.03 Preparation of regular progress reports (physical DPE-PM BEMIS,DCW,BT3,BCB,IDA, GOBED, GOBSIand financial) GOBSF,A&E,TAT

1.04 Preparation of annual plan DPE-PM BEMIS,DCW,BTB,BCE,IDA, GOBED, GOBSI______ _____ _____ ______ _____ _____ _____ ______ _____ _____ _____ ASE, TAT

1.05 Technical assistance program DPE-PM 3EMIS,DCW,BTB,BCB,IDA, GOBSI

1.06 Fellowships program DPE-PM BEMIS,DCW,BTB,BCE,IDA, GOBED____ ____ ____ ____ TAT_ _ _ _ _ _ _ _ _ _ _

1.07 Preparation SNP/EDP one year budget DPE-PM BEMIS,DCW,BTB,BCE,IDA, GOBBD, GOBSI,________ _______ A&E,TAT GOBSF

1.08 Monitoring program management DPE-PM BEMIS,DCW,BTB,BCE,IDA,A&E, TAT

1.09 Monitoring financial/physical operat. DPE-PM BEMIS,DCW,BTB,BCE,IDA, GOBED, GOBSI,_________________ A&E,TAT GOBSF

II - CONSTRUCTION

2.01 School mapping (annual up-dated) DPB-PM BEMIS TAT

2.02 Site approval including site engineering survey GOBED DPE-PM TAT

2.03 Standard school design and adjustment of standard AEB DCW DPE-PM, IDA, GOBSIto take into account site characteristics identifiedin the engineering survey

2.04 Work program for new and additional classrooms A&E DPE-PM DCW, IDAincluding bidding documents

2.05 Work program for rehabilitation primary schools A&E DCW DPE PM, IDAincluding bidding documents & drawings

2.06 Architectural brief for the Primary Education DPE-PM DCW A&B, TATDirectorate Building (PEOB)

2.07 Architectural brief for the BTB building DPI-PM DCW, BTB A&Z, TAT

2.08 Architectural design for the PBDB A&E DPE-PM GOBED, GOBSI, TAT

89

2.09 Architectural design for the BTB building A&I DP-PM GODED, IDA, GOBSI,TAT

2.10 Construction procurement program including ABE DCW GOBDE, IDA, TAT

preparation of bid documents for construction ofSchools

2.11 Construction procurement program including A&B DPB-PM GOBED, IDA, GOBSI,preparation of bid documents for construction of P3DB TAT

2.12 Construction procurement program including A&B DPB-PM GOBED, DCW, BTB,

preparation of bid documents for construction of the IDA, GOBSI, TATBTB building

2 .13 Furniture and equipment DPB-PM GOBSI GOBED, IDA, GOBSFprocurement program includingpreparation of bid documents for primarv schools

2.14 Furniture and equipment DPB-PM COBSI GOBED, IDA, GOBSFprocurement program includingpreparation of bid documents for the P3DB

2.15 Furniture and equipment procuremnt program DP3-PM GOBSI, BTB GOBED, IDA, GOBSFincluding preparation of bid documents for the BTBbuilding

2.16 Bid invitations in accordance with the A&B DCX DPE-PM

procurement programs for construction of primaryschools

2.17 Evaluation and award of bids for primary school A&B DCW DPE-PM, GOBSIconstruction _

2.18 Preparation of contracts for signature of primary ABE DCM GOBED, DP0-PM,

schools construction GOBSI, GOBSP

2.19 Site supervision program for primary school DCW DPB-PM, A&B, TAT

construction (single school contracts)

2.20 Site supervision program for primary school A&B DCII DPE-PM, TAT

construction (package contracts)

2.21 Conduct of final inspection and issue of final DCI A&B DPE-PM, TAT

certificates for primary school construction (singleschool contracts)

2.22 Conduct of final inspection and issue of final ASB DClt DPE-PM, TAT

certificates for primary school construction (packagecontracts)

2.23 Administration procedures including methods of DPU-PM DCW GOBSI, GOBSP, TATpayment, financial accounts and claim procedure forschool construction

2.24 Bid invitation in accordance with the procuremnt DPI-PM GOBSI, GOBSF

program forfurniture and equipment for primary schools

2.25 Evaluation and award of bids for furniture and DP3-PM COBSI GOBSF

equipment for primary schools

2.26 Preparation of contracts for signature of primary ABE DCl GOBDD, DPE-PM,

schools furniture and equipment GOBSI, GOBS?

2.27 Administration procedures including methods of DPB-PM COBSI GOBS?

payment, financial accounts and claim procedure forfurniture and equipment

2.26 Bid invitation in accordance with the procuremnt ABE DCW DPB-PM, TAT

program for construction of the P3DB

2.29 Evaluation and award of bids for the PID building A&B G0-BED, DPB-PM, DCW, TATGOBSI, COBS?

2.30 Preparation of contract for signature for the ABB DP3-PM GOBED, GOBSI,

construction of the P3D building GOBS?, TAT

2.31 Site supervision program for the construction of ABE DP0-PM, DCM, TAT

the P3D building

2.32 Conduct of final inspection and issue of final ABS DP0-PM, DCW, TAT

certificates for the PHD building

2.33 Administration procedures including methods of DPI-PM GOBSI, GOBSP, A&B,

payment, financial accounts and claim proe dure for TATthe P D building

2.34 Bid invitation in accordance with the procuremnt DPI-PM COBSI, GOBSF

progrm for furniture & equipment for the P3DB

2.35 Evaluation and award of bids for furniture DPP-PM COBSI GOBS?

equipment for the P3DB

2 36 Preparation of contracts for signature for the AUB DC"I GOB DE DPI-PM,

|urniture B equipment tor the P3D building GCOBSSI COBS?

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2.37 Administration procedures including methods of DPI-PH GOBSI GOBSFpayment, financial aconsand claima procedure forfurniture & equipme&nttonr t:he P DB

2.38 Bid invitation in accordance with the procuremnt AtB DCW DPI-PH, STB, IDA,I program for construction oft he BTB building TAT

2.39 Evaluation and award of bids for construction the ASS GODBD, DPI-PH, DCW, BTEB TATBTB building GOBSI! GOBSF

2.40 Preparation of contract for signature for the ASS DPI-PM GO-BED, DCW, BTB,construction of the BTB building GOBSI, GOBSF, TAT

2.41 Site supervision program for the construction of A&B DPB-PM, DCl, BTB,the BTE building TAT

2.42 Conduct of final inspection nd issue of final AtS DCW DPI-PF, BTB, TATcertificates for the BTB building

2.43 Administration procedures including methods of DPB-PM DCW BTB, GOBSI, GOBSP,payment, financial accounts and claim procedure for ASS, TATthe STE building

2.44 Bid invitation in accordance with the procuremnt DPI-PM BTB, GOBSI, GOBSFprogram for furniture & equipment for the BTE building

2.45 Evaluation and award of bids for furniture & DPI-PM GOBSI GOBSPequipment for the BTBS

2.46 Preparation of contracts for signature for the A&B DCW GOBD, DPB-PM,furniture & equipment for the STE building BTE, GOBSI, GOBSF

2.47 Administration procedures for Zurniture & DPI-PH GOBSI STB, GOBSFequipment for the STB building

III- TSXTBOOKS AND INSTRUCTIONAL MATBRIALS

3.01 Establish INDTC DPI-PH BTB, BCB

3.02 Complete pilot testing of new materials IMDTC DPB-PH BCB

3 .03 Scope and sequence for new materials IMDTC BTB, BCH DPI-PH

3.04 Establish training plan for BTB BTB DPI-PH, IMDTC

3.05 Establish training plan for BCE BCB DPI-PM, IMDTC

3.06 Undertake distribution study DPB-PH, IMDTC BCB

3 .07 Prepare Kachi materials to CRC teage IMHDC BCH DPI-PH

3.08 Conduct writing workshops IMDTC DPI-PM BTE, BCR

3 .09 Conduct design and layOUt workshow IMDTC DPI-PM BTB, BCE

3.10 Prepare set one of new materials IMDTC BTE, BCB DPI-PH

3.11 Conduct formative evaluation of set one IMDTC BTB, BCE DPI-PH

3.12 Implement plan for distribution BTE IMDTC

3.13 Prepare CRC for set one materials IMDTC BTB, BCE DPI-PH

3.14 Conduct CRT workshops IMDTC BCB DPN-PM

3.15 Prepar set two of new materials BTB, IMDTC BCH DPI-PM

3.16 Conduct formative evaluation of set two IMDTC BTE, BCB DPI-PM

3.17 Conduct research for suppl. raders IlDTC BTB, BCH DPI-PH

3.18 Introduce set one matls. to teachers BCB IMDTC DPI-PM

3.19 Implement set one matle. in schools BTE BCE DPI-PM, INDTC

3.20 Prepare CRC for set two materials IMDTC BTB, BCB DPI-PM

3.21 Prepare set three and four materials BTB, IMDTC BCE DPI-PH

3.22 Conduct formative evaluation of sets 3l4 IMTC BTE, BCE DPI-PM

3.23 Introduce set two matls. to teachers BTB BCB, IMDTC DPI-PH

3.24 Implemnt set two matls. in schools BTB, IMDTC BCH DPI-PH

3.2Prepare CRC for sets 3 _ 4 materials IDTC WTm, BC DPI-PH

91

3.26 Prepare set S of new materia materials BTB BCE DPE-PH, IMDTC

3.27 Conduct formative evaluation of met S IMDTC BTB, BCE DPE-PM

3.28 Introduce sets 3 & 4 to BCB IMDTC DPB-PM

3.29 Implement sets 3 & 4 in schools BTB BCE, IMDTC DPB-PM

3.30 Prepare CRC for set S materials IMDTC BTB, BCB DPB-PM

3.31 Introduce set 5 matls. to teachers BCB IMDTC DPB-PM

3.32 Implement set 5 matis. in schools BTB BCH, IMDTC DPB-PM

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Annex 13Table 2

Page 1BALOCHISTAN PRIMARY EDUCATION PROGRAM

Key Indicators

Achievement SAR CurrentLast Current Estimate EstimateSupervision Supervision of 100 v for 100%

Number (mm/vv) (mm/wL) Attainment AttainmentINPUTS

ConstructionCommun. Schools (720 classrooms) 03/98Girls SchoolsBoys Schools

Exist. Schools (2,500 classrooms) 03/98Girls SchoolsBoys Schools

PED Building (one unit) 06/95BTB Building (one unit) 12/95

Furniture & EquiDmentCommun. Schools (720 classrooms) 03/98Exist. Schools (2,500 classrooms) 03/98PED Building (one unit) 12/95BTB Building (one unit) 06/96

Teachers TrainingAccelera. Program (8,000 persons) 12/94Inservice Program(18,000 persons) 12/97Mobile Program (1,900 persons) 12/97

Instructional MaterialsCore Text Development (45 units) 12/95Core Text Distribut. (xxx units) 12/97Suppl. Texts Studies (4 units) 12/95Suppl. Text Distrib. (xxx units) 12/97Teacher Guides (xxx units) 12/95Distribution Survey (one unit) 12/96Storage Lockers (8,800 units) 12/96Impact Evaluation (one unit) 03/98

Institution ImprovementManagement Strengthening 12/93Management Training 12/94

Private Education FoundationFeasibility study (One unit) 12/93Scholarship Program(20,000 units) 03/97

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Annex 13

Table 2PaQe 2

BALOCHISTAN PRIMARY EDUCATION PROGRAM

Key Indicators

OUTSCOHSBaseline Target 1999

Enrollment increase

Girls 0 93, 100Boys 0 243,400

lEnrollment Rates

Girls 15% 25%Boys 49% 70%

Average Dropout RatesGirls 22% 101Boys 17t 10%

Average Repetition RatesGirls 14% 0%Boys 16% 0%

No. of children in grade 5Girls 5256 25.000Boys 26B75 70.000

Student Achievement

ReadingGirlsBoys TBD TBD

ArithmeticGirlsBoys

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Annex 14

SLOC1TAN PRIMARY EDUCATION PROGRAM

CON84ULTANCIES

In Ru mUonType Unit Un Distributon of Quantties Total Locl Feign Totl

Of of Total Sees__________ ./Un m mUni Inu ToatBob 4kwoQ. of 1S Be 1Unit hiput Cost (Ru) Rumwts 1993 194 1996 196 1S@7 1996 1999 Input Costs Costs Coss

I STRENGTHENlNQ THE INSTITUTIONAL FRAEWO

1.1 Strengthening the Prlmary Educstln Dicator

ForIgn Consunnnto

LTConsul mn/month 376,0 ChiefTeohnicAdv&er 0 6 12 12 12 6 0 48 2.7 163 18.0

ST Consult mrnmonth 410.0 Orgnitzaln Developmwnt 3 3 3 3 0 0 0 12 0.8 3. 4.6

STConsut mn/month 460.0 Manupment ndTraining 2 4 4 4 0 0 0 14 0.0 2.1 2.1

Locl Consultants

LTLocCons rn/month 50.0 FhnJadm h rProc.speola6ts 12 24 24 24 24 12 0 120 0.0 18.0 16.0LT LxaCon nVmonih 260 Pian./DgvAMothng Ast 16 36 36 36 36 16 0 180 0.0 27.0 27.0

LTLacCons m/month 60.0 HLLConetructbnEngle r 6 12 12 12 12 6 0 so 3.0 0.0 3.0

1.2 Educatlon Manaement Information Sntem

Foreign Consultant

LTConsult rn/month 375.0 T.ohnb oAdvlar 6 12 0 0 0 0 18 18 1.0 6.7 6.8

ST Consult n/month 460.0 6aeAna et a 6 0 0 0 0 12 12 0.8 3.8 4.6

ST Consult mn/month 460.0 Symmo Per_ormance 0 3 3 0 0 0 9 9 0.6 2.9 3.6

STConsult m/month 480.0 Computer Mapping 1 2 3 3 0 0 9 9 0.6 Z9 3.6

1.3 Planning, Resarch end EvauaIon

Loca Consultants

LT Loc Cons nmonmth 60.0 HLL Loc Consulant 0 0 6 6 4 4 0 20 0.0 6.4 6.6Lool Cons rn/month 60.0 StudiSurneys 0 24 24 24 24 24 0 120 0.0 0.0 6.o

1.4 POlIc Studlo and Proeot Propwaton

Local Consultants

LT Lo Cons rnmonth 25.0 SbtodiseSunr 18 3e 36 36 38 18 0 180 4.6 0.0 4.6

!1 IMPROVING ACCESS AND EQUITY

2.1 irts Scholarhlp Prosram

Foreign Consultants

ST Consult /monmth 480.0 Priweta Sfetor Spelt 3 3 3 2 1 0 0 12 0.8 3.6 4.6

Lool Consultants

LT Loc Con rnmonmth 26.0 Scholarhip Adminatrtn e 12 12 12 12 a 0 6o 0.2 19.1 19.3

LT Loa Cons m/nmonth 60.0 choiship AdminIstan 6 12 12 12 12 a 0 60 3.0 0.0 3.0

Hl TCHR TRNGt IMPROVEMENT AND iNTRUCTIONAL MATERIAL8

3.1 TeaoherTralning

Foreign Consulwtnts

LTConsult mn/month 378.0 TeaowrTrainingAdvsr 0 8 12 12 12 6 0 48 2.7 16.3 16.0

ST Consult rn/month 480.0 hnarsile/Multlgrade Training 0 2 4 4 4 2 0 16 1.1 5.1 62

ST Conautt rn/month 460.0 Tohr Trg Coure oDs Pmn 0 2 4 4 4 0 0 16 0.9 4.6 6.4

IV BBENEFICARY PARTICIPATION

4.1 Bonoflclary Partlopatlon Dblopment

STConsult mr/month 410.0 enflcryPa lp.MEduc 6 12 8 6 4 0 0 36 24.1 11.6 13.9

Loo ICons %Sprd 12600.0 ContraottoBon. PortUnlU 40% 20% 20% 10% 10% 0% 0% 1 1.9 0.3 2.2

95

Annex 15

BALOCHISTAN PRIMARY EDUCATION PROGRAM

Procurement Aspects

1. The civil works of the Program will be packaged for bidding inpackages of at least three to five sites depending upon distance from each other.The lowest responsive bid will be reviewed including post-qualification of thecontractor. The minimum requirements for the post-qualification of the Contractorshould be advertised with the Notice of Invitation of Tender. The minimumrequirements are as follows: (a) the contractor should be in the buildingconstruction business for at least three years; (b) be financially sound,minimum total yearly turnover of Rp. 1,000,000; (c) the contractor should haveminimum plant and equipment as follows: mixer of at least one bag of cement,vibrator, scaffolding and form-work for at least 1,000 square feet; and onevehicle; and (d) the contractor should employ a foreman with buildingconstruction experience for execution and control of the quality of work undereach contract.

2. These contracts will be awarded through local competitive bidding withstandard bidding documents approved by IDA. The Government of Balochistanshould instruct P&D Department to provide updated premium rates on the Scheduleof Rates for each District annually. Premium rates would be as many as necessarywithin each District depending upon the location and accessibility of the concernareas.

3. DCW should not reject all bids solely because the lowest evaluated bidwas above the official premium for the District or area. However, in case ofsubstantial increase in the bidder's premium, DCW should refer the case to theAdditional Chief Secretary (Development), Government of Balochistan, for reviewand relaxation of upper ceiling of official premium.

4. The furniture for the schools should be procured through competitivebidding procedures at the District level following procedures acceptable to IDA.Technical advice should be obtained for certifying the quality of the furnitureprocured, before final payment.

5. Vehicles and motorcycles shall be procured through internationalcompetitive bidding (ICB) using the Bank's Sample Bidding Document for Goods.Few vehicles for the start-up activities of the Program for an amount notexceeding US$ 100,000 would be procured by local shopping. If ICB procedures arenot followed, the resources allocated for this procurement should be canceled andthe Government of Balochistan will pay for the vehicles and motorcycles withtheir own resources.

6. The paper for the textbooks should be procured by the Balochistan TextBook Board (BTBB) in annual lots through international competitive bidding (ICB).BTBB will prepare standard bidding documents following the Bank's Sample BiddingDocuments for Textbooks and Instructional Material. If ICB procedures are notfollowed, the resources allocated for this procurement in the Credit Agreementshould be canceled and the Government of Balochistan will pay for the paper withtheir own resources.

96

Annex 16

BALOCHISTAN PRIMARY EDUCATION PROGRAM

Supervision Plan

1. The program will require intensive IDA supervision, particularly inthe first two years of operation, to assist Government of Balochistan withimplementation of several policy oriented components tightly linked to theinstitutional arrangements and program management. In the first year ofimplementation, specialists in procurement, disbursement and constructionmanagement are needed in particular, to familiarize Government staff with IDAprocedures. These specialists would need to visit the province on a monthlybasis from the Resident Mission for the first year of implementation untilprocedures acceptable to IDA are well established in Government's regularmanagement, accounting and financial systems. Such intensive supervision wouldalleviate much of the implementation problems that have been encountered in pastIDA operations.

2. Annual operational plans will be prepared for the program, to be agreedbetween the Government and IDA during annual reviews. In addition, there wouldbe a mid-year review to assess physical and financial progress. For thesereviews, supervision missions would include headquarters staff supported by RMPstaff. These missions should consist of a General Educator and an ImplementationSpecialist at a minimum, joined by various specialists in procurement, textbooksdevelopment, beneficiary assessment, private schooling as necessary from time totime.

3. Supervision requirements are estimated at 18 staff weeks for the first yearand 15 staff weeks thereafter.

97

Annex 17

List of Documents Consulted

1. Potential for Use of Distance Education, memo, undated2. Staff Development Proposal, Bureau of Curriculum and Extension, 01

September 19913. A Study of School Facilities, Teacher Characteristics, Class Resources and

Teaching Practices as Related to Access, Retention and Dropout of Childrenin Kachi Classes of Quetta, Sibi and Loralai Districts of Balochistan,December 1991, by Ijaz Ahmad and A.S. Mujahid

4. An Evaluation of the Allama Iqbal Open University Carried Out on Behalf ofthe Government of Pakistan, February 1989

5. Draft Conclusions from the Seminar on Innovative Approaches to TeacherEducation, memo, August 1991

6. Issue Papers, Project Bridges:(a) Teacher Gender and Student Achievement in Pakistan;(b) Improving the Quality versus Increasing the Quantity of Schooling;(c) Influences on Academic Achievement in Pakistan: Students, Teachers

and Classrooms; Good Schools and Poor Schools in Pakistan;(d) Teachers and Teaching Practices in Pakistan;(e) Teacher Certification: Value Added or Money Wasted?;(f) School Organization: Administration, Management or Leadership?;(g) Teaching Practices to Increase Student Achievement: Evidence from

Pakistan7. Improving Primary School Teaching: An Evaluation of the Field-Based

Teacher Development Program in the Northern Areas of Pakistan, undated, byUdo Bude

8. New Primary Teachers Orientation Course, Alma Iqbal Open University,undated

9. Education Conference Balochistan Working Papers, July 198810. Curriculum and Syllabi for Primary Teaching Certificate and Certificate in

Teaching, 1983, Ministry of Education (Curriculum Wing)11. Primary Teacher Training: A Proposal for "Crash Program", memo, 10

September 1991, by Jim Hughes and Mr. Anwar12. Formative Evaluation of Learning Coordinator and Plans for Future Status

and Pay Scale, memo, undated13. Report Regarding Bureau of Curriculum and Extension Center Balochistan,

memo, undated14. UNICEF Thrust in Primary Education in Balochistan, memo, undated15. Addendum to Project Plan of Action Human Resource Survey and Mobile Female

Teachers Training Unit, memo, undated16. Review, Evaluation and Plan for Expansion of Learning Modules, memo,

undated17. Statement of Review, Evaluation and Plan for Expansion of Teaching Kits,

memo, undated18. Study on the Distribution of Textbooks in the P/Schools of the Province,

memo, undated19. Review, Evaluation and Plan for Expansion of Learning Modules Summary

Report, memo, undated20. Organizational Study of the Textbook Board, 31 October 1990, by Mohammad

Akbar and James Hughes

98

21. Primary Education Development Program for Balochistan (USAID) PC-I,September 1989, Government of Balochistan Education Department

22. Social Action Plan Education, January 1992, Government of BalochistanPlanning and Development Department

23. Annual Program Review Meeting GoB-UNICEF, January 199224. List Showing Names of Textbooks Published for 1992, memo, undated25. Report to UNICEF for Project Review Meeting, 05 May 1992, by Janet Robb26. A Study of the Causes of Dropout at Kachi Stage and Measures to Attract the

Children Back to School, 1991, by Ijaz Ahmed and A.S. Mujahid27. Report Regarding the Study About the Schools with Enrolment up-to 1-20 L

1-40, January 1992, by Mobeen Shah28. Balochistan Education Management Information System (BEMIS), memo, undated,

provides background and equipment specifications29. BEMIS Benchmarks and Activity Plan April 1992 to June 1993, memo, undated30. Qualifications of BEMIS Required Staff, memo, undated31. Information Contained in the Balochistan Province Educational Statistics

Book, memo, 15 October 198932. Some BEMIS Problems that Require Attention, memo, 03 February 1993, by

Jorge Valdes33. BEMIS Problems: Discussion Paper, memo, February 1993, by Jorge Valdes34. BEMIS Status Report, January, April 1992, by Mohammad Sarfraz Khan and

Jorge Valdes35. BEMIS Staff Requirements When Province-wide System is Operational, memo,

undated36. The Balochistan Education Management Information System, draft descriptive

article, December 1991, by Jorge Valdes37. Summary of Additional Computer Equipment (Hardware and Software)

Requirements for Support of Primary Education Development ProgramActivities (AED/PED) Balochistan, memo, 22 August 1991, by Fahim Akbar

38. Balochistan Education Management System (BEMIS), descriptive memo, undated39. Summary of Points Which Were Agreed Upon by the Bifurcation and

Reorganization Committee on April 27, 1992, memo, undated40. Decentralized Management of Primary Education in Balochistan, March 1991,

by Nek Buzdar41. Pakistan Primary Education Development (PED) Program Assistance Approval

Document, June 1989, Department of State Agency for InternationalDevelopment

Bank Policy Papers

PHREE (1990). Primary Education: A World Bank Policy Paper. World BankPopulation and Human Resources Department, Education and Employment DivisionPolicy Paper

PHREE (1988). Education in Sub-Saharan Africa: Policies for Adiustment.Revitalization and Expansion. World Bank Population and Human ResourcesDepartment, Education and Employment Division Policy Paper

Herz, Barbara, K. Subbarao, Masooma Habib and Laura Raney (1992). Letting GirlsLearn: Promising Approaches in Primary and Secondary Education. World BankDiscussion Papers No. 133.

99

PRE Working Paper Series

Verspoor, Adriaan (1991). Lending for Learning: Twentv Years of World Bank

Support for Basic Education. PRE Working Paper Series No. 686

Bellew, Rosemary and Elizabeth King (1991). Promoting Girl's and Women's

Education: Lessons from the Past. PRE Working Paper Series No. 715

EDT Discussion paper

Searle, Barbara (1985). General Operating Review of Textbooks. Education and

Training Series Discussion paper No. 1, World bank; Washington D.C.

PHREE Background Paper Series

Fullan, Michael (1989). Implementing Educational Change: What We Know. PHREE

Background Paper Series No. 89/18

Paxman, B., Tony Read and Carmelle Denning (1989). Analysis of Research onTextbook Availability and Ouality in Developing Countries. PHREE Background PaperSeries No. 89/20

Verspoor, Adriaan (1990). Accelerated Educational Development. PHREE BackgroundPaper Series No. 90/25

Fredriksen, Birger (1990). Increasing Foreign Aid for Primary Education: The

Challenge for Donors. PHREE Background Paper Series No. 90/30

Verspoor, Adriaan and Kin Bing Wu (1990). Textbooks and Educational Development.

PHREE Background Paper Series No. 90/31

King, Elizabeth and M. Anne Hill (Eds) (1991). Women's Education in DevelopinqCountries: Barriers. Benefits and Policy. PHREE Background Paper Series No. 91/40

World Bank Discussion Papers

Verspoor, Adriaan (1989). Pathways to Change: Improving the Oualitv of Education

in Developing Countries. World Bank Discussion Paper No. 53

Other Publications

PHREE (1990). The Dividends of Learning: World Bank Support for Education.World Bank Population and Human Resources Department, Education and EmploymentDivision Policy Paper

Lockheed, Marlaine E., Adriaan M. Verspoor and associates (1991). Improving

Primary Education in Developing Countries. New York, NY: Oxford University Press.

100

THE LEARNING ENVIRONMENT Chart 1

Haterial Resources

Woki h Supplementary | |Activity Corner pComnt Readers Library from N

C Teaching Aid Kit YO S

g Sh,oolParent Scoo CU Committee B tldings AN Guide Pupits Toward L

T |

_ Community Skills ~~~~~Core Pui qpen&_ E

R Available to Schools ~~~~Centre Txts Funtue U

E C

E R~~~~~~~~~~~~~~~~~~~~~~~S c

R I I -C Community Support Learning ModuLes to Timetables andE for Teacher Upgrade Subject and Lesson Plans toS Pedagogic Skitts Upgrade O and N

_ ~~~~~~~~~~~~~Skills

|TEACHER REltRE

TEACHER ~~~~~~~~~~LearningTRAINING Coordinator

Support

SALOCNISTAM EDUCATION DEPARTENT - POGRAN ADNIVISTRATION SYSTEM Chart 2

YECRETMR OF EDUCATIONl

Textbook A.Dir D PUty Dir |Deputy Drr Deputy Dir Deputy Dir Add Dir

Board | |South |Da/Fe 1 Ed Png Aee/Ad | |EMIS North

Currlwrcu- At Dir Ast Dir | |A r t at Dhr tlDir hrat Dir sat Dir IAt et Dir

P |ln IrUB in [ [ < l II II |FieLds Training Operation dnmtruetlon | inistration

Dlrector |DE o

Edctionxr

Infor_ tion |ASDEO Information SDEOspecate{tis pels

InformatIon ASDEO Infor_mtion ASDEO

Learning Learninm ng Sp.gerntng

Coorndtnao ICoordC i tor

ME Line of Authority- - - - - - - - - Program CoordinationA/ Lialon officer for school conatruction, furniture wd equpn ntb Lieleon officwr for teacher training nd structural m_terialcl Lliaion officer for private formation nd cholarship program

MAP SECTION

IBRO 24497

62- N - I ~~~~~~UZREKISIAN J To7;.

,-TAJ I KISTAN5 1 TAJIKISTAN

TURKMENISTAN

^ ~~~~~~~~~~~~~~~~~~~~~~r AFGHANISTAN r,

I { NO~~~~~~~~~~~~~~~RTH-WEST tI w ~~~~~~~~~ ~ ~~FRONlE is

PAKISTAN PROVIBALOCHISTAN PRIMARY EDUCATION PROGRAM -

t _ PeDGR^^^et>scE - - ag D,~~~~~~~~~~~~D." JAMMU A 7 NATICNAL ROADS KASHM

RALWAYS

* PROINCE CAPITALS

* NATONAL CAPITAL

- PROVICNC11CLINE)ARIES

INTERAATONAL AIUNDARIES

j X poKandaher ts - [ P U oKBndoho-~~~~~~~~~~~~~~~~~~~A& al. Kh

Chorr

_~~~~~~~~~~~~~~~~0 Itauln

ISLAMIC

IRAN> 1 - l * | l 4/ { O~~~~~~~~~~~~~~~~~~ 20 40 60 E0 100

Ai| E I ibi\a wnhoh SRI M LES A

] . .9 . : 5 l l | R SINDH

Kil~~~~~~~~~~~~~~~~~~EEBR 1992>

(o ) O din

._ Rrbnn of

DECEMBER 1992

0m f ( 63' 3- ^ _ N. W F P

ox P A K I S T A N <

BALOCHISTAN PRIMARY EDUCATION PROGRAMAVAILABILITY OF BOYS SCHOOLS BY DISTRICT

BOYS SCHOOLS PER ZHOB

IS / 1 O00 POPULATICN - D ISTRICT BOUNDARIES J ,OF IRAN TOH1.04DIVISION BOUNDARIES |DP I S H I NS-

/ ~~~~~1.05 TO 1.38 PROVINCE BOUNDARIES 7

/ 1.39TO 1.53 ~~~~~~~~INTERNATIONAL BOUNDARIES LORALAI g ~~~~~~~~1.54 TO 2.63SlBI

__ _APA N I G T RNKOHL+ / ~~~~~~~~~~~~~KALAT |)-

5 -- / ~~~~~~~~~~~~~~~~~~~~~~~~~KACHI DERA 21

29 ,9'HI C29 H p AA)2

I S L A M I C |B A L O C H I S T A N r erm _

REP U BL I C )-O F I R A N > -nz K H U Z D A R TOKMCE. BTA9 7I

' f T - S .. J . 2E. 5 A . 'A ,8 5,'A4 P S;HUZD R T-K

LCtETER.J >,T1

: .PANJGUR ' f . z -

t TURBAT Ar

/ t _ t ~~~~~~~~ ~ ~ ~ ~~~~~~~~~~ASBELA REP1 <INI

GAWADAR_,-, r< 1

25 (<~~~~~~~~~ ~ARABIAN SEA 17rAb-E S-

Ei~~~~~~~~~~~~~~~~~~6 I 6r w6 4

0' 6 63 55 67 6 6_ N.W F P

X ~~~~~~~~~~~~~~~~~P A K I S T A N <R , BALOCHISTAN PRIMARY EDUCATION PROGRAM

AVAILABILITY OF GIRLS SCHOOLS BY DISTRICTGIRLS SCHOOLS PER

31 1000 POPULATION: DISTRICT BOUNDARIES J KILA

- DIVISION BOUNDARIES P I S H I N } SAIFULLAH

/ 0.37 TO 0.50~~~~ PROVINCE BOUNDARIESl- /

/ ~~~~~~~~0. 51 TO 0. 71 INTERNATIONAL BOUNDARIES 1 ,L ORA LA I

/ ~~~~~~~0.72 TO 1.88 ,

RA F G H A N I STA N KI H 1 U

t / ~~~~~~~~~~~~~KALAT '-.So

d -^ . / ~~~~~~~~~~~~~~~~~ ~ ~~~~~~~~~KACHI /8. DERA

/ K H A R A N g ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~- - t- T' d '

I S L A M I C B A L O C H S T A N /-- nhu R E P U B L I C f/5

O F I R A N 7- A ~~~~~~~~~~~~~~~~~ ~~~~~KHUZDAR TUKMN WITA INA

KaLOMdETRS J^ >J\ W0 20 40 603 Bo 100 rP f

MILES _<0 9I

4r -TURBAT

;_,< , LA S B E LA / IRP st 6 INDA

|v w A RABI1A N S EA dr2l >||tX