Report No. 680b-BD E,LE CP YDVAppraisal of anAgricultural and Rural Training Projectin BangladeshFebruary 18, 1976

Education Projects DivisionEast Asia and Pacific Region

FOR OFFICIAL USE ONLY

International Bank for Reconstruction and DevelopmentInternational Development Association

This document has a restricted distribution and may be used by recipientsonly in the performance of their official duties. Its contents may nototherwise be disclosed without World Bank authorization.

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/ICURRENCY EQUIVALENTSX-

Currency Unit = Bangladesh Taka (Tk)US$1 = Tk 13.0Tk I = US$0.077Tk 1,000 = US$76.92Tk 1,000,000 = US$76,923

MEASURES

I m = 3.28 ft1 m2 = 10.76 sq ft1 km2 = 0.39 sq mi1 hectare = 2.47 acres

FISCAL YEAR

July 1 - June 30

/1 The taka is officially valued at 29.9844 to the pound sterling, Thepound now floats relative to the US Dollar and, as a consequence, theTaka-US Dollar rate is subject to change. The exchange rate used inpreparing the data for this report is Tk 13.0 to US$1, the rate pre-vailing at the time of preparing the report.

BANGLADESH FOR OFFICIAL USE ONLY

APPRAISAL OF AN AGRICULTURAL AND RURAL TRAINING PROJECT

Table of Contents

Page Nos.

GLOSSARY

BASIC DATA

SUMMARY AND CONCLUSIONS .................. ........... e..*e i - iii

Is INTRODUCTION ............. , 1

II. RURAL INSTITUTIONS ................ 2

Socio-Economic Background 2Rural Institutions .... 3

The Agriculture Extension Service ........ 3Bangladesh Academy of Rural Developmentat Comilla 4

The Integrated Rural Development Program . 5Agricultural Credit Services 5

III. THE RURAL TRAINING SYSTEM 6

General 6Agricultural Extension Training 6

BAU 6AETIs 7Farmer Training .......... 7

Credit and Cooperative Training 8BA RD se***99eeo***** 8Cooperative College .......... 8Zonal Cooperative Training Institutes 8Model Farmer Training 8.............. 8

IV. PLANS AND PROGRAMS FOR RURAL TRAINING ............ es 9

Plans 9Constraints 10A Rural Training Strategy 10National Committee on Rural Training 11Agriculture Extension Program 12A Training Program for Credit and Cooperatives. 13

This report is based on the findings of an appraisal mission to Bangladeshin July, 1974, composed of Messrs. R. Johanson (mission leader), O.P. Gautam(agricultural educator), Ms. K. Marshall (economist), Messrs. K. Shedden(architect), J. Hansson (agricultural extension specialist - consultant),and W. Ward (agriculture information specialist - consultant).

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

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Page No.

V. THE PROJECT ......................., .................... 14

Project Content .................. **W... ..... * 14Project Components........ 15Farmer and Field Level Trials . ........ 17Technical Assistance ........... 18

VI. PROJECT COST, FINANCIAL PLAN AND IMPLEMENTATION 20

Project Costs ....... .......... 20Financing .... .... .......... 21Implementation 23Procurement ........ .. .... 24Disbursement ......................... 25

VI. BENEFITS AND JUSTIFICATION .......................... 25

VIII. AGREEMENTS REAClED .................. ............ 27

APPENDICES

1. Agricultural Extension and Thana Training

2. The Rural Training System

3. Staff Requirements for Rural Institutions

4. Field and Farmer Level - Studies and Trial Phase

5. Technical Assistance

ANNEXES

1. Comparative Education Indicators

2. Rural Training Requirements 1974-80 - Local Government, RuralDevelopment and Cooperatives

3. Ministry of Agriculture: Projected Requirements for Field Staff,1974-82

4. Existing Training Programs for Rural Development

5. Budgetary Provision for Rural Training - 1973/74 - 1974/75

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6. Public Expenditure on Education and Training

7. First Five Year Plan: Provision for Rural Training

8. Bangladesh Agricultural University: Intake, Enrollment, Outputby Faculty 1966/67 to 1979/80

9. Agricultural Training Institutes - Output of Diploma Holders,1975-1985

10. Agricultural Training Institutes - Output of In-Service TrainingCourses

11. Summary of Estimated Project Costs by Components

12. Estimated Project Costs by Categories of Expenditure

13. Contingency Allowance

14. Estimated Schedule of Disbursements

CHARTS

1. Organization of the Ministry of Agriculture (9082)

2. Organization Chart: Rural Development and Cooperatives (9080)

3. Structure of the Education and Training System (9081)

4. Implementation Schedule

MAP

Map of Bangladesh (showing Project Institutions)

GLOSSARY

Academy Bangladesh Academy for Rural DevelopmentAETI Agriculture Extension Training InstituteAIS Agriculture Information ServiceAman Crop season for rice production, accounting for 60%

of annual rice acreage and production (April-Nov.)ARPP Accelerated Rice Production ProgramATI Agriculture Training InstituteBAISSC 1/ Bangladesh Agricultural Inputs, Supplies and

Services CorporationBAU Bangladesh Agricultural University at MymensinghBKB Bangladesh Krishi Bank (Bangladesh Agricultural

Development Bank)BRRI Bangladesh Rice Research InstituteCARE Cooperative for American Relief EverywhereCERI Central Extension Resources InstituteC.O. (Devel-opment) Circle Officer, Development - general administrative

officer at thana levelFFYP First Five Year Plan (1973-78)IRDP Integrated Rural Development ProgramJEA Jute Extension AgentMOA Ministry of AgricultureNCRT National Committee on Rural TrainingODM Overseas Development Ministry (UK)PIU Project Implementation UnitRDTI Rural Development Training InstituteSIDA Swedish International Development AuthorityTAO Thana Agriculture OfficerTCCA Thana Central Cooperative AssociationTEO Thana Extension OfficerThana Administrative unit below District (average 180,000

population)TIP Thana Irrigation ProgramTTDC Thana Training and Development CenterUAA Union Agricultural AssistantUnion Administrative unit below the thana (average 18,000-20,000

population)VEA Village Extension AgentZonalInstitute Zonal Cooperative Training Institute

1/ BAISSC was renamed Bangladesh Agricultural Development Corporation (BADC)in January 1976.

BANGLADESH

BASIC DATA/

Area 141,131 km2

Total Population (mid-1973) 75 million (Est)

Annual Growth Rate 3% (Est)Rural Population as % of total 90% (Est)Engaged in Agriculture as % of total 75% (Est)

Enrollment Ratios (1973, including overage students)

Primary Schools (% age group 6 - 10) 56%Lower Secondary Schools (Z age group 11 - 13) 17%Higher Secondary Schools (% age group 14 - 15) 6%

Adult Literacy Rate 23% (Est)

Expenditures on Education and Training

Percent of Central Government Expenditure (1969/70) 20.2%Percent of GDP (1969-70) 1.2 (Est)Expenditure for Rural Training:

% of Central Government Expenditure less than 1.0

Administrative Units (Number)

Divisions 4Districts 19Sub-divisions 62Thanas 413Unions (approx)4,500Villages (approx) 65,000

/1 See Annex 1 for Comparative Education Indicators.

BANGLADESH

APPRAISAL OF AN AGRICULTURAL AND RURAL TRAINING PROJECT

SUMMARY AND CONCLUSIONS

i. This report appraises an agricultural and rural training projectfor Bangladesh for which an IDA credit of US$12.0 million equivalent isproposed. Education and training are presently receiving assistance underCredit 407-BD of 1973, which reactivated two former projects in East Pakistan,under which the government is completing the Bangladesh Agricultural University(BAU) at Mymensingh, and fourteen technical training institutes. Projectimplementation has been delayed by difficulties over a contract for profes-sional services, now resolved, shortages of building materials, and shortageof counterpart funds.

ii. Increased agricultural production is vitally important to thewell-being of the 75 million people of Bangladesh, 90% of whom live in ruralareas. This increased production depends on an adequate supply of inputs,including seeds, fertilizer, pesticides, credit, and technical advice on howto use them. While a complex system of rural institutions in Bangladeshattempts to provide these services, it functions poorly. The agriculturalextension service has been ineffective because of obsolete programs divorcedfrom the latest research, inadequate materials from the information service,poor conditions of service for staff and an ineffective field level organiza-tion. The Integrated Rural Development Program (IRDP) is overextended andunderstaffed, as are agricultural credit services, which also suffer fromlow repayment rates and poor management. The ineffectiveness of these ruralservices can be attributed to inadequate funding, poor organization and tountrained or poorly trained staff. The proposed project addresses the needfor better training of rural staff.

iii. Rural training is provided at the following main institutions:the Agricultural University, the Comilla Academy for Rural Development,Agriculture Extension Training Institutes (AETIs) and Thana Training andDevelopment Centers (TTDCs). These institutions have made valuable contri-butions in the past, but are inadequate to meet present and future ruraldevelopment requirements. Furthermore, rural training institutions havegrown haphazardly and with frequent overlapping activities and under-utili-zation of facilities; better coordination is required among them. Middle-level (technician) training has been seriously neglected. Many institu-tions suffer from physical damage, dislocation and loss of staff due tothe war, and from poor teaching and inadequate funding of training pro-grams.

iv. The First Five Year Plan (FFYP, 1973-1978) provides measures toovercome many of the present weaknesses in the rural training system, in-cluding expansion and improvement of training institutions. However, rapidinflation and revenue constraints have led the government to reevaluate theplan and reduce many of its proposals. Within these limits it is possibleto identify a strategy for improving the rural training system. The strat-

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egy, agreed by the government, conisists of three parts: a National Commit-tee on Rural Training (NCRT) has been established within the Ministry ofPlanning to integrate rural traini.ng policies and prepare a comprehensiveplan for strengthening the rural t:raining system; studies would prepare forfundamental changes in the organization of agricultural extension and thepattern of farmer training; and immediate steps would be taken to meet ob-vious needs for better programs, information and training.

v. Within the context of this overall strategy, the proposed projectaims at increasing agricultural production by bringing farmers more effectiveextension, cooperative and credit services. This long term objective wouldbe attained in two phases. The initial phase would stress improvements incoordination and training at the national level. A second phase, to beplanned during the first phase, would provide for better organization ofservices and training to farmers at the local level. The proposed projectincludes:

(a) construction, furnishing and equipping new and expandedtraining institutions:

StudentInstitutions Places

- Graduate In-service Unit (BAU) 1 60- Agricultural Training Institutes 7 1,240- Field Extension Facilities in 15

thanas - -- Regional Academy - Bogra 1 80- Thana Training Units 15 450

(b) financing of in-service training for present extensionpersonnel; and

(c) techaiical assistance for the National Committee on RuralTraining.

vi. Under the project, a Graduate In-Service Training Unit would beconstructed at the Bangladesh Agricultural University (BAU) to improve thetraining of professional agriculturalists and link the university betterwith field problems. Seven Agricultural Training Institutes (ATIs) wouldbe assisted by expanding four existing AETIs, and transferring three AETIsto new locations. The AETIs would be upgraded to ATIs to signify theirbroadened role in supplying trained middle level agricultural workers fora variety of agencies. In-service training of existing extension workersin high yielding rice varieties would be financed to make an immediate impacton rice production. A Regional Rural Development Academy, patterned afterthe Comilla Academy, would be constructed at Bogra to conduct research onlocal development problems and train staff of IRDP. A second phase projectwould be planned under the proposed project by studying the field organiza-tion of the extension service and establishing experimental thana training

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units and extension centers in 15 thanas. The project would include technicalassistance to complement that provided by other international and bilateralagencies.

vii. The total cost of the project is estimated at US$16.5 million,corresponding to US$16.2 million net of duties and taxes, with a foreignexchange component of US$8.2 million equivalent or 50% of the total proj-ect cost. The proposed IDA Credit would finance 74% of total project costs,net of duties and taxes, including 100% of the foreign exchange componentand 48% of local currency costs.

viii. A National Committee on Rural Training, comprising representativesof all concerned ministries and agencies has been established under the Min-istry of Planning to coordinate, review and assess the progress of ruraltraining programs. A Project Implementation Unit (PIU) establishedwithin the Ministry of Agriculture would be responsible for the administra-tion and financial control of project implementation and liaison with IDA.The proposed project would be implemented in about five and a half yearsafter the date of effectiveness.

ix. Contracts would be grouped to form attractive bid packages. Con-tracts for civil works exceeding US$500,000, for building materials exceed-ing US$50,000 and for equipment and furniture exceeding US$25,000 would beawarded on the basis of international competitive bidding in accordancewith IDA guidelines. Contracts below these respective amounts would beawarded without prior IDA approvaal following competitive bidding adver-tised locally in accordance with government procurement practices accept-able to IDA. Under international competitive bidding local contractorsand local manufacturers would be allowed a preferential margin of 7.5% oncivil works, and of 15% on the c.i.f. cost of equipment and furniture, re-spectively, over competing foreign bidders. Small equipment and furniturecontracts (less than US$10,000) could be procured through local shoppingsubject to a combined total of US$250,000.

x. The proceeds of the proposed IDA Credit would finance 100% of theforeign cost of imported building materials, furniture, equipment and tech-nical assistance, or 70% of these categories if locally obtained; 60% ofcivil works contracts; and 60% of expenditures on in-service training.

xi. The proposed project constitutes a suitable basis for an IDACredit of US$12.0 million to the Government of Bangladesh on standardIDA terms.

BANGLADESH

APPRAISAL OF AN AGRICULTURAL AND RURAL TRAINING PROJECT

I. INTRODUCTION

1.01 The shortage of trained manpower is an important impediment torural development in Bangladesh. An urgent requirement is to extend tothe estimated eight million small-scale farmers modern agricultural tech-niques that would permit them to increase agricultural production. Thisprocess would be facilitated by a competent, technically qualified staffin the field services of government agencies involved in rural develop-ment and effective communications systems in rural areas. The strength-ening of training programs, both non-formal programs directed at farmersand specific skill training for staff of rural institutions, is a priorityrecognized by the government of Bangladesh.

1.02 This report presents the findings of a mission which visitedBangladesh during July 1974, to appraise an agricultural and rural train-ing project. The project was prepared by the Government with assistancefrom an FAO/IBRD (Cooperative Program) identification/preparation missionin March 1974. The project request proposed a comprehensive approach tothe problem of rural training and included financing of facilities forfarmer training and extension, and development of several types of insti-tutions for training the intermediate level personnel of rural developmentprograms. During appraisal, and in agreement with the Government, the pro-posed project was modified to (a) defer any major expansion of field levelfacilities pending further study and trial, (b) secure some of the re-quired technical assistance from other agencies, (c) add immediate in-service training for existing extension staff, and (d) exclude expansionfor the Rural Development Training Institute and a proposed LivestockAssistants Institute. After appraisal the Government secured financingfrom other sources for two items in the proposed project: the CentralExtension Resource Institute (Government of Japan), equipment and technicalassistance for the Agriculture Information Service (UNDP/FAO). Constructionof the Zonal Cooperative Training Institutes and technical assistance forthe Zonals and the Cooperative College is currently under consideration bySIDA, and consequently has also been deleted from the project. As a result,the project would now cost an estimated total US$16.5 million equivalent,with a foreign exchange component of US$8.2 million.

1.03 The proposed agricultural and rural training project would bethe second education and training project in Bangladesh assisted by theWorld Bank Group. The first, Credit 407-BD of June 7, 1973, reactivatedtwo former projects in East Pakistan under Credits Nos. 49-PAK (March 25,1964) and 87-PAK (June 17, 1966), and is assisting the Government in com-pleting the development of (i) the Bangladesh Agricultural University atMymensingh, and (ii) the construction or equipping of fourteen technicaltraining institutes. Project implementation has been delayed due to diffi-culties in renegotiating pre-war contracts for professional services and

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shortages of building materials. Most contracts have now been signed andthe general scarcity of building materials has eased. The project hasexperienced substantial cost overruns caused by price inflation; reduc-tions in project scope are currently under consideration.

1.04 The proposed agricultural and rural training project would supporta proposed Rural Development Project which is expected to be ready for pre-sentation to the Executive Directors this year.

II. RURAL INSTITUTIONS

Socio-Economic Background

2.01 Bangladesh is among the poorest (per capita income about US$85)and most densely populated (1,400 persons/sq mi) countries in the world.Tne population of 75 million, increasing at about 3% p.a., is crowded intoan intensively cultivated deltaic plain, subject to severe flooding anddrought. Some 90% of the population is rural and about 80% are illiterate.Economic development is difficult, for natural resources are limited andenvironmental conditions complex and often treacherous. The new nationhas faced a continuous struggle to contend with a series of disastersand to prevent its people from becoming still poorer.

2.02 The economy of Bangladesh ;s dominated by agriculture. About30% of the rural labor force is directly engaged in agricultural activities,predominently rice and jute cultivation. In recent years agricultural out-put has contributed between 55% and 58% of the GDP and exports of raw juteand jute goods contributed between 75% and 87% of total foreign exchangeearnings. However, growth of the agricultural sector has not kept pace withthe population growth. In 1972-73 the government had to import 2.8 milliontons of food grain at a cost of US$360 million to feed its people. A toppriority for development in Bangladesh is to grow enough food to feed theexpanding population and to develop an agricultural base to support diver-sified economic growth.

2.03 Bangladesh is a nation of an estimated eight million small farmers;their average land holdings are under three acres. Agriculture is intensive,with almost all suitable land under cultivation, but overall yields could beimproved markedly by adopting the new technologies which have been developedin Bangladesh and elsewhere. The most important of these technologies arehigh yielding rice varieties developed at the International Rice ResearchInstitute in the 1960s. Use of one variety, IR-20, grew from 167,000 acres(less than 2% of the transplanted ama:a 1/ area) in 1970/71 to an estimated0.5 million acres in 1973/74 (5% of tie transplanted aman area). Furtherexpansion of these new technologies requires more inputs, e.g., seeds andfertilizer, and technical advice on how to use them.

1/ See glossary.

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Rural Institutions -/

2.04 A complex system of rural institutions provides services to farmers.At present, however, most rural development programs function poorly. Farmerscomplain that they must see a different official for every problem, that theycannot get needed advice and assistance and that vital inputs are scarce orunavailable. These problems can be attributed in part to dislocation result-ing from the war and the transition to independence, world-wide shortageand price escalation of fertilizers, aggravated by a series of natural di-sasters and poor harvests. However, a fundamental problem is the multitudeof institutions, government agencies, autonomous bodies and private interestswhich are involved in rural development services. Eleven ministries includ-ing about 40 directorates have responsibilities for bringing services tofarmers and their efforts in general have been poorly coordinated, both atthe central and field levels. At the thana 2/ level, between 12 and 20officers, most with subordinate staff, represent these agencies. Thereis an urgent need for a clearer definition of responsibilities and for in-tegrating of services which are now fragmented, overlapping and even com-petitive. Recent expansion of rural programs has stretched thinly availa-ble staff capabilities. Upgrading of staff competence through training isnow urgently required.

2.05 The Agriculture Extension Service, under the Directorate of Agri-culLure (Extension and NIaaagement), is the basic vehicle for providing tech-nical advice to farmers. It functions at the division, district, subdivi-sion, thana and union levels and employs about 4,200 Union AgriculturalAssistants (UAAs) as field extension workers. They are supervised by 413Thana Agriculture Officers (TAOs) (Chart 9082). The present field servicesare largely ineffective. Extension programs tend to be obsolete and diffuse,seldom focusing on a specific attainable objective, such as introducing aparticular crop or practice in a defined zone. The technical advice givenby extension workers is often five years behind practical research findings.Few extension staff have received adequate training; many were transferredfrom other departments with minimal consideration of aptitude or adequatepre-assignment training.

2.06 Terms of service for extension workers are poor, including lowsalaries, lack of opportunities for advancement and lack of housing. 3/The organization of the extension service is weak. UAAs must cover anaverage of 10 sq mi and 2,000 farm families without transport or adequatesupervision. In addition, field staff have been burdened with extraneousresponsibilities, as collection of census data. Many UAAs spend less than

1/ See also Appendix I.

2/ See glossary.

3/ Many UAAs are obliged to live with the more prosperous farmers anddevote inordinate attention to their problems.

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half their time on agricultural work. An effective and professional exten-sion service to support rural development programs would require better ex-tension programs, communication materials, staff training and a reorganizedfield service.

2.07 Parallel with the extension service, a set of specialized juteextension assistants (JEA) has been developed since 1971 within the Min-istry of Agriculture (Chart 9082). These JEAs are farmers who, afterbeing trained at TTDCs (para 3.10,), are now full-time government employees.The creation of this separate service results in farmers having to consultat least two extension agents (few farmers grow only jute). There are1,400 JEAs and a service of 2,250 is planned. The possible advantagesof integrating the JEAs into the general extension service should beconsidered. Furthermore, a separate wing of the Directorate of Agricul-tural Extension is the plant protection service, which functions at districtand thana levels. Part of the 1,400 workers it employs deals with exten-sion. As plant protection is highly seasonal, the possibility of graduallymerging these workers into the general extension service should also beconsidered.

2.08 Bangladesh Academy of Rural Development at Comilla. Establishedin 1959, the Comilla Academy pioneered many programs which have influencedthe government's policies for rural development. The Comilla approach isbased on the use of the thana as the focus of development activities.Thana-level programs introduced at Comilla, and subsequently extended toother parts of Bangladesh, include:

- Thana Training and Development Centers (TTDCs), which havebeen constructed in approximately 250 out of 413 Thanas,and accommodate officers of the key departments at thanalevel;

- the development of a two-tier cooperative structure as avehicle for integrated rLral development; village cooperativesocieties are federated in a Thana Central Cooperative Asso-ciation (TCCA);

- the Thana Irrigation Program (TIP), based on cooperativepump groups;

- the Rural Works Program, introduced from Comilla as avehicle for involving local communities in developmentprograms and for making use of underemployed, oftenlandless, rural labor; and

- farmer training at the TTDC for TIP and the TCCA.

2.09 Two important aspects of the Comilla experiment and the programsderived from it are the essential role of farmer training and the vitalimportance of developing institutions to stimulate rural development. Thework of the Academy has been widely acclaimed and has contributed to evolvingnew approaches to rural development in Bangladesh. The Comilla program ex-perienced impressive initial results, but discipline in the cooperativesgradually deteriorated and repayments suffered. Because of the extensiveactivities of the Academy in the Comilla region it is no longer possibleto conduct many types of research there. In retrospect, the greatest bene-ficiaries have generally been the wealthier farmers, who tend to dominatenew as well as old institutions, and currently only about 25% of ruralfamilies are being reached through cooperatives. The initially successfulnon-formal education programs introduced at Comilla have shown some deterior-ation. Nevertheless, the Comilla concept is viable and it demonstrates theneed to experiment further with rural institutions and to try innovativeprograms for rural development.

2.10 The Integrated Rural Development Program (IRDP) (Chart 9080):The IRDP is an effort to extend some of the programs and concepts devel-oped at Comilla on a nation-wide scale. Established in 1970, the IRDPhas now established TCCAs in 152 thanas where its primary activity isthe organization of Comilla-style cooperatives at village and thanalevel. The objective of the program is to use the cooperative insti-tutions as a mechanism for coordinating and integrating services tofarmers, including credit, inputs, marketing and rural works activities.

2.11 The IRDP program is ambitious and, at present, over-extended andunder-staffed. At thana level, there would be advantages to coordinatingIRDP activities with those of other rural development programs, in partic-ular, those of the Directorate of Agricultural Extension with which thereis now some confusion over roles.

2.12 Agricultural Credit Services. While institutional agriculturalcredit is available to farmers through the cooperative system, from theBangladesh Krishi Bank, and from the commercial banking system, it isestimated that 85% of rural credit comes from non-institutional sources.The government has emphasized the provision of credit through cooperativesin its rural development prcgrams. Basic responsibility for couperativesresides with the Cooperative Directorate, which is part of the Ministry ofLocal Government, Rural Development and Cooperatives. A distinction ismade between "traditional" cooperatives, of which there are approximately24,000, and "newt cooperatives, based on the Comilla model. The systemof agricultural credit has functioned poorly and, apart from the initialsuccesses at Comilla repayment has been low and operations inefficient.One factor contributing to this situation is the lack of trained staff.Agricultural credit employs field staff in three categories: the Coop-erative Department has approximately 2,200 staff, the TCCAs about 2,000,and the Cooperative Banks about 1,000 in 1974. Of these, roughly hlalfhave received no basic training, and arrangements for in-service trainingare inadequate. The most serious problem is intermediate level staff.

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III. THE RURAL TRAINING SYSTEM

General

3.01 The main rural training institutions of Bangladesh, including theAgricultural University, the Comilla Academy of Rural Development, Agri-cultural Extension Training Institutes, and Thana Training DevelopmentCenters, have made valuable contributions in the past but are not adequateto meet present and future rural development requirements. Rural traininginstitutions have grown haphazardly. Small, single-purpose training institu-tions have proliferated, administered by the agencies or programs concerned,with frequent overlapping activities and under-utilization of facilities(Annex 4). Bangladesh urgently needs to establish effective coordinatingmechanisms for rural training which would enable the government to rational-ize the rural training system through a comprehensive and coordinated approach.

3.02 Overall training requirements for the rural sector have not beenadequately assessed, resulting in a serious neglect of middle level (tech-nician) training. At the university-degree level, enrollments in agricul-ture constitute 10% of total enrollments. At intermediate or diploma level(Chart 9081), however, students in rural subjects (e.g, agriculture, creditand cooperatives) account for less than one percent of total enrollments.This imbalance must be corrected if rural institutions are to be staffedwith properly trained middle level personnel.

3.03 Existing training institutions do not function well. Many stillsuffer from physical damage, dislocation, and loss of staff resulting fromthe war and the transition to independence. Teaching is overly theoreticalin most institutions and many have become increasingly isolated from thepractical requirements for rural development. Teachers are generally poorlytrained and underpaid. Existing institutions and programs do not usuallyreceive adequate funds to operate efficiently. Total allocations for ruraltraining 2/ constituted only about 1% of all recurrent expenditures votedfor 1974-75. In strengthening the rural training system, high priorityshould be accorded to improvements in existing institutions.

Agricultural Extension Training

3.04 Bangladesh Agricultural University, Mymensingh (BAU). Establishedin 1961 and administered by the Ministry of Education, the University pres-ently employs about 250 teaching staff, the majority (60%) foreign trained.The present enrollment of about 2,800 is distributed among six faculties:

1/ See also Appendix 2.

2/ Estimates of budgetary provisions for rural training are given inAnnexes 5, 6 and 7.

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agriculture (28%), veterinary science (24%), animal husbandry (20%), agri-cultural economics (8%), agricultural engineering (12%) and fisheries (8%)(Annex 8). Each faculty offers a bachelors and a masters degree program.The proposed regular doctoral program has not yet started. The annual out-put of first level graduates has increased rapidly from 230 in 1971 to 610in 1974, mainly due to tripling of graduates from veterinary science andanimal husbandry. The present enrollment of post-graduates is about 200and annual output about 50. Most graduates have readily found employment,mainly as staff for the government's rural institutions, in research workor in the tea and sugarcane plantations. However, the relevance of BAU'steaching has been increasingly questioned by government authorities andother employers. The First Five Year Plan (FFYP) explicitly criticizedBAU for its theoretical, out-of-date teaching and its isolation from prac-tical problems of rural development. This isolation stems partly frominappropriate training, and lack of involvement with research and follow-uptraining of graduates. A draft development plan has been prepared for BAU,but it does not address these basic issues. The Bank Group has been attempt-ing under Credit 407-BD (para 1.03) to involve the University more in researchand extension and is continuing the dialogue with BAU on a revised develop-ment plan.

3.05 The principal institutions for training middle level agriculturalworkers are the Agriculture Extension Training Institutes (AETI). EightAETIs currently have a capacity of about 900 students and an annual outputof about 400 in a two-year diploma course. The pattern of training wasrecently changed from two years of full time training to three years, in-cluding five-month training at the AETI followed by seven months supervisedfield work at the thana level each year. The current enrollment is only220. This arrangement is viewed as a temporary expedient, and the govern-ment has decided to return to the two-year diploma course. About a thirdof the graduates find employment as technicians in agencies other than theagriculture extension service, such as BAISSC, IRDP, and research institu-tions. The AETIs are small, enrollments range from 80 to 150 students, withcorrespondingly uneconomical use of teaching staff and facilities. Mostbuildings and teaching facilities are inadequate and only half the institu-tions have sufficient farmland for practical teaching. The present curricularequire a third of the time for practical studies but, due in part to lackof farmilan, teaching remains mostly theoretical. Taachers are underpaidand poorly trained. Arrangements for in-service training of extension staffhave been haphazard and inadequate. To fulfill their important role in sup-plying middle-level agricultural manpower, the present AETIs must be broad-ened in scope and strengthened in quality.

3.06 Little farmer training now takes place in Bangladesh because ofthe ineffectiveness of the two existing farmer training programs. The ex-tension service, one approach to farmer training, has broad infrastructurebut lacks adequate programs and a delivery system (para 2.05). The otherapproach to farmer training in Bangladesh has focused on training groupleaders, such as model farmers and village cooperative managers (alsofarmers), at Thana Training and Development Centers (TTDCs), originallydeveloped at Comilla (paras 3.10 and 3.11).

Credit and Cooperative Training

3.07 The Bangladesh Academy of Rural Development at Comilla (para 2.08)has undertaken the training of personnel at all levels but is regarded inBangladesh as an institution of higher learning. The Academy has 38 teach-ing and research staff and a capacity for 130 trainees at any one time. Itstwo principal problems are recent loss of experienced staff and lack ofclearly defined training functions. Because of its leadership in the fieldof rural development, the Academy is called upon to give many courses whichcould more efficiently be given elsewhere. The Academy now conducts:

(a) pre-service and in-service training for IRDP fieldofficers (project officer, deputy project officerand accountant);

(b) pre-service courses for TCCA staff (e.g., inspectorsand assistant inspectors);

(c) training for TCCA managing personnel; and

(d) short (one-week) orientation for thana-level officersfrom other ministries.

The Academy should allocate much of its l'wer level training to otherregional institutions, thereby economizing on training costs and freeingfacilities for higher priority training.

3.08 The Cooperative College, located on the campus of the ComillaAcademy, has a capacity for training about 70 field inspectors of theCooperative Directorate, by which it: is administered. At present, theCollege works under considerable pressure to reduce the substantial back-log of untrained staff. Like the Academy, the College needs to delegatesome of its training responsibility to lower level institutions. There isalso a need for staff development and for revision of curricula and train-ing programs.

3.09 Zonal Cooperative Training Institutes. Eight Zonal Institutescurrently operate under the direct administrat±ve control and academicguidance of the Cooperative College (para 3.08). The Zonal Institutes,with a total capacity for 425 trainees, generally give short orientationcourses (one to three weeks) to members of cooperative societies and vil-lage accountants of TCCAs. The training potential of Zonal Institutes isonly partly utilized, primarily because of inadequate physical facilities,low caliber of teachers, unstimulating curricula and lack of adequate train-ing allowances for trainees. The Zonal Institutes need to be strengthenedto take over training given at higher levels (paras 3.07 and 3.08).

3.10 Model Farmer Training at TTDCs. At present about 250 TTDCs havebeen completed, consisting mainly of a collection of offices for variousthana level officers, some staff housing, a pump workshop and a large hall

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for group meetings. Training is conducted at TTDCs by bringing in modelfarmers and managers of village primary societies weekly in groups of about50 for about three hours of training by different thana officers on agri-culture, cooperatives and related subjects. Under the IRDP and TIP pro-grams, trainees are paid a stipend of about three takas per visit. Themodel farmers then return to their villages to transmit newly gainedknowledge to neighboring farmers at weekly meetings of village coopera-tive societies.

3.11 Insofar as the program works successfully, it represents aninexpensive way of communicating new agricultural technology to farmers.Unfortunately, the success of model farmer training has declined in re-cent years as the result of multiple weaknesses. New teaching programshave not been developed and the same farmers have often received repetitivelectures over a period of several years. Although benefitting themselves,model farmers often have been unwilling or unable to assist their neighborsin improving their farming practices.

3.12 Model farmer training needs to be revitalized by the developmentof new teaching programs, better training for trainers, the development ofmore effective teaching materials, the provision of adequate training aids,the introduction of more specific training closely related to the croppingseasons. In addition, experiments should be undertaken to determine theeffectiveness of training units adjacent to district headquarters withfacilities for residential training to allow longer training periods, andprograms for coordination of services of the TCCAs and the agriculturalextension staff.

IV. PLANS AND PROGRAMS FOR RURAL TRAINING

Plans

4.01 The First Five-Year Plan (FFYP, 1973-78) places a high priorityon the development of agriculture and the rural sector. The short-termobjectives of the Plan are to achieve self-sufficiency in the productionof foodgrains, in part through the extension of high-yieldine rice varietiesin rain-fed cultivation areas, and to create employment opportunities forthe rural unemployed and under-employed.

4.02 The FFYP outlines an ambitious program for rural development,which would entail significant expansion of most rural institutions. Inparticular, the extension service would be expanded to a total field serviceof 16,000 workers, including the addition of 7,500 Village Extension Agents(VEAs) during the plan period. The IRDP program would also be expandedrapidly under the FFYP to operate in 250 thanas through 39,000 primarysocieties in 1978, compared with 152 thanas and about 14,000 societiesin 1974.

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4.03 The FFYP also includes measures to provide educational supportto rural development. The Plan recognizes the need for better coordinationof rural training programs and proposes the establishment within the Plan-ning Commission of two coordinating committees for cooperatives and agri-culture 1/ to determine training policy and manpower requirements in therural sector. At the higher level the Plan provides for completing the ex-pansion of BAU at Mymensingh (parai 3.04), the establishment of two newRegional Academies of Rural Development and the strengthening of theCooperative College. Intermediate level training is emphasized in plansto rehabilitate existing AETIs (para 3.05), establish eight new AETIswith a capacity of 150 students each, and strengthen Zonal CooperativeTraining Institutes. At the farmer training level, the FFYP includesfinancing for completion of TTDCs and costs for training model farmersand managers through IRDP and TIP. Appendix 3 outlines staff trainingrequirements for rural institutions.

Constraints

4.04 Financial, administrative and manpower constraints limit thegovernment's capacity to achieve the ambitious objectives established inthe Plan. The last two annual budgets, responding to rapid inflation andrevenue constraints, have made a slow start in implementing these programs.These financial problems have led the Government to re-evaluate and cutmany plans and programs. Administrative weaknesses, particularly in de-livery of inputs and coordination of different programs, make the achieve-ment of planned targets less probable. The quantitative targets for staffexpansion seem particularly unfeasible. In the short term, the expansionof the extension service and IRDP must be determined by the capacity ofthe training institutions to produce qualified personnel. In sum, thelimiting factors for the foreseeabLe future are not manpower needs but thedegree to which the Government can afford to train and employ new staff.

A Rural Training Strategy

4.05 The long term objective of a rural training strategy would beto contribute to the development of agriculture by bringing farmers moreeffective extension, cooperative and credit services. The strategy, asagreed oy the government, consists of three parts: First, Bangladesh wouldestablish an effective coordinating mechanism for rural training. Theobjective of this mechanism, in the! form of a National Committee on RuralTraining, would be to rationalize the rural training system through a com-prehensive and coordinated approach. Second, ways to reorganize and strengthenfield-level training (i.e., thana level training and agricultural extension)would be investigated and tried. Third, steps would be taken to meet obviousimmediate needs for better programs, information and training.

1/ Cooperative Development Board and Agricultural Training and ManpowerCommittee.

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National Committee on Rural Training

4.06 The Government has already established an interministerial NationalCommittee on Rural Training to assist the integration of rural training pol-icies. The task of such a Committee would be to supervise, review and coor-dinate the ongoing Rural Training Program and adopt a more rational divisionof responsibility among existing training institutions (paras 3.07-3.09).In particular, it would need to find ways to coordinate the agriculture ex-tension approach and model farmer approach to farmer training (para 3.10).In carrying out its functions the Committee would need to examine the perform-ance of the existing rural training system, including both formal and non-formal training, in relation to requirements. Based on this assessment andanalysis, the objective would be to establish a comprehensive and integratedlong term plan for strengthening the rural training system, improve its ef-fectiveness and enhance its contributions to rural development. The NCRTwould review the progress of the Project and resolve any major policy issuesby coordinating the views of the various ministries and agencies involved inthe Project.

4.07 The Committee is composed of high level officers from the Ministriesof Agriculture, Local Government, Rural Development and Cooperatives, Edu-cation, Livestock and Fisheries, and the BAU. To pursue its appraisal andplanning functions, the Committee needs to establish a competent secretariatand carry out the recruitment and coordination of the technical assistanceneeds, and analytical services.

4.08 Among the priority tasks of the Committee would be to:

(a) review the role of BAU in research and extension and itsrelationship with other agriculture faculties and assistin preparing an institutional development program forstrengthening its teaching programs (para. 3.04) and in-tegrating its teaching and research programs with the ex-tension service;

(b) prepare and recommend programs for improving the operationand effectiveness of the extension service at the fieldlevel (paras 2.05-2.07);

(c) appraise the thana level training programs (paras 3.11-3.12); and

(d) review the training programs of the Rural DevelopmentAcademies at Comilla and Bogra, the Cooperative College,and the zonal cooperative training institutes with aview to reallocating credit and cooperative trainingat different levels to these institutes consistent withavailable facilities and regional needs (paras. 3.07-3.10).

Pending the outcome of these studies, which should result in a comprehen-sive rural training plan within two years, it is possible to identify an

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immediate program to improve agriculture extension, and training for creditand cooperatives.

Agriculture Extension Program

4.09 A feasible agriculture extension program to reach 11 millionfarm families in 1990, within projected constraints, would involve agradual increase to a field service of about 10,000 by 1990 (one extensionworker per 1,100 farm families). An extension service of this order ofmagnitude would require an increase in recurrent costs to about Tk 58million in constant prices, compared with about Tk 25 million at presentand Tk 93 million required for a service of 16,000 field workers (para4.02). M4ore important than expansion of numbers would be the improvementof: (a) extension programs based on recent research results, (b) communi-cation materials through the Agriculture Information Service (AIS), (c)in-service and pre-service staff training, and (d) reorganization of thefield service.

4.10 Within this context a central extension institute needs to becreated to perform five vital functions, namely to:

(a) translate research findinags of other agenciesinto extension programs;

(b) develop curricula for ATIs and other middlelevel rural training institutions;

(c) develop publications, aucdio-visual aids and othertraining materials for the extension service andmiddle-level training institutions;

(d) provide in-service training for teaching staffof ATIs; and

(e) evaluate the effectiveness of agriculturalextension programs.

The Government of Japan is financing the construction and equipping of thisinstitute and some initial technical assistance. The institute would costabout Takas 1.1 million in annual operating expenses when completed in 1977/78.

4.11 Another essential element in the program to improve agricultureextension would be an expansion of the production capacity of the AgricultureInformation Service (AIS) and of its role in supplying training niaterials forrural development activities outside the Ministry of Agriculture. Improvedagriculture extension would also reqjuire more intensive and better stafftraining for practicing extension workers and for new recruits to the ser-vice. This would entail development: of new training programs, and rehabili-tation of existing, or construction of new, middle level agriculture traininginstitutions to produce about 750 technicians a year. UNDP/FAO is providing

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equipment for the AIS and technical assistance for AETIs and management ofthe extension service.

4.12 To ensure effective utilization of training, the present extensionservice would also need to be reorganized. Such reorganization would involvethe following measures:

(a) integration where possible of the various specializedextension services into a multipurpose service conductedby broadly trained multipurpose workers;

(b) a rationalization of administrative hierarchy,including exclusion of unnecessary tiers, such asSub-Divisional Agriculture Officers, and cleardemarcation of roles of each level;

(c) better work planning in terms of revised jobdescription for TEOs/VEAs, annual, monthly anddaily work plans, elimination of irrelevant tasks,and establishment of an incentive system;

(d) a requirement that for new hiring only qualified andproperly trained staff be assigned to extension work; and

(e) greater coordination of model farmer training with exten-sion services.

A Training Program for Credit and Cooperatives

4.13 Given the need to consolidate past achievements, a target ofabout 30,000 IRDP primary societies by the early 1980s would seem morerealistic than the FFYP target of 39,000 by 1978. (paras 4.01 and 4.02). Theultimate objective of the government is to make these primary societiesindependent and self-supporting units. Successful cooperative developmentdepends, in addition to coordination with input supply agencies, on thetraining of ministry staff and of cooperative officers. To support itscredit and cooperative program, the government would need to:

(a) extend the Comilla approach by establishing a newregional academy to conduct research on: (i) adaptationof innovations introduced at Comilla (e.g., model farmertraining) to other regions and (ii) development ofnew social institutions to nelp solve pressing localproblems and to train staff for IRDP;

(b) strengthen and expand the Cooperative College and ZonalCooperative Training Institutes (para 3.09) to trainpracticing cooperative officers and new field staff;and

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(c) explore ways to revitalize model farmer training at TTDCsby development of new teaching programs more closely re-lated to the cropping seasons, by better training fortrainers and by provision of residential facilities.

The Swedish International Developirent Authority (SIDA) is considering aproposal from the Government of Bangladesh to strengthen and expand theCooperative College and Zonal Cooperative Training Institutes.

4.14 The proposed project would assist all aspects of the above programs,except the Central Extension Research Institute (CERI), currently assisted by theGovernment of Japan, the AIS, which is being assisted by UNDP/FAO and theCooperative College and Zonal Cooperative Training Institutes which SIDAis considering assisting (para 1.02).

V. THE PROJECT

5.01 The proposed project aims at increasing agricultural productionby bringing farmers more effective extension, cooperative and credit ser-vices. This long term objective would be attained in two phases. Theinitial phase would stress improvements in coordinration and training atthe national level. A second phase, to be planned during the first phase,would provide for better organization of services and training for farmersat the field level.

Project Content

:.02 The proposed project would include:

(a) construction, furnishing and equipping new and expandedtraining institutions:

Addi- AnnualType of tional/1 Enrollment/

Institution Number Places ParticipantsExpansion New

Agricultural Extension Training

Graduate In-service Unit (BA1J) 1 - 60 480Agricultural TrainingInstitutes (ATI) 7 480 760 1,720

Field Extension Service 15 - _ _

Credit and Cooperative Training

Regional Academy - Bogra 1 - 80 640Thana Training Units (TTU) 15 - 450 2,700

/1 Total number of student places to be added under the project.

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(b) in-service training for present extension per-sonnel; and

(c) technical assistance for the project through theNational Committee on Rural Training.

5.03 The government gave assurances during negotiations concerning thebasic project strategy and financial implications as mentioned below:

(i) only qualified and properly trained staff, i.e., notlower than an agricultural diploma holder, would beassigned to extension work after July 1, 1977;

(ii) the National Committee on Rural Training would beestablished with a full-time executive secretary andsupporting staff in the Ministry of Planning, wouldprepare a plan for development of rural traininginstitutions, and would consult with IDA on thisplan before June 30, 1977;

(iii) the government would review its system of selectionand compensation of teaching staff at rural traininginstitutions and furnish the Association, for comment,staff development plans for all project componentswithin one year of effectiveness; and

(iv) the government would consult with the Associationprior to introducing major curriculum changes inproject-supported institutions until the Closing Dateof the Credit.

Project Components

5.04 A Graduate Level In-Service Training Unit would be establishedunder the project at BAU, with a dual objective: (i) to provide periodicin-service training to graduate officers engaged in rural development andteachers at extension institutions, and (ii) to orient the research andteaching of the University more directly to practical Droblems of ruraldevelopment (para 3.04). A modest investment, mainly in hostel facilities,would enable 60 participants simultaneously, or about 480 annually, to usethe teaching resources of the University to upgrade their knowledge in awide variety of disciplines, such as agronomy, animal husbandry and fish-eries. The Department of Agricultural Extension of the University would beresponsible for daily administration of the Unit. The annual training pro-gram would be approved by the National Committee on Rural Training (para5.03). Assurances were obtained during negotiations that staff of theIinistry of Agriculture would help prepare and participate in the in-ser-vice training programs.

5.05 The expansion of four existing AETIs and the construction ofthree new Agriculture Training Institutes (ATIs) is included in the proj-ect to develop multipurpose training institutions, improve the quality of

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agricultural training and increase the output of agricultural tec1nicians(para 3.05). The ATIs would be the basic intermediate level agriculturaltraining institutions, offering a diploma course in agriculture and providingin-service training for middle-level agricultural field staff. The projectwould assist the government in broadening the scope of the AETIs, wlhichwould be upgraded to ATIs, by adding new subjects to the curriculum (e.g.,irrigation techniques). Basic training in animal science, fisheries, andcredit and marketing would also be given to enable graduates to assist in thework of other rural institutions i.n addition to the extension service. Thequality of training would be improved by: (i) strengthening training ofteaching staff through the ongoinE, UNDP/FA0 project 1/, (ii) increasedemphasis on practical farming practice and field demonstration (50% of thetimetable compared with less than a third at present), (iii) production andsupply of teaching materials and aids, and (iv) improved physical facilitiesand equipment. The output of agricultural diploma holders would be increasedfrom a capacity of about 400 a year at present to 770 a year (Annex 9) by:

(a) expanding four existing Agriculture ExtensionTraining Institutes (AETIs) averaging 125 placeseach to 240 places each; and

(b) transferring three AETIs with inadequate sitesand premises to new locations with 240 placeseach (See Map).

The larger student capacity would realize savings in operating costs perstudent. The government intends tc give preference to rural students withagricultural backgrounds to ensure their familiarity with rural life. TheATIs would also provide in-service training for extension staff. All sevenATIs would offer two months in-service training to extension workers, per-mitting each institute to train 120 staff a year in addition to the diplomacourse (Annex 10). Depending on progress in developing the above seven ATIsand employment prospects for graduates, the establishment of three additionalATIs at new locations could be considered for future investment.

5.06 During negotiations the government provided assurances that eachATI would have at least 35 acres of usable farmland prior to beginning con-struction at each site.

5.07 In-Service Training. Since the institutional benefits of theproject would begin to be realized only in 1979/80, the proposed projectwould also finance immediate in-service training for practicing extensionworkers in four phases over a four-year period. During the first two yearsof project implementation about 4,000 UAAs and TAOs (more than 85% of thetotal present staff) would be given an intensive three-week course on high-yielding variety rice using primarily field demonstrations developed by

1/ ;%Dout 900 teaching staff would be reqjuired for the se:ven ATls, inclu.dingnew recru'tment of 30 teachers. All would receive training at the pro-posed Central Extension Resources Institute and thlroug}h the ongoingCNDP/FAO project.

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the UNDP/FAO specialists working in Bangladesh. The Association wouldfinance part of the training costs, which would include allowances fortravel, subsistence and training equipment. This in-service trainingwould be related specifically to the government's program on rain-fedrice. A second course on jute extension would be given in the third andfourth years of the project. With a view to ensure effective use of train-ing after trainees return to their jobs, the government agreed during nego-tiations that the Directorate of Agricultural Extension would prepare beforethe conclusion of each course detailed work plans for each participant andwould assess the effects of training on the performance of participantswithin six months of the conclusion of the course.

5.08 The project would also assist in establishing a second RegionalAcatemy of Rural Development at Bogra. Patterned after the BangladeshAcademy of Rural Development (BARD) at Comilla, the Bogra Academy would bea semi-autonomous organization under the Ministry of Local Government, RuralDevelopment and Cooperatives controlled by a Board of Governors. The Acad-emy would have two purposes. First, it would conduct research on (a) adap-tation of innovations introduced at Comilla (e.g., model farmer training) tothe Bogra region (para 2.08) and (b) development of new social institutions tohelp solve pressing local problems. Second, the Bogra Academy would under-take training (pre-service and in-service) of senior officers engaged inrural development (e.g., IRDP Project Officers), thereby easing the train-ing load at Comilla (para 3.07). The Bogra Academy initially would have acapacity for 30 trainees and is expected to train about 643 sta'f of ruralinstitutions anually. An expansion of this capacity could be considered fora second phase Bank-Group investment. The development plan for the BograAcademy envisages a modest start in rented buildings in 1975 with principalemphasis given to research on local development problems. This research wouldthen provide material for training programs, which would begin within twoyears. The fourteen teaching and research staff members would be recruitedfrom among recent university graduates and persons with previous experience,but not presently employed, at Comilla.

5.09 During negotiations assurances were obtained that the Associationwould be given the opportunity to comment on the annual research and train-ing programs of the Bogra Academy of Rural Development until project comple-tion.

Farmer and Field Level Trials (Appendix 4)

5.10 The project would assist studies and the construction of experi-mental facilities aimed at revitalizing thana level training and field ex-tension services (paras 2.05 and 3.06). This trial phase would involvethree components. First, an in-depth evaluation would be made of theextension service by the government with UNDP/FAO assistance (terms andconditions of service, effectiveness of field extension practices) andcurrent thana training programs. Second, experimental facilities wouldbe built to try out new modes of training and extension. Low-cost housing,transport and materials and better supervision would be provided to exten-sion workers in about 15 thanas according to three types of grouping: sub-stations for five agents, three agents and dispersed houses for individual

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agents. In addition, about 15 Thana Training Units (TTUs), consisting of alow-cost dormitory for about 30 trainees adjacent to the TTDC, would beconstructed to enable more intensive training to be given to model farmersand other key persons at the thana level. Third, the project would contributethe development of a national plan of action for improving the field extensionservice and thana level training and the preparation of proposals for futureinvestment. Appendix 4 describes this trial phase in greater detail. Beforenegotiations the government (i) selected thana and village locations to beincluded in the trial phase in accordance with mutually agreed criteria, and(ii) prepared proposals on thana training programs to be held at TTUs. Duringnegotiations the Government gave assurances that within three years of thedate of credit signing it would send to the Association for comment a com-prehensive plan for improvement oi- the extension services and thana leveltraining.

Technical Assistance (Appendix 5)

5.11 Bangladesh has received substantial external assistance for ruraltraining. The on-going UNDP/FAO project is helping the government strengthenthe AIS and agricultural extension, primarily through teacher training atAETIs. UNDP/ILO is assisting the government in preparing staff trainingprograms for irrigation pump drivers and mechanics. USAID, SIDA, ODM andthe Ford Foundation are assisting the government in developing farmer train-ing programs through IRDP, the Cooperative Directorate and the BangladeshAcademy of Rural Development. In particular SIDA is considering a proposalfrom the Government of Bangladesh for providing expert assistance to theCooperative College and Zonal Cooperative Training Institutes. Consultationshave taken place between the Government of Japan and IDA concerning theproposed central extension institute (para 4.10). Such consultations areexpected to continue during project implementation to ensure a coordinatedapproach to training.

5.12 About 19 man-years of expert services required for the ATIs is ex-pected to be financed by the UNDP and the Japanese Government. During nego-tiations the Government provided assurances that such technical assistancewould be obtained and the Association would be given an opportunity to com-ment on the terms of reference of the consultants and experts. Agreement inprinciple has been reached veLween the govetlimenL and the other .wo donoragencies for the provision of the above technical assistance.

5.13 The project would include financing for technical assistance tosupport investigations to be carried out by the National Committee on RuralTraining (paras 4.06-4.08), including:

(a) two man-years of intermittent expert assistancefor planning rural training systems (para 4.06);

(b) eight man-years of expert assistance for preparingan institutional development plan and for strength-ening the teaching, research and extension programsat the Bangladesh Agricultural University (para 3.04);

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(c) up to three man-years of expert assistance forcoordinating the trial study (para 5.10);

(d) up to four man-years of expert assistance formonitoring and evaluation of project activities(para 5.10);

(e) four man-years of expert assistance to the BograAcademy of Rural Development in designing researchprograms, especially on rural institutions (para 5.08);

(f) ten man-years of fellowships to strengthen the teach-ing, research and extension training capacity of BAU(para 3.04); and

(g) ten man-years of fellowships for staff of the ATIs inthe fields of curriculum development and specializedagricultural and communications subjects connectedwith extension services (para 5.05).

During negotiations, the Government agreed that: (a) the qualifications,experience and terms and conditions of the consultants and experts, and (b)the fellowship program would be acceptable to the Association.

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VI. PROJECT COST, FINANCIAL PLAN AND IMPLEMENTATION

Project Cost

6.01 The estimated costs and foreign exchange component of the itemsin the proposed project are given in Annexes 11 and 12 and are summarizedbelow:

Takas U.S. Dollars(millions) (millions)

Local Fo_ertn Total Local Foreign Total

Agriculture Extension

Graduate In-ServiceUnit 1.46 1.49 2.95 0.11 0.12 0.23

7 Agriculture TrainingInstitutes (ATIs) 38.22 39.92 78.14 2.94 3.07 6.01

In-Service ExtensionTraining 2.73 3.37 3.10 0.21 0.03 0.24

Field ExtensionFacilities 6.42 6.35 12.77 0.49 0.49 0.98

Credit & Cooperative Trg.

Regional Academy Bogra 4.33 4.41 8.74 0.33 0.34 0.67Thana Training Units 4.71 4.46 9.17 0.37 0.34 0.71

Suporting Services

Technical Assistance 4.54 11.68 16.22 0.35 0.89 1.2462.41 68.68 131.09 4.80 5.28 10.08

Contingencies

Physical 6.24 6.87 13.11 0.48 0.53 1.01Price Increase 39.12 31.15 70.27 3.01 2.40 5.41

TOTAL PROJECT COST 107.77 106.70 214.47 8.29 8.21 16.50

6.02 Customs Duties and Taxes. Of the estimated civil works costs ofUS$5.64 million equivalent, about US$0.35 million equivalent, not to befinanced out of the Credit, would represent customs duties and taxes.Instructional equipment is normally exempt from taxes and duties and costestimates represent c.i.f. prices wi.th an allowance for transport withinBangladesh.

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o.03 The estimated construction costs for the proposed project have beenderived from Mlarch 1975 building costs in Bangladesh and from experience withother IDA-financed projects in Bangladesh. Building costs per sq ft of grossfloor area are estimated at an average of US$14.00 equivalent. These unitcosts take account of the heavier structures required in many areas to with-stand cyclones. In all cases, however, structures would be built to austerespecifications, using low-cost construction methods, because of acute bud-getary constraints prevailing in Bangladesh. Site development costs areestimated at 11% of construction costs. A local cost adjustment rangingfrom -5% to +20% has been added for construction outside the Dacca area.Space requirements are based on detailed schedules of accommodation. Usefactors vary between 80% and 90% for classrooms and practical rooms onthe basis of 36 hours of instruction per week.

6.04 Project costs include a physical contingency for unforeseenfactors equal to 10% of the base cost estimate. A provision of US$5.41million equivalent for price increases has been included. This price con-tingency was estimated on the basis of expected annual price increases forlocal and foreign components on a declining basis between 1975 and 1979,as follows: 20 to 15% for civil works and 12 to 8% for furniture andequipment (Annex 13).

6.05 The foreign exchange component totals US$8.21 million equivalent(including contingencies) and represents 50% of the total project cost.It aias been calculated on the basis of (i) 12% for professional services,(ii) 25% for site development and 50% for construction, (iii) 60% forfurniture, (iv) 90% for equipment, and (v) 70% for technical assistancecomponent.

6.06 Unit capital costs per place for academic and communal facilitiesexcluding contingencies) are US$2,150 for the Regional Academy, Bogra, andUS$1,750 for the Agriculture Training Institutes. These costs are withinthe ranges of costs of previous Bank projects, despite recent rapid costescalation, because of the expected use of low cost materials and simplestructures.

Financing

6.07 Financial Plan. The total project cost of US$16.5 million wouldbe financed as follows: (a) the IDA Credit would meet the foreign cost ofimported building materials, furniture, equipment and expert assistance;70% of the costs of furniture, equipment local and building materials andprofessional services; and 60% of the costs of civil works, and in-servicetraining; (b) the Government of Bangladesh would finance the remainingproject costs. Altogether, the IDA assistance would be equivalent to100% of the estimated foreign exchange cost and 48% of the local currencycosts net of taxes and duties.

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(US$ Millions)Government % IDAof Bangladesh IDA Total Financin&

1. Civil Works (excl. materials) 0.87 1.31 2.18 60%

2. Building Materials(a) Imported 0.35 /2 3.18 3.53 90%(b) Local 0.33 0.78 1.11 70%

3. Furniture and equipment(a) Imported 0.00 0.88 0.88 100%(b) Local 0.14 0.33 0.47 70%

4. Technical Assistance/-(a) Foreign Consultants and

Fellowships 0.12 1.10 1.22 90%(b) Local Consultants 0.13 0.32 0.45 70%

3. In-Service Training 0.10 0.14 0.24 60%

6. Contingencies 2.46 3.96 6.42 -

Total 4.50 12.00 16.50 73%

Less: duties and taxes 0.35 - 0.35

Net Total 4.15 12.00 16.15 74%

/1 Including professional architectural services, fellowships and expertassistance.

/2 Mostly taxes and duties.

In view of the low foreign exchange reserves of Bangladesh and difficultiesia financing local currency from budgetary resources, the financial plan issatisfactory. Other agencias are providing a substar.tial amount of thetechnical assistance required for the project (para 5.13).

6.08 At full operating capacity the project would require an estimatedTakas 8 million in incremental annual operating costs, corresponding toabout 6,% of the projected cost of rural training by all ministries in 1982.This increase represents an attainable level because all project items are

accorded priority by the government. The government has approved relevantPEP forms 1/ necessary for project execution.

1/ A PEP form is an instrument by which the government approves capitalexpenditures and creation of new staff positions.

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Implementation

6.09 Administration. A National Committee on Rural Training (paras 4.06and 5.03), established under the Ministry of Planning, would have over-allresponsibility for implementing the project. It would coordinate the ruraltraining activities of the Ministries and agencies involved in the Projectand would review national policies and establish by June 30, 1977 a long-term plan for development of agricultural and rural training programs andinstitutions in consultation with the Association, All ministries and agen-cies directly concerned would be represented on the Committee. In additionto general supervision, the Committee would be responsible for executing thetechnical assistance included in the project. It would periodically reviewthe progress of the project and resolve issues whitch require the coordinationof the various ministries and agencies involved in the Project.

6.10 A Project Implementation Unit (PIU) has been established withinthe Ministry of Agriculture to coordinate all educational and constructionactivities financed under the project and to communicate with IDA. The PIUwould work with the Ministries and Departments concerned in the planningand implementation of all sub-projects. The PIU would include a director,architect (who may be replaced later on by an engineer, after completion of thedesign phase), education and procurement officers, all on a full-time basis,and an accountant and appropriate supporting staff. During negotiations thegovernment provided assurances that, (a) terms of reference for the PIU andits professional staff would be acceptable to the Association; (h) appointmentof the director would be subject to prior IDA approval; and (c) appointmentof all other principal project officers would be made after consultationwith the Association. The establishment of the PIU and designation of thedirector have been accomplished. Appointment of the project architect andconsultant architect would be a condition of effectiveness; appointments ofthe educator, procurement officer and the accountant would be made withinthree months of the date of effectiveness. The educator would also assistthe NCRT.

6.11 The field level trials would be implemented by IRDP (Thana Train-ing Units) and the Directorate of Agriculture Extension (field extensionfacilities) under the direction of the National Committee on Rural Training.

6.12 Professional Services. The PIU would retain consuiltant architectsto execute design work, plan construction, prepare contract documents andsupervise civil works. The Public Works Department (PWD) normally under-takes these responsibilities directly. During negotiations the governmentconfirmed that private firms would be used exclusively in order to expediteinitiation of civil works activities and provided assurances that consult-ant architects acceptable to the Association would be employed on termsand conditions acceptable to the Association. The signing of a contractwith the consultant architects would be a condition of effectiveness.

6.13 Sites. The sites for institutions in the project have beententatively identified and in most cases the government already owns theland required. Sites were selected to ensure adequate farmland and an

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even distribution of institutions throughout the country. The selectionof thanas for the thana training units and field extension facilitiestrials followed several criteria, including coverage of the same thanasas in the proposed rural development project and strong potential foragricultural development. Sites would be provided by the governmentwithout cost to the project. Assurances were obtained at negotiations thattitle to each ATI site would be acquired and transferred to the appropriategovernment department within six months of credit signing and all remainingsites within eighteen months.

t.14 Construction. The proposed civil works are within the implementa-tion capacity of the Bangladesh bu:ilding industry. During negotiations thegovernment confirmed that the PIU would be given the right to procure im-ported construction materials directly and supply them to contractors.

6.15 Phasing of Implementation. The project would be implemented overa five and a half year period. Physical facilities would be completed infour years (Chart 4).

Procurement

6.16 Contracts would be grouped to the maximum extent practicable toform attractive bid packages. The following contracts would be awarded onthe basis of international competitive bidding in accordance with IDAguidelines:

(a) civil works exceeding US$500,000;

(b) building materials exceeding US$50,000; and

(c) equipment and furniture exceeding US$25,000.

Respective contracts below these amounts would be awarded without prior IDAapproval following competitive bidding advertised locally in accordance withgovernment procurement practices acceptable to IDA. Local contractors andlocal manufacturers would be allowed a preferential margin of 7.5% on civilworks, and of 15% on the c.i.f. cost of furniture and equipment, respec-tively over competing foreign bidders. Bangladesh does not participate inany arrangement which gives import duty preference to certain foreign sup-pliers.

6.17 It is expected that construction of small trial field extensionfacilities and thana training units would be undertaken by CARE, Bangladeshfrom project funds; CARE has local experience in low-cost construction, in-cluding jute-reinforced plastic structures. Small equipment and furniturecontracts (less than US$10,000) could be procured through local shoppingsubject to a combined total of US$250,000.

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o.18 In order to ensure that local currency financing will be availablepromptly, a condition of effectiveness would be the establishment and fundingof a revolving fund to be operated by the PIU director. The fund would beused to cover local currency expenditure for project payments to consultantsor suppliers and to pay for in-service training during the implementationperiod. Assurances were obtained during negotiations that the revolvingfund would be replenished in a timely manner to maintain balances ofTk 500,000 plus local currency expenditures expected in the following twomonths.

Disbursements (Annex 14)

6.19 The proceeds of the proposed IDA Credit would finance:

(a) 100% of foreign expenditures for imported buildingmaterials, furniture and equipment (includingvehicles, and equipment for the PIU), or 70% ofthe cost of these items if procured locally;

(b) 100% of foreign expenditures for fellowships andconsultants services; or 70% of total expenditureson local consultants;

(c) 60% of total expenditures for civil works; and

(d) 60% of total expenditures for per diem of expendi-ture, travel allowances, and instructional materialsfor in-service training.

Disbursement requests would be supported by full documentation except forin-service training which would be disbursed against a statement of expendi-ture signed by the Project Director. The documentation for these statementswould be retained by the PIU and be available for review by IDA during proj-ect supervision missions.

VII. BENEFITS AND JUSTIFICATION

7.01 Development of the agricultural sector and increased food pro-duction are urgent priorities for Bangladesh. Increased agriculturalproduction depends largely on assisting the nation's eight million smallfarm families to receive essential inputs and adopt new technologies. Theproposed project is the first phase of a program to increase agriculturalproduction by strengthening three key government rural services: extension,cooperatives and credit. The proposed project would be a principal instru-ment for providing the government with trained staff to carry out priorityrural programs. Specifically, the project would:

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- economize on resources through coordination of ruraltraining policies;

- increase the coverage of trained extension workersfrom one officer per 2,000 families at present to 1:1,100by 1990, and make these workers more effective (para 5.05);a more intensive coverage cannot be envisaged at this timebecause of financial constraints; and

- provide immediate intensive in-service training inHYV rice technology to 4,000 extension officers whichshould enable an estimated 200,000 farmers of all typesto be assisted in increasing rice yields by 1977(para 5.07).

7.02 The proposed project incorporates the recommendations in the'"roject Performance Audit of the First Bangladesh Education Project". 1/Specifically:

- the project includes technical assistance to overcomeweaknesses of basic curricula at the BangladeshAgricultural University at Mymensingh and to orienttraining more closely to operational aspects ofagricultural development (para 5.04);

- attention has been given to ensure that recruitmentprocedures for rural training institutions willactively contribute to fulfillment of their practicalvocation (para 5.05);

- the project encourages flexibility and variety in theexperimentation and adoption of alternative ways ofachieving better farmer training (para 5.10);

- finally, the project includes technical assistance forestablishing project monitoring systems to measure theeffectiveness with which project objectives are beingpursued and to suggest necessary adjustments (para 5.13(d)).

7.03 The studies and trials included in proposed project would alsoprepare the way for future investment aimed at directly improving fieldlevel operations of the extension service and thana level training (para 5.10).These studies and trials are crucial. Without a viable plan for improvementof field services and for revitalization of thana-level training, the benefitsof the first phase of institution building can be realized only in part.

1/ Report No. 389, April 5, 1974.

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VIII. AGREEMENTS REACHED

8.01 During negotiations agreement was reached with the government onthe following points:

(a) extension staff qualifications; maintaining of theNational Committee on Rural Training and preparationof a development plan for rural training institutions;and review of staff selection, compensation and devel-opment plans (para. 5.03);

(b) Ministry of Agriculture participation in preparationof in-service training programs at BAU (para. 5.04);curriculum changes and requirements for farmland atATIs (para. 5.06); and work plans for in-service traineesand assessment of training (para. 5.07);

(c) review of annual research and training programs at BARD(para. 5.11); preparation of plans on the extensionservice and thana training (para. 5.10); and arrangementsfor technical assistance (paras. 5.12 and 5.13); and

(d) staffing of the PIU (para. 6.10); appointments of con-sultant architects (para. 6.12); acquisition of sites(para. 6.13); and establishment of revolving Taka fund(para. 6.18).

8.02 In addition to the usual conditions, completion of the followingactivities would be conditions of effectiveness of the Credit:

(a) appointment of project director and architect (para.6.10);

(b) signing of a contract with the consultant architects(para. 6.12); and

(c) establishment of a revolving Taka fund (para. 6.18).

8.03 The proposed project constitutes a suitable basis for an IDACredit of US$12.0 million equivalent to the Government of Bangladesh fora term of 50 years including a ten year grace period.

APPENDIX 1Page 1

AGRICULTURAL EXTENSION AND THANA TRAINING

I. ORGANIZATION OF AGRICULTURAL EXTENSION SERVICES

A. General Extension Service

1. The organization of the Directorate of Agriculture (Extension andlanagement) commonly known as Directorate of Agricultural Extension, isshown in Chart 9082. Rural administration is based on the following ter-ritorial subdivisions and staff:

Central Government Staff

Division (4)District (19) - District Agricultural Officer (DAO)Sub-division (62) - Subdivisional Agricultural Officer (SDAO)Thana, approx. (415) - Thana Extension Officer (TEO), and 1/

Thana Agricultural Officer (TAO)Union, approx. (4,200) - Union Agricultural Assistant (UAA) orVillage, approx. (65,000) Village Extension Agent (VEA) 2/

The SDAO positiorn is to be discontinued and the need for extension staff atdivision level is questionable.

2. District. Most DAOs hold B.Sc. or M.Sc degrees but their contactwith farmers is limited to occasional lectures at Thana Training and Devel-opment Centers (TTDCs). The DAO is provided with a four-wheel drive vehicleand accommodation. A Deputy Commissioner is in charge of district adminis-tration.

3. Subdivision. The SDAO is generally a university graduate and somefunction as assistant DAOs. The SDAO supervises the work of TAOs. The SDAOdraws the monthly salaries of the thana and sub-thana level agriculturalstaff from the Treasury and distributes it to the thana offices, from whereit is collected by the UAAs.

4. Thana. There are now 56 TEOs and plans call for one TEO position(to be filled with an agricultural university graduate) in each thana, which

1/ During the First Five Year Plan the following staffing changes in the ex-tension office will take place: (a) Village Extension Agents (VEAs),will replace UAAs, and (b) Thana Agriculture Officers (TAOs) will besupplemented by Thana Extension Officers (TEOs) who will be universitygraduates.

2/ There are not sufficient VEAs to provide for one in each village.

APPENDIX 1Page 2

will considerably strengthen the organization. The agricultural expertisein the remaining thanas is represented by a TAO who has usually been re-cruited from among the UAA cadre cmd whose educational background and expe-rience is insufficient for this key extension position.

5. The average TAO is in charge of 10 UAAs, in an area of 342 km2

and with a population of 182,000 in 200 villages. Occasionally he is pro-vided accommodation at the 'ITDC but not with a means of transport and histravel allocation is insufficient. For example, the TAO in the MymensinghKotwali Thana can spend only Tk 2fC annually on travel. Guidance and super-vision are therefore difficult anc TAOs usually spend most of their time inthe office, preparing various reports. An important part of the TAO's dutiesis participation in TTDC instruction but his influence over the curriculum,developed by the Project Officer cf the Integrated Rural Development Pro-gram (IRDP), is generally minimal.

6. About 100 thanas have assistant TAO positions. The assistant TAOhas the same background and, until July 1974, had been in the same salarycategory as the TAO. In the past there was no promotion prospects atall for TAOs. With the creation of TEO positions, there will be some oppor-tunities for TAOs to be promoted.

7. Union. In a sample survey of UAAs 1/ the majority (58%) were matri-culates with some in-service training, 30% were of lower educational standardand 12% above matriculate standard.. The sample is likely to be representa-tive. There are, at present, 4,153 UAAs. This means a ratio of 1 UEA/5,000acres or 1 UEA/2,000 farm families. The UAA has no means of transport, andhe receives no travel allowance for travel within five miles of his area ofposting. He must find his own housing, frequently difficult in ruralBangladesh, and many UAAs have unsatisfactory housing arrangements. Thesample survey found that 51% of the UAAs were married but living alone,their families being left behind in their home areas for lack of accommoda-tion. About 7% were bachelors, 202% lived with their families in the unionbut away from their home areas, ancl 22% attended office from their homefarms. A considerable number (33%) had to find their lodging with farmers.Few UAAs have an office of their own, or facilities for entertaining visitingfarmers.

8. The UAA is expected to be the jack-of-all-trades at the sub-thanalevel. Although, formally, he reports to the TAO. he is frequently requestedby other thana level officers to assist them with various time-consumingtasks. His job description is vague: he "motivates" the farmers and "assists"them, he "plans", "organizes" and "coordinates". His job seems to be reduced

i/ Golam Rasul: "Relationship of Cercain Personal and PsychologicalCharacteristics of the Union Assistants with their Job Performance".Thesis for M.Sc. (Extension Education), Bangladesh AgriculturalUniversity, Mymensingh, March 1974.

APPENDIX 1Page 3

to talking, except for the UAA who lives with an influential farmer. Thelatter group tends to be more involved in practical farming, but for the ben-efit of the landlord; however, this can hardly be called extension work. Mostof his time in the field is spent on assistance to block farmers and modelfarmers of the Accelerated Rice Production Program (ARPP), and to co-opera-tive societies' model farmers. Activities outside these groups are appar-ently very limited. The number of farmers reached is, by all standards, low.

9. As of July 1, 1974 the UAAs were given a starting salary of Tk 220per month. in addition to fringe benefits amounting to Tk 55 in the country-side, Tk 80 at thana headquarters. This considerably improves the situationbut does not solve the problem of finding accommodation. The practice ofpaying a higher housing allowance to people living in towns is unfortunatein view of the hardships experienced in villages.

B. Jute Extension Services

10. Since 1971, and parallel with the general extension service, a setof specialized extension workers has developed for jute production. Origi-nated from the progressive jute farmer concept, this is one example of theconfusion between the Comilla concept and regular extension service, and hasresulted in farmers trained under the Intensive Jute Production Scheme atTTDCs now being employed as full-time government extension workers.

11. The Assistant Directors of Agriculture (Jute Production) are incharge of zones, which only partly coincide with administrative districts,and in which jute growers are organized into blocks of 200 acres of jute.The blocks receive intensive extension services and input supply.

12. Jute Extension Officers (JEOs) rank as SDAOs (Jute Production),although they are only AETI diploma holders. One subdivision may haveseveral SDAOs (JP), each in charge of only 10 blocks. There are a totalof 132 SDAOs (JP), as compared to 84 SDAO's for general extension in thewhole country.

13, At field level there are 1,428 Jute Extension Assistants (JEAs),each in charge of one jute block. In theory, the educational status of theJEA is Intermediate of Science (matriculation and two years of science) butmany are matriculates with some experience from the Intensive Jute Produc-tion Scheme. JEO and JEA salaries are equivalent to those of their counter-parts in the general extension service.

14. Since the creation of the Jute Ministry thie organizationalheadquarters of the jute extension service is nebulous. The provision ofjute seed is currently the responsibility of the jute extension service,and this is part of its justification as a separate service. Considerationshould be given as to whether there is a case for a separate jute seedsupply system, and whether the regular seed supply channels would be betterequipped to handle this task. In addition, the advantages and disadvantagesof having a separate e-xtension service for jute should be considered.

APPENDIX 1Page 4

C. Plant Protection Service

15. The plant protection service is a separate wing of the Directorateof Agriculture (Extension and Management). Plant protection officers andassistants work at both the district and thana levels. A stock of sprayersand pesticides is kept at the thana office and distributed as needed. Sprayermechanics repair and overhaul the sprayers and mukaddams (plant protectionworkers) distribute sprayers and pesticides to farmers, instruct them inpesticide application and, to some extent, do the actual field work. Theirtask is strictly limited to plant protection work, although they are employedon a year-round basis. The total establishment is 1,400 mukaddams, of which400 are assigned to the ARPP. The mukaddams are placed in Grade IX, startingsalary Tk 145 per month.

16. Until recently pesticides and plant protection equipment havebeen provided to farmers without charge. The Government has now decided tosell them at subsidized prices. This change of policy will do away with theneed for a large Plant Protection Organization as at present. The supplyof plant protection equipment could be handed over to a commercial organiza-tion, such as BAISSC. The Plant Protection Organization will continue toprovide subject matter expertise and organize aerial spraying as requiredto combat epidemic outbreaks of plant pests. It will establish mobile districtpest scouting teams. The teams will monitor plant pests and disease build-ings so that the general extension services can advise farmers to take con-trol measures at the beginning of a pest outbreak. It will also providethana graduate plant protection offices to advise the general extensionstaff on pest control measures.

D. Related Services

17. In addition to the staff mentioned above, several people at thanalevel have duties related to those of the extension service. Most relevantin this context are:

- The Circle Officer (Development) in the Directorate ofLocal Government, who is in charge of thana staff, andsupervises TTDC training to a varying extent.

- The Project Officer (IRDP), who is responsible for theday-to-day operation of the TTDC and the organizationof IRDP co-operatives. His influence over TTDC activitiesvaries from practically nil to a complete monopoly.

- The Registrar of Co-operatives (Ministry of Local Govern-ment, Rural Development and Cooperation, who supervisesthe management and auditing of co-operatives.

APPENDIX 1Page 5

- The Fertilizer Inspector (BAISSC) who supervises theprocurement, distribution, storage, and sale of fer-tilizers.

- The Seed Development Inspector (BAISSC), who supervisesthe procurement, distribution, storage and sale of seeds.

- The Irrigation Officer (BAISSC), who organizes pump groups,distribution, operation, collection and maintenance oflow-lift pumps and collection of pump rents.

- The Sectional Officer Tubewells (BAISSC), who plans andorganizes co-operative tubewell schemes (the physicalexecution is made by contractors) and collects rents.

- The Livestock Officer (Ministry of Forestry, Fisheriesand Livestock), who is in charge of veterinary servicesand supervises the Livestock Assistants. He does someextension work on feed production, feeding and management.

- The Fisheries Officer (Ministry of Forestry), Fisheriesand Livestock, who instructs farmers on technical aspectsof fishery.

In addition, many thanas have Soil Fertility Assistants who are part of theresearch organization (Ministry of Agriculture: Directorate of Research andEducation) and report to the District Soil Fertility Officer; they conductsoil fertility trials on farmers' fields. Although their work is veryclosely related to extension activities, there is no formal link to thethana agricultural office.

II. THANA TRAINING AND DEVELOPMENT CENTERS - IRDP

A. Facilities and Training

18. In some 250 thanas (or 60% of all thanas), Thana Training and De-velopment Centers (TTDC) provide offices and accomodation for thana levelstaff, and a hall for farmer training, in accordance with the Comilla model.Some thanas also have a workshop adjacent to the TTDC for irrigation pumps.The TTDC usually includes a tract of land which may be utilized for farmlag,but it is frequently too small for training purposes. However, the officeand residential facilities are usually insufficient for the needs of the 15to 20 thana staff and most staff complaints concern the absence of accommo-dation. On the other hand, the training hall is sometimes used only as agodown for fertilizer, seeds, tubes and various tools. Training materialfrequently consists of no more than a blackboard and many TTDC8 have nochairs or benches for the trainees. TTDC utilization in terms of days perweek, varies between 0 and 25%.

APPENDIX 1Page 6

19. Training at the TTDC consists largely of lectures. TTDC instruc-tors are thana level officers (mostly the agricultural, irrigation, plantprotection, and IRDP project officers). Sometimes district level officers,research staff and, occasionally, outside instructors are engaged as lec-turers. Frequently, the lectures become somewhat standardized and of littlevalue to the participants. There is no curriculum or annual training plan.Field demonstrations are minimal because:

- Suitable land is not available;

- Growth stage demonstration fields are not laidout and demonstration material is therefore onlyavailable during limited periods;

- Farmer group sizes of up to 150 to 200 precludeeffective instruction, demonstration or personalcontact with the lecturer (such groups are notunusual and are called in to expedite training); and

- The instructors' lack of practical training indemonstration methodology and experience in fielddemonstrations.

20. Those receiving TTDC training are model farmers, co-operativesocieties' chairmen, TIP pump groups and in some thanas also pump oper-ators and tubewell attendants. But this is essentially a privileged elite.Depending on their group, they are paid a daily stipend of between Tk 3 and8 for their attendance. As TTDCs provide no housing facilities for train-ees farmers walk to the thana headquarters from their homes, normally oncea week, attend classes of three hours' duration during which three speechesare delivered, collect their stipend, and walk back home on the same day.

B. Merits and Problems

21. The TTDC approach for farmer training has merits in denselypopulated countries like Bangladesh, where the center is located withintwo to three hours' walking distance from most farms. Even though thetechnical standard of the thana staff may be low, the pooled competenceof a large number of thana specialists should ensure a significantlyhigher standard of training than the UAA can provide. The investmentcost for high quality demonstration and training material could be kepton a reasonable level, although so far very little material has been used.Development of relevant curricula for TTDCs is badly needed, and USAID hasinitiated some studies through its Curriculum Development Cell, which isstill at an early stage of development. Particularly at the motivationstage, the TTDC seems to be an effective vehicle for making the farmersaware of possible improvements, and although a proper evaluation is diffi-cult, it seems likely that TTDC training had a major share in the recentbreakthrough of high-yielding varieties.

APPENDIX 1Page 7

22. However, in addition to the problems mentioned above, the TTDCapproach has weaknesses in its concept and execution.

- It has been proposed that qualified researchworkers and other staff be involved in the TTDCtraining. Implementation of such a proposal isunworkable on a large scale, since such staffis in short supply.

- The system is expensive. In the Laksam thanaComilla district, an ARPP model farmer group wastrained in three phases of three days each. Thegroup size was 142 farmers during all nine days(a remarkable fact in itself), and at Tk 4 perfarmer and day, a total of Tk 568 per day washanded out. This amount would go far to supporta team of regular extension workers to servicemore reasonable sized groups.

23. A major problem is the role of IRDP vs. that of the Directorateof Agriculture (Extension and Management) and the reason for it is thegovernment's failure to define the roles of TTDC training and regularextension, both of which perform more or less the same functions. Theduplication of activities may be justified as long as the extension serviceremains poorly trained and ineffective. As the effectiveness of the ex-tension service is improved, greater coordination between extension and TTDCactivities should be instituted.

24. To justify the existence and expansion of TTDC activities, IRDPmaintains that the ultimate link for conveyance of information on innova-tions to farmers should be a village extension worker selected by, respon-sible to, and paid by the village co-operative, and trained continuouslyat the TTDC. This idea seems to make sense when the innovations to beintroduced are uncomplicated and within easy reach of all farmers. But,at a later stage, TTDC training will be insufficient to keep the villagelevel worker ahead of his fellow-farmers. He will then require substan-tial formal retraining, which the co-operatives are not likely to be will-ing to finance. At that stage, there is a serious risk that unqualifiedextension workers will continue to be recruited and add to the burden ofthe Directorate, as in the present case with the JEAs.

C. The Future

25. The government plans to establish TTDCs in the remaining thanasand expand the centers already established to contain a pump workshop andTCCA storage facilities. All these facilities are needed, with some reser-vations as to the assembly hall. Provided that the construction is madeconsiderably less solid and expensive than in the existing centers, anassembly hall with a capacity of 100 persons is justified at the thana

APPENDIX 1Page 8

level for various kinds of meetings including training. It must be visual-ized that TTDC training will have a key role to play for a considerableperiod of time to come.

III. GOVERNENT PLANS

26. The First Five Year Plan (1973-78) gives little Impression thatthe confusion as to the roles of various agencies in the development effortwill be resolved. It agrees to a number of serious weaknesses in the ex-tension service and states that it will not be possible to remedy themwithin the plan period because the teraining capacity is inadequate and inneed of rehabilitation. It stresses the need for skilful extension but theways and means recommended to achievre the objective are not spelled out. Nogreat expectations are placed on the VEAs to be created, as no distinctionis made between model farmers and VEAs when training needs are discussed.

A. Expansion

27. The Plan envisages 7,500 VEAs to be deployed by 1977/78 (in addi-tion to the existing UAAs, for the moment 4,150) but does not indicate howthey will be produced. In fact, provided that the VEAs to be recruitedare to have completed AETI/ATI training, the number that could be addedduring the Plan period can hardly exceed 1,000. Consequently, an indica-tion that the formal requirement of completed AETI/ATI training will probablybe waived is given in a statement that progressive jute farmers and UAAs willbe retrained as VEAs, or phased out. At present, there is a provision for2,250 jute extension assistants, of which 1,428 have been hired.

B. Coverage

28. A difference in coverage is envisaged between the area of concen-tration (rice and jute) and the rest of the country. Outside the area ofconcentration, the UAAs will be retained and cover a wider area. The targetnumber of VEAs is largely a matter of opinion. The Government suggests aratio of one VEA per 1,000 cropped acres in area of concentration and oneper 2,000 cropped acres outside this area. The latter figure, recalculatedin terms of farm families per VEA means approximately one VEA per 730 fami-lies. Even this ratio is too ambitious and in view of available resources,one VEA per 1,000 farm families would seem a more realistic long-term target.

29. In an extension system relying on model farmers, a ratio of oneextension agent to ten model farmers is desirable, and this would mean onemodel farmer per 100 farm families, which seems reasonable. Assuming some11 million farm families at the end of the next decade, the target numberof VEAs will be 11,000 by 1990. This is perhaps too ambitious a target inview of the capacity of the training institutions. A somewhat slower expan-sion rate is preferable to an indiscriminate posting of badly trained people.

APPENDIX 1Page 9

C. Co-ordination

30. Posting agricultural graduates as TEOs to replace TAOs seemsjustified, although the present quality of graduates needs upgrading. Theywill obviously have to be given a thorough briefing on extension methodologyand practical aspects of farming before posting, to be followed by an ade-quate in-service training.

31. Having the TEO coordinate the agricultural development team atthana level seems logical and would be a great step forward. Irrespectiveof who is charged with the task, there must be clearly defined lines ofcommand to resolve the present confusion.

32. The fate of the present TAOs once TEOs have been appointed seemssomewhat unclear. The proposal to retrain some of them and post them asTEOs is commendable, provided that only competent people are selected. Itis inconsistent with the government's policy to discharge civil servantswithout good cause, and they would have to be posted somewhere in the or-ganization. After retraining, they should be posted as assistants to theTEO, whose increased workload will justify their continued services.

D. VEA Training

33. Based on present capacity for supervising extension staff, adher-ing to the original "sandwich" plan for VEA training may lead to failure.The revised plan, i.e. five months' theoretical training at ATIs and sevenmonths' practice, may not be feasible for the same reason. Practical train-ing without proper supervision has little value, but even as the quality ofthe theoretical training must be considerably improved, the quality of thepractical training to be introduced must be a major concern. Some of itwill have to be taken care of by special instructors at the ATIs, andwhatever training will be given outside ATIs will have to be well super-vised.

IV. RECOMMENDATIONS FOR IMPROVEMENT OF FARMER TRAINING

34. The present field service of the extension organization is in-effective. The following steps should be considered for improvement:

A. Organization

(a) An exclusion of redundant tiers would speed the flow of instruc-tions and information from the Directorate to the field and vice versa. Theabolition of the SDAOs has already been decided, and the need for staff atthe divisional level should be reconsidered.

(b) Proper training and appointment of TEOs as soon as possible. TheTAO should remain in his position but should be subject to the TEO.

APPENDIX 1Page 10

(c) Clarification of the responsibility for all extension servicesat thana level including TTDC activities.

(d) Possible discontinuation of the Jute Extension Service and otheragricultural extension schemes as; separate entities and their integration withthe Agricultural extension service. This could be done as soon as thenecessary administrative capacity is at hand, i.e. upon appointment of TEOs.The provision of jute seed could be handled by BAISSC (Appendix 1, para 14).

(e) A closer co-ordination of the Plant Protection Service with theextension service. The TEO should be the administrative supervisor of thePlant Protection Assistant and a corresponding reorganization should applyon the district level. The plant protection wing of the ministry shouldserve as an advisory body on technical matters and organize aerial sprayingprogram only. Consideration should be given to phasing out and integratinggradually the plant protection field service with the extension service.

B. Staff Training

(a) Implementation of proposed reorganization and strengthening ofAETIs and pre-service training program.

(b) Implementation of intensive in-service training program. In viewof numerous deficiencies in the present pre-service training, upgrading ofexisting staff should receive high priority.

(c) Intensive recurrent in-service training program conducted by re-search institutes and in-service training institutes when created. Theprogram should be sequential and aim at a gradual transformation of theextension service into a multi-purpose extension service.

(d) Recruitment must be limited to people with adequate qualifications.The present emphasis on quantity must yield to a quality-oriented approach.

C. Work Planning

(a) The roles of the TTDC vs. village extension should be sorted out.The UAA/VEA supported by thana level subject matter specialists could takecare of all agricultural extension work within their areas as far as theircompetence is sufficient. Where more qualified instructors or training/demonstration aids not available all the village level are required, theTTDC could be utilized. Thus, the roles of the TTDC and village extensionshould be regarded as complementary, not competitive.

(b) Realistic job descriptions to serve as guidelines for the employeeshould be prepared for all positions and handed over to the employee uponrecruitment. A job description can serve as a useful tool in supervisionand evaluation of staff performance! and obviate confusion as to the demarca-tion of duties.

APPENDIX 1Page 11

D. Guidance and Supervision

(a) The present emphasis on supervision can be changed to a more de-velopment-oriented guidance as the quality of the staff improves. The needfor supervision is inversely proportional to the quality of the staff.

(b) Supervision should be effected through personal contacts, notthrough reports. Report writing should be reduced to facts in urgent needof documentation.

E. External Factors

(a) Tasks irrelevant to agricultural extension such as food procure-ment should be discontinued. If not, scarce manpower will continue to beinefficiently utilized. The possibilities of involving the local populationin some activities merit further consideration.

(b) Facilities should be created for staff dealing with extension,credit and input supply and related services to work as a team, each withwell defined tasks, at the village level as well as on higher levels.Again, detailed job descriptions and a supervision and evaluation basedon the job description would be useful tools.

F. Extension Methods and Aids

(a) The model farmer system should be retained. Gradually, the UAA/VEA should take an increased part in the training of model farmers,

(b) Each UAA/VEA should attend to about 10 model farmers who shouldbe intensively trained in the field.

(c) Great care must be taken that the model farmers receive no unduefavors. A rotational system should be applied so that they are exchangedevery two to three years.

(d) At least one field day per model farmer should be conducted everyyear by the UAA/VEA, assisted by the model farmer.

(e) Every extension agent should have access to:

- An innovation package, i.e. recommendations, including book-lets, pamphlets, and posters, on a combination of improved husbandry andinputs, adapted to various zones of the country. The package should besupplied by the concerned research institute (later, by the Central Exten-sion Resources Institute).

- Tools and implements for demonstrations and maintenance ofdemonstration fields.

APPENDIX IPage 12

- Seeds, fertilizers, pesticides (alternatively a package ofinputs for a standard size demonstration field to be supplied by the con-cerned research institute), and plant protection equipment.

- Stationery training aids and a minimum of office equipment.

G. Incentive

(a) An increased salary level is not a sufficient incentive for ex-tension workers to improve their performance. Additional factors are:

- Promotion prospects: Within the proposed structure the fol-lowing promotion opportunities should be kept open:

UAA/VEA to TAOTAO to TEOTEO to DAO

- Incentive pay: As has been indicated earlier, no simpleobjective evaluation system for extension work is available. The evalua-tion needed to establish a basis for an incentive pay system would have tobe based largely on subjective criteria. The matter is important and meritsfurther consideration.

- Status: A complex concept with many elements; salary is one,acceptance as a skilled farmer (training) another important element. Provi-sion of a bicycle would contribute, and so would an office and an improvedhousing situation, permitting the IJAA/VEA to live with his family.

H. Thana Level Training

(a) The TTDC should intensify its efforts to motivate farmers and toprovide specialized training not feasible at sub-thana level. The respectiveroles of the Project Officer, IRDP and the TEO (or, where none appointed, theTAO) must be defined so that the responsibility for most agricultural exten-sion activities in future will rest with the TEO.

(b) As soon as facilities are available for a meaningful in-servicetraining, all thana officers to be involved in TTDC training should receivein-service training on methods of instruction.

(c) Thana Training Units (TTUs) should be created in 15 thanasadjacent to the district headquarters, and residential training embarkedupon as outlined. Groups to be trained and curricula would, to a certainextent, have to be differentiated as per local needs.

(d) Curriculum development for TTDC/TTU must be expedited so thatthese institutions can purposefully utilize available resources and man-power. Adequate training aids must be provided to enable TTDC/TTU togive meaningful, practical training.

APPENDIX 1Page 13

I. Sub-thana Level Extension Service

(a) All agricultural extension that could feasibly be conducted atsub-thana level should be located there. The nearness of the extensionworker to the farmer is more important than an expedient supervision.

(b) Agricultural development must be addressed through a package ofservices. Detailed job descriptions clearly demarcating the roles of therespective staff, followed up through supervision and evaluation, should bean effective means to improve the situation; so would an incentive paysystem based on the performance of the team, not of the individual.

APPENDIX 2Page 1

THE RURAL TRAINING SYSTEM

Professional Level Training Institutions

1. The Bangladesh Agricultural University (BAU) was established in1961 at Mymensingh with the Veterinary and Animal Husbandry College as itsnucleus. Initially conceived as an autonomous institution, BAU now comesunder the financial control of the Ministry of Education. The Universityemploys about 250 teaching staff, the majority (66%) foreign trained andabout a third with Ph.D. degrees. It offers bachelor and masters degreeprograms and enrolls about 2,800 students, with an annual intake of about525, in six faculties--agriculture (28%), veterinary science (24%), animalhusbandry (20%), agricultural economics and rural sociology (8%), agricul-tural engineering and technology (12%) and fisheries (8%). There has beena sharp increase in the annual output of graduates from 231 in 1971, to 614in 1974, mainly due to the tripling of the graduates from veterinary scienceand animal husbandry. The annual output of post-graduates from all facultiesis about 50.

2. So far BAU graduates have readily found employment, mainly ingovernment departments, research/education establishments, BADC and tea/sugarcane corporations. However, the relevance and quality of teaching atBAU has been increasingly criticized, both by the ministries concerned withagricultural development and by other employers. The FFYP is also criticalof the out-of-date theoretical teaching unrelated to practical problems ofagricultural and rural development. Initially envisaged as a service-orientedinstitution on the land grant college model, BAU has remained largely a teach-ing institution. Due primarily to the lack of financial support from theGovernment, BAU has remained isolated, resulting from the lack of involve-ment of staff and students in the research and extension programs, (b) lackedsustained leadership in recent years and (c) lacked clear definition of itsrole in research and extension.

3. BAU has received considerable external assistance from USAID andIDA over the past ten years for the! development of physical facilities(classrooms, laboratories, library, hostels and staff quarters), staff andan instructional farm of 1,000 acres. In addition to the items coveredunder ongoing IDA Credit 407-BD, BAU's development plan (1973-78) includes,inter alia, (a) a 40% increase in the enrollment (without apparent relationto manpower needs), (b) a new faculty of forestry (unrelated to the For-esters' Training Institute, Chittagong) and (c) the establishment of anInstitute of Agricultural Extension and Agricultural Education. There isneed for a more pragmatic approach in BAU's future planning, including fullutilization of existing facilities and manpower.

4. Bangladesh Agricultural College, Dacca, the oldest agriculturalinstitution in Bangladesh, is under the administrative control of the Min-istry of Agriculture but, for academic matters, is affiliated with the

APPENDIX 2Page 2

Agricultural University, Mymensingh. It currently prepares students forthe bachelor and masters degree programs in agriculture. With an annualintake of about 150, the annual enrollment is about 500 in degree andabout 45 in postgraduate classes. There are 40 teachers on the staff,including six professors. Students are admitted both after matriculation(10 grade) and High School Certificate (12 grade) for a five and four-yearcourse, respectively. The College has suffered from a number of handicaps:

- inadequate financial support. Laboratories andworkshops lack equipment and chemicals and libraryadditions of journals and books are nominal;

- the College is surrounded by an urban area and theCollege farm, except for 35 acres left betweenbuildings, has all been taken away for the newcapital;

- no livestock are maintained for teaching purposes;

- the College has no tractor or tiller, only threepairs of bullocks.

As a result, the quality of teaching has decreased and research is nominal.An enrollment increase of about 40% is proposed, and the government has re-cently decided to make the College a faculty of the Dacca University.

S. Bangladesh Academy of Rural Development: The Academy was estab-lished in 1952, to train officers and senior staff of the Village AID Pro-gram. The Ford Foundation and experts from Michigan State University assistedin planning the Academy which was to emphasize research and the applicationof social science to administrative problems and methods of rural develop-ment. The basic concept was to bring about rural modernization by effectingchanges in the most important institutions in which the people organize theiractivities, including:

- the establishment of a new cooperative system;

- the reorganization of local government to prepareit for the needs of development; and

- the creation of training institutions to meeteducational needs.

Administrative authority is vested in the Board of Governors and the Direc-tor of the Academy. The Board is appointed by the Government from high-ranking Ministry officers. There are now 38 teaching and research posi-tions at the Academy.

6. The following types of courses are now conducted at the Academy:

APPENDIX 2Page 3

(a) Pre-Service Training for IRDP Officers: BARD is responsiblefor the basic training of IRDP field staff, primarily of thethree officers who direct the IRDP program in IRDP thanas:The Thana Project Officer (TPO) the Deputy Project Officer(DPO) and the accountant. These TPO and DPO should receivesix months pre-service training at BARD; the accountantthree months. Because of time pressure and the shortageof field staff, the basic course for TPO's and DPO's hasbeen reduced to four months.

(b) In-service Training for IRDP Officers: BARD organizesin-service training for TPO's and DPO's and accountantson a variety of specialized subjects, such as banking.

(c) Training of Thana Central Cooperative Association (TCCA)Staff: BARD assists in training TCCA officers; a four-month course is designed for TCCA officers, who now numberabout 1,000; specialized, shorter-term courses are alsooffered.

(d) Training of TCCA Managing Personnel: Management trainingat BARD for short periods (seven days); BARD also assistsin organizing such courses at the district level.

(e) Training of Thana Officers: BARD proposes to organizeshort courses/seminars for groups of thana officers forall ministries, for a period of three days, with 120officers per group.

(f) Training of elected Local Government officers and staff:BARD is responsible for organizing training at BARD itself,at its institutes and at the local level, for the staff andofficers of elected bodies at the thana and union levels.

(g) Training of Managers of V:Lllage Societies and ModelFarmers: BARD has a general responsibility for over-seeing the training organized for village societymanagers and model farmers at the TTDC.

(h) Special courses for foreign participants (UN-AID-FAO, etc.).

Two kinds of research are undertaken, mostly in the experimental area:Survey Research - economic and sociological surveys, and Action Researchthrough Pilot Projects.

Middle-Level Training

7. The Agricultural Extension Training Institutes (AETIs). Inter-mediate level staff of the Directorate of Agriculture are trained at eightAgricultural Extension Training Institutes (Gauripur, Sherpur, Tajhat,

APPENDIX 2Page 4

Gaibandha, Natore, Daulatpur, Tejgaon and Sylhet). Altogether AETIs enrollabout 900 students after Grade 10 for a two-year pre-service training courseand produce about 400 diploma-holders a year. With an average enrollment of125, AETIs are uneconomic institutions. Building facilities vary widely frominstitution to institution: AETIs at Gauripur and Natore are housed in di-lapidated buildings wholly unsuitable and inadequate. The AETI at Tejaon isengulfed in the urban area of Dacca and has no farm land for practical workor expansion. The AETI, Tajhat, requires extensive alterations/additions.The AETI, Sylhet, was damaged in the war of 1971 and is under repair. AETIbuildings at Sherpur, Gaibandha and Daulatpur require repairs and expansion.AETIs are crowded and none has adequate equipment or books. Two AETIs,Tejagon and Gauripur, have farms below one ha each; four others have lessthan six ha each and only two, Daulatpur and Gaibandha, have 14 ha each.The AETI teaching staff consists of a principal, six graduate instructorsand five diploma-level instructors. The majority of the staff are poorlytrained and underpaid. With effect from April 1974, the two-year curriculumwas changed to three years, with five months of institutional teaching andseven months of practical field extension work each year. Earlier thecourses on animal husbandry and fisheries had been dropped and only one-third of the curriculum was devoted to practical training (684 periods) com-pared to 1,260 periods for theory.

8. The Cooperative College and the Zonal Cooperative TrainingInstitutes. The Cooperative Directorate runs one Cooperative College atComilla and eight zonal training institutes. The college has a trainingcapacity of 72 and the eight institutes have total capacity of 425. Theinstitutes work under the administrative control of the college which drawsup their annual training program, revises the syllabus and updates teach-ers' guide-notes in consultation with them. The college conducts two basiccourses, one for inspectors of the Cooperative Directorate for six monthsand another for assistant inspectors for four months, in addition to a num-ber of special and refresher courses for employees and office bearers ofvarious cooperative societies. The zonal institutes provide only shortorientation courses. During the last three years the following courseswere held:

Cooperative College:

Year Planned Actual Percentage of(No. of trainees) (No. of trainees) (3) to (4)

(1) (2) (3) (4)

1970-71 462 419 911971-72 537 440 821972-73 584 615 (exceeded program)

Zonal Training Institutes:

1970-71 4,697 2,506 531971-72 4,729 2,082 441972-73 5,029 2,564 51

APPENDIX 2Page 5

9. The number of trainees at the college varies from year to year,depending on the periods of courses arranged for the year. The trainingcapacity in the college is more cr less fully utilized. For 1973-74 thecollege received requests for the training of about 4,600 persons of which1,207 were staff of Cooperative Directorate, IRDP, and TCCA's; the remainingwere office-holders and members of cooperative societies. However, it couldinclude only about 520 persons in its program. The zonal training insti-tutes, on the other hand, remain largely underutilized. The reasons forsuch underutilization are:

- Inability of some societies to depute their paidemployees due to lack of financial resources;

- Reluctance of many societies/organizations to sendtheir members due to inadequate training and residentialfacilities; and,

- inadequacy of subsistence allowances paid to trainees.

10. Besides the principal and vice-principal, the college has a teach-ing staff of seven. Staff members, with two exceptions, are seconded fromthe Cooperative Directorate. Two posts are earmarked for direct recruits,who handle banking, accounts and rural economics subjects. Average weeklyteaching hours per teacher is about ten. Each zonal institute has one prin-cipal and three teachers, all of whom are deputed from the Directorate. Theprincipal has the rank of Assistant Registrar and teachers that of Inspector.Posting of officers to the teaching institutions is made by the Directoratein a routine manner. A selection system based on aptitude and capabilityis necessary and if suitable candidates are not available in the Directorate,posts should be filled by outside recruitment. The present pay of teachersis inadequate.

11. The Rural Development Training Institute (RDTI), was establishednear Sylhet in 1963, replacing the National Development Training Institute.Its principle function was to train local government staff and circle offi-cers (Development). In March 1974, RDTI was merged with the adjacent Tech-nical Training Pilot Project (established to train technical personnel forthe Rural Works Program). The campus of the two institutions, which wasdamaged during the war, was divided between RDTI and a newly created AETI.RDTI is administered by IRDP and has begun to organize training programsfor TCCA and IRDP staff and for Rural Works Program personnel. IRDP pro-poses to develop RDTI so that it will eventually be a Regional Academy ofRural Development, with sections devoted respectively to technical training,rural development training (IRDP and TCCA staff and local government staff),and research and evaluation.

12. BAISSC Staff Training Institute, Madhupur (Mymensingh). This Insti-tute is located on a 500-acre Seed Production Farm of BAISSC at Madhupur, 28miles from Mymensingh. Started in 1970, it has offered a variety of courses(4-90 days duration) for BAISSC staff, officers and subordinates, in (a) ad-ministration and financial management and (b) technical subjects--seed

APPENDIX 2Page 6

technology, fertilizers, irrigation agronomy, pump repairs and maintenanceand horticulture. At present, out of 12 teaching staff provided, only theprincipal and one instructor are in position, and all other posts are vacant.The Institute has good accommodation, but there is little equipment and notransport. Very limited training has been held at the Institute since inde-pendence.

APPENDIX 3Page 1

STAFF TRAINING REQUIREMENTS FOR RURAL INSTITUTIONS

Background

1. Manpower planning has not been developed in Bangladesh, and to dateno comprehensive or systematic surveys of manpower requirements have beenundertaken.1/ Data on the actual situation are poor and projectionsof manpower requirements suffer from the lack of an overall context forplanning of future development. The government plans to undertake a studyof manpower needs and a Division of the Planning Commission is exploring thepossibility of instituting a system for collection of data and comprehensiveplanning.

2. There is a critical shortage of technically trained manpower tocarry out the rural development programmes envisaged for the short-term(the First Five Year Plan) and beyond. The major constraint is training -both the output of formal training institutions and programs, and the"non-formal" training of the farmers and skilled workers who are essentialto the success of any development scheme. The requirements for trainedmanpower when approached in a formal, numerical sense, are substantial,and an effort to amalgamate the stated training needs and plans for staffexpansion and training for rural institutions gives results that are farbeyond the capacity of the economy to undertake at this time. The problemis therefore to relate the demandS for skilled manpower to the capacity ofexisting institutions of training, and to an expansion that is within themeans of the country, both financially and administratively. The limitingfactors are the capacity of the current system to expand and adapt itsprograms to contemporary needs and the capacity of the economy to pay thecosts of training, and to absorb staff. Projections of training requirementsmust recognize these constraints and must focus not on immediate needs ornumerous unrelated crash programs but on the long-term needs of supplyingon a continuing basis the trained personnel required for rural development.

Staff Requirements and Training Needs of Rural Institutions

3. The projections of staff requirements and training needs of thekey government departments and agencies with responsibilities in the fieldof rural development are summarized below. These include plans for re-cruitment of additional staff, for special training programs and for in-service training.

1/ The UNDP recently agreed to finance through ILO the preparation of aplan for a survey of the needs for, and the development of, industrialmanpower in Bangladesh.

APPENDIX 3Page 2

4. Ministry of Agriculture: The Ministry of Agriculture projectslarge increases in its field staff during the next five years. This ex-pansion is associated with four related programs; (a) the scheme to extendthe extension service to village level, with 7,500 Village Extension Agentsby 1977-78, and 16,000 by 1985; (b) upgrading of Thana Agricultural Offi-cers to the position of Thana Extension Officer; TEOs would be graduates toensure higher technical competence, and therefore approximately 400 addi-tional agricultural graduates will be required by 1977-78; (c) a reorgani-zation and expansion of plant protection services at field level; specializedtraining, primarily at field level would be given to UAAs or to the 1,000existing crop sprayer operators; and (d) a program to strengthen extensionwork for specific crops, notably jute. The FFYP envisages the appointmentof additional jute staff at the thana and district level, who would receivetraining at the Jute Research Institute.

5. Though a significant demand for graduate personnel is anticipated,particularly for the Ministry's field services, the projected expansion ofthe Agricultural University should provide an adequate number of graduatesto build up the staff gradually. At the senior level, there is, however,an urgent need for in-service training, on a continuing basis, to ensurethat staff be kept up-to-date with the latest research techniques. Thereis also a need for training graduate level staff in specialized fieldsrelated to specific crops and campaigns. This training should be under-taken by or in collaboration with agricultural research organizations inBangladesh or abroad.

6. The most serious shortages of trained manpower for the next decadeare at the intermediate level, where a considerable expansion of field per-sonnel is projected and where there is an urgent need to upgrade and retrainlarge numbers of staff who are already in the field. The AETIs must be re-organized, strengthened and expanded so that they can provide basic trainingfor intermediate level staff involved in all fields of agricultural develop-ment, and so that they can offer continuous in-service training to middle-level staff once they are in the field. In the long-term, the need for newdiploma-level technicians for the extension service can be estimated at about800-1000 a year, which would provide for a gradual build-up of the extensionservice to a level of 8300 by 1985 (Annex 9), and for replacements to theservice at a rate of about 5% a year.

7. IRDP: IRDP will need to recruit a large number of additionalstaff, at headquarters but above all in the field in order to implement theprogram envisaged in the FFYP. A major training program for present andfuture IRDP personnel will also be essential. In addition, IRDP has as-sumed responsibility for training the staff of the TCCAS, the managers ofvillage cooperative societies and model farmers. Between 1974-75 and 1977-78, IRDP projections indicate that headquarters staff will increase by ap-proximately 40 senior level positions (assistant director and above); thegreatest increase, however, is in field staff, where an additional nineproject directors and 17 deputy project officers will be required at district

APPENDIX 3Page 3

level, and, at the thana level, 115 thana project officers, 113 Deputy Proj-ect Officers and 100 accountants. The qualification for Thana Project Offi-cer and above is a masters degree; DPO's and accountants are graduates. Staffexpansion will depend on the rate at which the IRDP is extended to new thanas.However, there is already a serious backlog in training key personnel; newofficers receive pre-service training at the BARD, but the length of thecourse has been reduced from six to four months because of pressure on theAcademy, which is burdened with a large number of other training programs.

8. Under the IRDP program, 300 TCCA inspectors, 2,300 assistantinspectors and 2,200 village accountants would require training (Annex 2).These are recruited by the TCCAs, and are TCCA employees; there are aboutthree inspectors per thana and an assistant inspector for 10 primary socie-ties. Most are matriculates and few have received any formal training. Somecourses have been held at the Academy. In future, training for TCCA staffwill be undertaken primarily in the Zonal Cooperative Training Institutes.

9. Agricultural Credit Setrvices: The rapid expansion of IRDP Coop-eratives and the expected increa;se in the business of cooperative banksand Bangladesh Krishi Bank will require a corresponding increase in staffof the Cooperative Directorate and of the banks. Future training needsand the proposed institutions where training is to be held are summarizedin Annex 2. Though training requirements ate great, the size of trainingprograms will be limited due to difficulties in releasing staff and finan-cial constraints.

10. There is no satisfactory arrangement at present for trainingcooperative bank staff. Training is required at two levels, field officersand managerial staff. Preliminary steps have been taken to set up a bankingtraining institution, the Bangladesh Institute of Bank Management (BIBM) underthe auspices of the Bangladesh Bank. Though primarily intended for trainingmiddle and senior level personnel of commercial banks, it would also offertraining facilities to industrial and agricultural credit institutions.The cooperative banks should be able to take advantage of this institutionto train their senior staff. As regards their field officers, arrangementswould be made under the project for their training at the Zonal CooperativeTraining Institutions.

11. The Bangladesh Krishi Bank (BKB) is expanding its branch networkand staff. There are at present 498 untrained officers at middle level andthe Bank anticipates an increase of 750 staff positions at this level toman its branch network. There is therefore a large short-term requirementfor training over the next five years. Although the Bank's training needsare large, staff are often not available for training in the Bank's ownTraining Institute, which is almost inactive and lacks facilities. Theflow of trainees is unlikely to increase significantly in the near future,however, since the Bank is severely understaffed, and cannot release stafffor training for long periods in large numbers. It will take some timebefore the Bank can bear the cost of a full-scale training program. Inthe interim, middle level staff will be trained at the Zonal Cooperative

APPENDIX 3Page 4

Institutes and senior staff at the Bangladesh Institute of Bank Managementwhile the Bank's training unit will conduct short orientation and refreshercourses for staff. Eventually the Training Institute of the BKB will haveto be strengthened.

12. The Ministry of Forests, Fisheries and Livestock: The Ministryof Forests, Fisheries and Livestock was created shortly after independenceand the field staff of all three sectors of the Ministry is still rela-tively limited. The Directorates all plan to build up their field staffduring the next five years, in conjunction with new programs for develop-ment. The Ministry has as yet a very limited capacity for training its ownstaff. The Fisheries Directorate projects its requirements for additionalstaff during the Five-Year Plan period at 300 technical graduates (down tothe level of Thana Fisheries Officer), 265 diploma or certificate holders,and 1,000 skilled personnel. The Forestry Department also anticipates asignificant staff expansion and plans to establish a new training institutefor its senior staff (who are now trained abroad) and specialized trainingprograms for forest workers. The training and manpower requirement of theForestry Directorate are somewhat specialized and, though the need fortraining is substantial, it must be considered as a separate category inthe national system of rural development training.

13. The Livestock Department is expanding its field operations rapidly,and the projections indicate that they will require for the next ten years50 new veterinarians a year, 40-45 animal husbandry graduates a year and370 to 400 livestock assistants a year. The output of the AgriculturalUniversity will be adequate to meet the requirements for higher level per-sonnel; the most serious problem is for the intermediate level staff, thelivestock assistants who will work at field level. There is only one insti-tute at present, which trains 50 assistants a year; the Ministry thereforeintends to expand this institute and establish two new Livestock AssistantsInstitutes which would provide basic pre-service training for its livestockfield personnel.

14. BAISSC: The BAISSC is a major employer of skilled technical per-sonnel at all levels in many fields of rural development, including generalagriculture, technical personnel, mechanics and engineers, agronomists, andeven veterinarians (on state farms). BAISSC projects a significant increasein its total staff in the period up to 1977/78; BAISSC manpower requirementsby scheme up to 1977-78 are summarized below:

APPENDIX 3Page 5

Scheme

Category Fertilizer Low-lift Deep Shallow Seed Seed Agricultur- Totalof staff pUMpS Tube- Tube- Distri- Pro- al Estates

wel well bution duction

High - 10 30 1 6 1 48

Middle Level 500 580 820 200 440 50 100 2690

Lower Level 70 14400 1600() 400 250 30 70 31220

BAISSC anticipates a significant expansion of its thana level operations forfertilizer and seed distribution. Staff at this level have in the past beenrecruited in large part from graduates of the AETIs and, though no precisefigure is available, BAISSC will probably require in the coming decade be-tween 100 and 150 new diploma level staff a year.

15. The largest training requirement in numerical terms during thenext five years is for training of mechanics, low-lift pump drivers andtubewell operators. An UNDP/ILO project is currently under way which wouldextend the network of zonal and thana workshops, which are used for trainingoperating and maintenance personnel: there are currently nine zonal and 104thana workshops in operation, and 15 zonal workshops and 89 thana workshopsare under construction. However, there is a need for additional facilitiesin many thanas for intensive training of mechanics, pump operators, and otherpersonnel for the small-scale irrigation programs.

16. In-service training for BAISSC staff will be undertaken by theStaff Training Institute at Madhupur, which will be expanded to permit itto organize intensive courses for seed inspectors. Selected BAISSC staff atsenior levels should also receive specialized training at the AgriculturalResearch Organizations. A scheme is under preparation to establish a newStaff Training Institute but the role of this Institute has not been clari-fied.

17. Directorate of Local Government: The Circle Officers (Develop-ment) have in the past played a key role at the thana level; and, thoughtheir role has been somewhat limited since liberation, they will continueto exercise an important coordinating function among different governmentservices in future. The post of C.O. was created in 1962, and initiallymatriculates were recruited for these positions in all thanas. Subse-quently, higher qualifications were required; most C.O.s (Development) aregraduates and new recruits have a master's degree. The C.O. (Development)is an official of the Directorate of Local Government, of the Ministry ofLocal Government, Rural Development and Cooperatives; in the administrativehierarchy he reports to the Deputy Commissioner at the district level.Training has been inadequate and possibilities for promotion are few, sincethe highest post a C.O. (Development) can aspire to is Deputy Commissioner.

APPENDIX 3Page 6

Training for Circle Officers is now given at the Academy and the Local Gov-ernment Institute. Since many C.O.s lack any training, and a large groupare close to retirement age, there will be a substantial need for pre-serv-ice training in the next decade. Circle Officers must also receive in-serv-ice training during their tenure; they will also attend training coursesorganized for thana officers at the Academy.

18. A Rural Works Supervisor and Deputy Supervisor are posted at eachthana (with an Assistant Supervisor also in some areas) for planning andtechnical supervision of on-going rural works projects. When the programwas established, a large number of supervisors and deputy supervisors wererecruited; few had technical training or experience in engineering or civilworks. A Technical Training Pilot Project was therefore established atSylhet to give basic training and in-service training to field staff ofthe Rural Works Program and a special course was organized. Supervisorsand deputy supervisors come to the TTPP for a six months course, then re-turn to the-field for six months. This constituted the basic course. Anadvanced course was also planned, which would entail three additional yearsof training, with alternating six-month periods of training and six monthsin the field. On completion of the full four years cycle (one year basic+ three years advanced), the trainees would receive a diploma in. engineer-ing. The course was organized in cooperation with the Directorate of Tech-nical Education. The TTPP has now been merged with the RDTI and has begunto function. Its activities had been curtailed by serious damage to facil-ities sustained during the war.

19. Local Government: When representative local government is fullyrevitalized, the training of staff of local government at all levels andof elected members will place a heavy burden on the Ministry of Local Gov-ernment, Rural Development and Cooperatives. The Ministry hopes to organizesome orientation and basic courses. This training should be concentrated atthe thana and district level, with courses at the national and regional ins-titutions reserved for specialized programs and courses that cannot be or-ganized at the local level.

20. The following table, based on reduced rates of expansion to com-pensate for financial constraints, reflects rural training requirements forselected ministries in order to train untrained staff, fill existing vacan-cies and allow for modest expansion (Annexes 2 and 3):

APPENDIX 3Page 7

Rural Training Requirements

1974 1974-80Total

Total Staff Staff Training 12Category Staff Untrained Expansion Requirement-

(1)l (2) (3) (4)

Graduate Level

Agriculture (TEO/TAO) 400 0- 400 400Local Government 400 250 150 400IRDP 330 50 350 400Cooperative Directorate 690 100 100 200

Intermediate Level

Agriculture (UAA/VEA) 4,200 °/ 1,400 5,600IRDP 140 0 140 140TCCA 1,880 1,300 4,600 5,900Cooperative Directorate 1,500 700 400 1,100Other Banks 19000 1,000 800 1,800

/1 All have received training but require retraining.

/2 Training requirements = pre-assignment training for new staffand in-service training for untrained staff, i.e., Col. (4) =Cols. (2) + (3).

Source: Annexes 2 and 3.

APPENDIX 4Page 1

FIELD AND FARMER LEVEL - STUDIES AND TRIAL PHASE

1. The project would include two studies and trial developments whichwould assist the government in preparing for a future project to strengthentraining programs at thana level and reorganize and improve field extensionservices. The two studies would be treated separately, with primary respon-sibility for their administration residing respectively with the Secretaryfor Rural Development and Cooperatives and the Director of Agriculture(Extension and Management). The National Committee on Rural Training es-tablished in the Ministry of Planning would oversee the two studies, toassure coordination between them, and to ensure that all concerned ministriesand agencies participate adequately in the program.

2. Thana Training Units: The objective of this study would be toevaluate current thana level training programs, to try out on a pilot basisnew types of training facilities and programs and to prepare proposals fora future project to assist the government in improving and broadening thescope of general farmer training and skill training for rural developmentprograms at thana level. The details of the thana training study remainto be worked out, but the program is likely to include the following:

(a) Studies and evaluation of existing training including:farmer training offered by IRDP and the TIP program atTTDCs, training of plant protection workers, cooperativepersonnel, and pump and tubewell operators and mechanics.The studies would provide information on what trainingis now conducted, with numbers of trainees, length ofsessions, etc., and would evaluate its effectiveness.

(b) Trial Phase, involving the construction of additionalfacilities at TTDCs in 15 thanas; the provision of asimple hostel for 30 trainees should permit the govern-ment to develop more intensive, longer term trainingprograms at thana level. The trial would also includeexperimental training programs - for example, intensivecourses in rain-fed rice production for model farmers -and seminars at thana level for research and ministrypersonnel.

(c) Project Preparation: Detailed preparatory work toassemble documentation for a project proposal.

3. Field Extension Services: The objective of this study would beto study and evaluate current extension services at field level, to tryout different patterns of field organization and physical facilities, todevelop a plan for improving extension, and to prepare a future projectthat would reorganize and strengthen field extension services. The studiesand trial phase would include the following elements:

APPENDIX 4Page 2

(a) Studies:

(i) Data collection, assembling information on UAAsand TAOs: age, size of union, length of services,etc. and collection of data on union seed stores,with a view to possible conversion to other uses;by local consultants;

(ii) Survey - a sample survey on the effectiveness ofextension workers; in selected thanas, the studywould evaluate the work of extension workers andsupervisors, to determine how many farmers theyreach, what they teach, how much support theyreceive, etc. The study would also assess otherextension activities, including cooperative work,inputs, livestock and fisheries, etc., by localconsultants, with some external assistance;

(iii) Study of Terms of Service of the Extension Service -including salaries, relative grades, opportunitiesfor promotion, etc.;

(b) Trial Phase: Developments in 15 thanas, in order to try outdifferent types of facilities and different modes of orga-nization and supervision:

- in five thanas - fifteen dispersed VEAhouses per thana. Whenever possible unionseed stores would be remodelled for use ashousing.

- in five thanas - three substations per thanaconsisting of four VEA houses, one senior VEAhouse and one meeting room (aiming at one VEAor UAA per 2,000 acres).

- in five thanas - five substations per thanaconsisting of two VEA houses, one senior VEAhouse and one meeting room.

Two construction methods would be tried out, to evaluatecosts and the acceptability of low cost constructiontechniques (including a combination of cement and clayor jute plastic). In all thanas where trial developmentsare undertaken, extension workers and supervisors wouldbe provided with transport and extension materials and,to the maximum extent feasible, intensive in-servicetraining. It would also be desirable to try out schemesof incentive pay, and to give some extension workers

APPENDIX 4Page 3

additional specialized training in particular cropswhere there are intensive development schemes. Giventhe experience of CARE, Bangladesh in low-cost con-struction techniques, and its capacity to act quickly,CARE could serve as an effective agency for constructionof these houses and meeting halls.

(c) Strategy for Improving Field Extension Services: Theresults of preliminary studies would be evaluated in twoyears, and the government would prepare a plan forstrengthening field extension services. This planwould address the problems of training, terms of service(salaries and opportunities for promotion in particular)field organization and supervision and the need for hous-ing, transport, and materials. The plan would also indi-cate the type of project that should be undertaken andinitiate its preparation.

(d) Project Preparation: This should include:

- Identification of thanas for development;

- Mapping of these thanas;

- Recommendations on facilities, equipmentand transport to be provided; and

- Procedures recommended for implementation.

APPENDIX 5Page 1

TECHNICAI. ASSISTANCE

External Assistance to the Government of Bangladesh for Rural Training

1. UNDP has an ongoing project (with FAO) to develop agriculturalextension; the focus of the project is teacher training for the AETIs, butthe objectives of the project encompass the entire agricultural extensionsystem. The technical assistance included in the UNDP project and in aproposed second stage would provide essential support to the proposed IDAproject. UNDP/ILO is implementing a project for training lower-levelpersonnel involved in irrigation.

2. USAID has provided considerable support for the IRDP and itstraining program. USAID has supported the Comilla Academy and programsbased on that experience, notably the construction of TTDCs and the ruralworks programs, and it is likely to continue to support a variety of ruraldevelopment programs, particularly those associated with the development ofinstitutions. USAID has also provided assistance for agricultural research,including the development of the agricultural research complex at Joydebpur,and is involved in the rural information field.

3. Other bilateral donors: The governments of the United Kingdom(ODM), Sweden (SIDA) and Japan have provided assistance for rural traininginstitutions and programs. ODM and SIDA are involved primarily in thecooperative field, while Japan has assisted agricultural extension work.

4. Other Agencies: Non-profit and voluntary agencies have been veryactive in Bangladesh, and many have assisted the Government in the field ofrural training. In particular, the Ford Foundation has provided consider-able support for the Comilla Academy, the International Voluntary Service(IVS) has provided some assistance in the cooperative field, and CARE hasassisted IRDP and the Cooperative Department with low-cost construction re-search and development and some technical assistance.

Technical Assistance

5. A. For ATIs:

(a) Specialists. Nine foreign specialists would be requiredfor a total of about 19 man-years (about 228 man-months).The duration of their stay would vary from three months tofour years. A schedule covering the period 1976 to 1979is attached (page 3). This technical assistance will bemet out of the provisions of the ongoing UNDP/FAO project forstrengthening the agricultural extension service and theproposed assistance from the Government of Japan for theCentral Extension Resource Institute. The second phaseUNDP project currently pcovides for about 32 man-years of

APPENDIX 5Page 2

specialist services. Technical assistance is a crucial inputfor improving ATIs;

(b) Fellowships. Ten man-years of fellowships would beprovided under the IDA project for the ATIs in additionto the five man-years of fellowships provided in theUNDP/FAO (second phase) project in the fields of curriculumdevelopment and specialized agricultural and communica-tions subjects connected with extension services.

B. Bogra Academy of Rural Development

Four man-years of expert services in "research design" and "ruralinstitutions" would be provided under the project.

C. Bangladesh Agricultural University

About eight man-years of expert services and 10 man-years of fel-lowships would be provided under IDA financing for strengthening the teaching,research and extension training programs of BAU, including the establishmentof a high level committee of agricultural scientists to identify the role andhelp prepare an institutional development plan of BAU.

D. Coordination, Evaluation and Trial Studies

(a) two man-years of intermittent expert assistancewould be provided under the project to the NationalCommittee on Rural Training for planning ruraltraining systems.

(b) up to four man-years of expert assistance wouldbe provided under the project for monitoring andevaluation of project activities, and

(c) up to three man-years of expert services would beprovided for coordinating the trial study to helpplan, conduct and coordinate the trial study onevaluation of agricultural extension services andthana level training programs and, on the basis ofsuch evaluation, to help formulate a comprehensiveplan for the improvement of extension services andthana level training.

E. Cooperative College and Zonal Cooperative Training Institutes

SIDA is considering a proposal from the government to provideexpert assistance in curricula development and teacher training.

TECHNICAL ASSISTANCE FOR RURAL TRAINING-(Indicative Schedule)

INSTITUTION Specialist2/ Duration PossibleINSTITUTION Specia1ist~~~~~~~~~~~~~~~~~~~~! ~Duration DoriorConsultant 1976 ___ 1977 1978 197 9 (mm) Agencies

A. AGRICULTURAL 1. Curriculum x x x x x x x x x x x x x x x x 48 UNDPTRAINING INSTITUTES Development

Specialist

2. Agronomy x x x x x x x x x x x x x x x x 48 UNDP andSpecialist Japanese Gov't.

3. Farm x xx x 36 Japanese Gov't.ImplementsSpecialist

4. Extension x x x x x x x x x x x x x x x x 48 UNDPMethodsSpecialist

5. Audio-visual x x x x x x x x x x x x x x 42 UNDPSpecialist

6. Credit and x x 6 Provided underCooperative BARD-BOGRASpecialist

TOTAL 12 12 15 15 18 18 15 15 151 15115 15 15 15 15 15 228I _ -1 1 _ _ _ _ i, I I s -I I I .1.

1/ To be provided by other external agencies.

2/ Short term (3 to 6 months each) experts for the ATIs in (a) Plant Protection, (b) Horticulture, and 0lI(c) Animal Science would be expected to be provided out of the "Unidentified" category of consultantsin the UNDP Project.

rECHNICAL ASSISTANCE FOR RURAL TRAINING(Indicative Schedule)

EstimatedConsultants Duration Cost

INSTITUTION Specialists/Fellowships 1976 1977 1978 1979 1980 (mm) (US$) Remarks

A. NATICNAL COM- Rural x x x x x x x x 24 120,000

MITTEE ON &RAL TrainingTRAINING Planning

B. PROJECT Monitoring & x x x x x x x x x x x x x x x x 48 200,000 One up to 24 HMs and four up to

EVALUATION Evaluation 6 MMs each.

C. TRIAL PHASE 1. Coordinator x x x x x x x x x x 30 100,000 Up to 30 months.

2. Consultants x x x x x x 6 48,000 Up to 6, one-month visits.

D. BANGLADESH 1. High Level ( x x xAGRICULTURAL Consultant (x x x 24 120,000 Three-member team to advise on role

UNIVERSITY Committee ( x x and development of BAU.

2. Subject x x x x x x x x x x x x ) (For strengthening technical

Matter ) 72 240,000 (competence of BAU for graduateSpecialists x x x x x x x K x x x ) (level education applied research

(and extension training.

3. Fellowships for x x x x x x x x x x x x x x x x x x x x )120 80,000

Professional Staff x x x x x x x x x x x x x x x K x x x x )

E. AGRICULTURAL Fellowships x x x x x x x x x x x x x x x x x x x x )K K

TRAINING for Teaching )120 80,000 X 0

INSTITUTES Staff x x x x x x x x x x x x x x x x x x x x )

F. BOGRA ACADEMY 1. Research Design K x x x x x x x 24 120,000

2. Rural Institutions x x K x| K K K 24 120,000

TOTAL 27 14 13 12 10 9 8 866 5 5 5 5 1,228,000

1/ To be provided by IDA through project credit.

August 1975

CG"PAPAYXVW EDUCATION INOICAYDRS ANNEX t........................ !.......

'( DEMEn 3 1079 I...................

3 1 1I GNP/ I 2 GNP it TOTALIS OF PUMLTC I I OPRI. SAV.Pal. I I forc I IICAPITAI DEVOTEPIPUBLIC I EDUCATION ILITEN- IPOX. iCOMPLE. eSTU- sSC".TEACH9P01MQQESS-m BEC. tSTU- i II AT t TO rou.1 EXP. I prellovENT $ACV sENVOLLaTTON tbENTS*SALARV lNslON RATF rEMOOLLIDENTSI"TCHERI

Pop, ::A fl: (PUSLtC IDEVOTED:EXP AL1LDCATfh:,,QAT1 INATtO s*ATk FOORPER INELATInN oPPON PRI.iIIATIM sPER Ew*nLLICEO ERP. TO Ttli OF NET Tn cwp/ sTO SFC. I NFT sTEACH- RATT1,71YRI COOO) t (USS31 ONLY) i fDU. oFOr. SIEC. Hl.,iADULTS)o (2) rC1fCLff%l1LvP i CAPYTA 2 (t) I(2) $ER I(11

I . I I I I . : I I I I I I I I t . tI (I) It (2) 1 (3) 1 (41 1 (s) 1 (6) 1(7) I (A) 1 (9) 1 (16) t (11) 1(12) 1(131 2114)

.....................................................................................................................................

ADVANCED

73 7, SC 2,410C 4.3 0.9 479 250 2091 09 98 93 ?6 2.0 09 51 19 A.40CANADA 72 ?1.8 4.440 1.7 19.4 to 39 t9 98 89 901 24 2.0 99 (42 IT q.n 'IGERMANY F.RFP.72 61.6 3,390 4.2 14.2 ... 74** 26 99 91 99 33 ... 99 et 2? 17.norvJAPAN 71 106.9C 2,320C 4.3 ?0,7 39 36 12 99 99D goe 215C 2.(1 99C 94r) ?4C 28.nf)')NETHERLANDS 72 13,3 P.840 R.S 10,tc 32 as I* 99 9s 99 29 3.0 97 73 24 fi.no4EW TEALAND 73 2.9c 21560C 9.? ... 39 ?4 29 99 99 99 Rb ... 99 67 19 24.mn4ORMAY 72 3.9 3,340 7.0 1S.2 So 23 13 99 99 9p Po I.Q 09 76 141 Ij.mpSWEDEN ?3 R.IC 4,466C 4.9 16,0 16. 14 t3 99 94 99 17 ... 90 AS I0 3m.mnU.K. ?O SS.8C ?.600C r,.R 1.3.9 ... ... ... 97 9A ... 28 sm IA ...U.S.A. 72 208.9 S,S90 6.0 IS.4 73** 27 99 99 99 ?S 1) 9% lot$ ?.Q. 4

EURnPE

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AFRTCA

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CE14TRAL AMEP?CA A40 THE CARIMSFA4-------- r------------------------COSTA RICO 71 i . SC ksoc S.2 22,7 57 Ps 1 2 49 m6cy 645 29 3.4 SR pyr v ?5 i p . i I r vDOMINICAN REP.7? 4 . 2 4 8 t) 2.5 IS.SnR a 2 24 IV2 s t Be I 7 sa 3 . (in & 3 1 3 ?a 7.MftEL SALVADOR 75 3.7c 390C 3.6 P3.8 61.. 3 Loa SAAY 7 t xc y . . . IQCV ... ... lbwcy ?Icy 4.3sByGUATEMALA 73 S.6C 4211C 1.9 1 6. a is 23 1 a 4 7 64 26 35 't. n 69 A Pr, a.m9y)4A I T 7 72 4.4 1 In t).q 6.6m 61 I I 6 an" 22 2S? 4s S.m so 3 ?3 1 no'HOOIDURAS 72 2. 7 42 (I 3.9 P6 Sf) 1.4 1 3 I 8 52 a I x I A. 37 6.( 7-i 14Y 14 1. nt)JAMAICA To t .9c oil nc h.NY 19.7c 33Y 22Y YV 46 I 06)(CY ... Sp ... . . . 3?WCY 10 4.79cymewito 76 4id. II C 7%0C 2.6 9'.5 54 24 12 76 71 31 46 3.m t-3 1 9, 23 6.,%2ryNICARAGUA 74 2.1c 470C 2.7 1 4, 2 ... ... ... 57 8Sx ... 34cy ... . . . 23 37C v 7.mTRINTOAD I T. 71 1.0c oooc 5.1 16.9 13 27 I? 90 9SX 67 3s 4.11 ts 49 ?-, P."AY

SD'JTM AmtrATCA

;;;;;: 74 90,2C S30C 4.3 12,0C 42 20 37 79 Box 27cy ... ... I AR ISCY S.mfskCHILE 70 1 0. 0 AOIIC 4.6Y t0.6V 340Y ISCY 404v ... I I I XDY ... 37BY ... ... 4OWDY ...COLOPORTA 70 23.9c, oooc 4.0 i0.9 35 to 20 75 bl 26 16 4.n 90 17 14 4,:;oLreliltonq 72 b.5 36( 3. 7 ?1,7c 4SqY 4?f)Y I DOV 69 72 ... 38 . . . ... t a 1 4 4.9711YDUYiNA 74 0,7CI 400C S,4N 14.70 47 35 14 83A gpx 30 33 6.6 19 62W 24 I.AnPAptitsuA v 74 2.QC1 3?OC 1 A 17,9 S? i 5 ,28 R i 8 8 65Pr*u 7 1 1 4I Ci 5 R OC 14 s 24,tn so 22 1 1 7 L) 80 3218 - 21:." I -.% I 0 11 I'll I 0,VENIM ILA 73 I 1I C, 1 240C 4.6 19.9 300 280 39fi 77A el 33 2.4 ... 33 ... 1 2.0.3cy

COMIPARATIVF fDUCATION INOICATOR8 ICONYD) ANNEX I PACE 2

(I3£ZUU 3 19754

* I I 1 3 3~~~~~~~~~~~~~~~~~~. . .. . . i. . . I ISS I I

I GUNP/ S I GNP it TOTALIS OF PUBLIC I I I lPRitt lAV.PfI. I I isec II CAPITA, DEVflTElq8uSL!C S EDUCATION ILITER. I PBI. ICOMPLE. ,STU. ,SCN.TEACHIIPPOBRESS-I SEC. ISTU. I I AT I TO EDLU.1 PIP. I RECURRENT ,ACY IENROqLLITION ,DENiTIISALABV 116110W RATE lENBDLLIDENTS,HII4EQil

I 1 WARKFTI (PIJSLIC,DEVnTOI'DEXP ALLOCATED. RATE IRATIn IRATE FORIPER IRELAYtInk iPRON PRNI.IRATrM iPPE IENRfLLII POP, IPRIcEs. Exp.. I TO I TO:. mSt OF, 31 HE? IRI.SCM,sTFACHI TO 54P' STO SEC. I NP? *TEArI4. RATIni

yp2(ooo2 I (Iss)t nNLY)I S Dil. SPRY. SEC. HI.IADULTB), (S) !c'VCLEfl)4FR CAPITYA I (18 I (SI $ER I (xiI . I I S I I I I i I iI II) a, (3) a (32 a (II) a (5) a (6) * (7) , ~~~~ ~~~~~~~~~~(A) * (9) 1 (II) I (II) ill?) 1(131 t(141 S

ASTA AWD OCEANIA

SANGLADESH 7 3 72.5C 7nC 1.? ?32 . . . .23 56X *. A ... ... 1SA 2p ..CHINA(TAIHAN) 73 is.lcl 'l)OO 1.3 13.0 28 A 2 2 98 90 4 4.0 84 55 26 63q.moINDIA 71 S63.5C, linC 2.hVY ... .. .20...3... A91) 3A ... ... PAY ?3840 A.1RAYINDONESIA 73 12s.flT 120c LA8 11.1 63 23 14 62 63 40 32 5.,0 91 I? Is 2PfllIRAN 73 ?9.sc 453t 3.3 l?.6 ion lea leg so 77 748 3? s.618 Ana 24 32 4.3?ryIRAQ 70 1l.1c A7nC 6,7 i6,308. . . 26 AICY ... 22 .. G. QCY 36 6 24yJORDAN I73 2.1£c, 271c 7.,0 8.8 52 so?I 5 9113 78 Ss 5.00t -in53 22 4 A,K(OREA 73 A2.Oc lilt 2.4 19.3 b4 26 8 95 97 90 53 3.00 71 52 39 &.noLE9AkNON 72 2.4 7nO 3.5 lAs0 39 410 t,0 69 86 69 49 2.00 63 2611 ?q pl.ollMALAYSIA 72 21t.43 333 6.4 22,70.6 91 .. 32 1 . 333 3IMAN 7? 0,6 533 P.3 3.8 a6- 2 4K 99 3 7.0 *..4X PA%ISTAN 75 66.7c 1Ilt 1.6 6,2 45 25 to a~ 473 Sf1 59 2.00 *... 174 i4 f6.0PHILIPPINES 74 39. Ic )Otc 2.5 111.9 73 is 12 a? 1041 ... 34 is .. 461 ... 21.03S14G.ApOOAE 73 .1 1303 3.2N 16. ? 44 31 Is 75A 4074 72 33 ... 99 47 ?4 A.>SyTMAILAND 73 38.5 ??3t 3 .N '4 8.7' q 9 55 e SE 87 93C 32 3,3011 Otr 213f 34 2.00QTURKEY 72 37 .0 373 . .. I ,OOR ....... .. osEEY ... 3400 .. . 2PI0 27111 %.AIRYYEMAEN 73 6.3 133n 0.5 4J'0 458P 21 3P I¶0 451 IA 36 ;:n0 75, I v 29 3 .0580tYE4EN P.R 7? I.5 II on 2.3A 22.6 79 42 I p 703 31 29 2 0.00 99 412 30 n.fl5AY

SU4MA*Y FOR 0FVEL(JIP'r Cr10NTRIES!

NJMOER OF cO1INTRIESI 47 67 61 50 59 62 73 41 72 38k £4 73 69 h7

RANGEI 13.5- (13.8- (25- 23- (0. (5.- (1o- 127. 119- (10.8 (7- f1.4- 1 9. (. 2I-.3n. P 3.31 )96 ) 521 431. 98 050I3A4) 99 ) 66 3 25.0) 99 3 75. 0) 43 3 23.0)

IUARTILESIIUPPEP 1 3.7 22.0 57 38 PO 68 91 76 45 7 74 e Ii. A 4.79MEDIANI 4.0 29. So 27 2 5 so 7 1 56 38 4 63 I I 33 P . 33LOWER I 30 4 14. 0 4? 1 7 I1 20 48 Pi 35 53 I 25PI I A 19 ,I~3

SYM4BOL9S ... DATUMI INAVATLARLF A.1970 n4R REFOE MuCUJRRENT PRICES SnUPCFStMAGNTTIIDE '41L 79 NFGI IGIRLF RvI97I NuGop....

7 0IIESTIONA8Lf C32972 PUINCLII101G FOREIGN AIn tOg uIMSI) A110 2 WnRLO RANK

*INCLI'DFS PART-TIME STIJnENTR D.1973 ()*CENTRAL GOVT. ONLY ATLA4*1 OH810FD AtTT PRIMARY F.1 074 R6NINISTRY nFP EDIICATTON (NOEFl ONLY A Trl )4 ?833 HjSRInNR

SuMnf ANM2 STATF GOVT. NWLY A~,iminp 'IWFRC'TAFXCLIIDING CENTRAL GOVT. ATATISTICAlJUPURLIC ONLY YE 1882103VBTNLtCLIIDG PRIVATE EXPENDIT[I2F1uINCLJLlDING OVERAGED STUDENTSY.IINESCO SOURCES

COMPARATTVE EDUCATTIN 347A ARE USEFUL IN THE EVALUATION OPl VARIIYISJ E2£0CATIn4 SYSTEmS ANO ANALYSIS flF IRFLATTVF 9ITAGF3 (IF EDIlICAT01J3ALDEVELOPMENT BETWEEN VA9ITIJY COUNTRIES. HnwEVrR.9N THE PIASIS nF THE PRERENT DATA.C011SS.IAATIONfiL CnOMPARlIOn RHOnILo ME AppRoncHPo MITHGREAT CAUTTnN. OATA PRRPFNTED IN THE ABOVE TARLE HAVE SIEEN CnL.LECTFIO LARGELY SY THEt RANKf MISSIOnS PROW GnyFppi.FNT sn'2pCEs, TWEREMAINDER ARE STAFF ESrIWATE3 OR DATA FROM UNESCO. EFFnQTS NAVE SEEN MADE TO STANDAISDIZE DEFTNITYTNS AwnD ..1121M umITS. TOl CHEYK THEFACCURACY Of THE IIATA. 4EVERTHELESS.SUCW MATA ARE STILL IMPERFFCT IN SEVERAL RESPECTS AWO TINE RANK IS wnIRKINg Tn IMPROVE THENPROGRESSIVFLO ON THE 10CASTON 1F ITS nPERATIMNAL WORK., IN THF USE OF THESE DATA. THE FOL.LOWING OI1AS IFTCATIOnS- xwOIIn 8F RORPF TA

fI2COUCATTON' AS IEFINEY~ TN THE TARLE INCLUDES ALL EnUCATTON AND) TRAINING. FORMAL AND mnO.FMP*RAI(2i)PRYMARY EDIJCATIT.J PEFERS TO EDUCATION AiT THE FIRST LFAEL AND "qECno&DRY' EftuCATION ROFFERS TO ALL EDUCATION AT THE gErONDARY

.LEVEL REGARnLESS OF TYPE (E.G. GENERAL, TECH4NICAL. AGRICULTIIRAL2 S113'2LITFRACY RATESIfcnL.6) ARE OFTEN OBTAINED Fronm CO)uNTRy CENSUSES. IN MANYEDIJNTRIES THEY ARE ONLY AP-RPOT4ATTO.NS Amn IT IS.DOUSTFUL THAT 14y IjNIFORM TEFTNOTTON OF -LITERATt" HAS BEEN FOLLOWED CONSISTENTLY$

(4)"PUBLIC EIPENDITJRE IN EIUCATTrON"fC0LR.3.4 AND 5) REFER Tn ALL CAPITAL ANIO RECUBQENT EIPFNDTTIIRFS nFVnTFn TO EDIICATION NIYPUBLIC AND QUASI-PURLIC AGENCIES,

(S5JENROLLMENT RATTnll(CnLS 7. 12 ANO 14i REFER To scHOOL YEAR AND MFAN THE PERCENTAGE oF ELIGTMIF CHILDREN FNRnLLEO FIILI -TINEIN THE APPROPRIATE SCHOOL, PUBLIC AND PRIVATE BY LEVEL. THEY ARE OFTEN SUBJECT TO A WIDE WARGTN OgFERROR IN THE DFVFIDnPINGCOUNTRIES OWING TO VARIATION IN THE ACCURAcy OF BASIC WA(TI.E. AGE-SPECIFIC POPULATION awnD FwRnLLENTS). ENRnLLMENT FIGUREJFREQUENTLY ARE HI7.HER THAN THE NUMBER OFJ STIIODENTS ACTUALLY IN stHOnL. nvFBAGFD STUIDENTS WHOSE INCLUISION IS TNDICATF0 F8YFOOITNOTES ALSO CAN TAFLATE THE RATIOS3.

BANGLADESH AGRICULTURAL AND RURAIL TRAINING PROJECT

RURAL TRAINING REQUIREMENTS 1974-80

Local Government Rural Development and Cooperatives

Average Annual Training Requirement 1974-80Projected Addi- Total Staff Pre-Assignment In-Service

Basic Number Staff a/ Total tional Training Weeks Total Weeks Total LocationEducational of Staff Untrained Staff Staff b/ Requirement No. of per Staff/ No. of per Staff/ ofQualification 1973/74 1973/74 1980 1974-80 1974-80 Staff Course Weeks Staff Course Weeks Training

I. LOCAL GOVERNMENT DIVISION(a) Government Staff

District Assistant Director Graduate 20 20 20 0 20 5 4 20 20 1 20 AcademyCircle Officer - Dev. (Thana) Graduate 380 230 450 170 400 65 8 520 450 1 450 AcademyRural Works Accountant Graduate (B.Com.) 410 410 410 0 410 70 4 280 - - - Zonal

(b) Elected RepresentativesZilla Parisad-Chairman & V.Chm. n.a. - - 40 40 40 10 4 40 40 1 40 AcademyThana Parisad-Chairman & V.Chm. n.a. - - 820 820 820 140 4 560 410 1 410 Academy

II. RURAL DEVELOPMENT DIVISION(a) I.R.D.P. Personnel

Dy. Director/Project Director Graduate M.A. 20 10 40 20 30 5 8 40 20 2 40 AcademyAsst.Dir./Dy.Project Director Graduate M.A. 10 10 60 50 60 10 8 80 20 2 40 AcademyDistrict Accountant Graduate B.Com. 20 20 20 - 20 2-3 4 10 - - - CollegeThana Project Officer Graduate M.A. 140 - 250 140 140 25 16 400 130 2 260 AcademyThana Deputy Project Officer Graduate B.A. 140 - 250 140 140 25 16 400 130 2 260 AcademyThana Accountant Craduate D.C aj. 140 - 250 140 140 25 8 200 - - - Academy

(b) TCCA Personnel(i) Inspectorate

Chief Inspector Diploma 20 - 250 230 230 40 4 160 90 2 180 CollegeInspector Diploma 100 50 500 420 470 80 4 320 250 2 500 ZonalAssistant Inspector Matriculates 700 300 2,000 1,430 1,730 290 4 1,160 670 2 1,340 ZonalsAccountant Intermediate (12) 300 250 500 250 500 80 4 320 - - - CollegeVillage Accountant (1:10 kss) Matriculate 760 720 3,000 2,280 3,000 500 4 2,000 - - - Zonals

(ii) ManagementDistrict Chairman/Vice Chm. n.a. 40 40 40 - 40 - - - 40 2 80 AcademyThana Committee Chm./V.Chm. n.a. 300 150 500 200 500 - - - 500 2 1,000 Academy

III. COOPERATIVES DIVISIONDistrict Registrars Graduate (MA) 70 - 70 20 20 3 16 50 40 2 80 CollegeDistrict Auditor Graduate (BA) 60 - 60 10 10 1-2 16 25 30 2 60 CollegeInspectors Graduate (BA) 560 110 630 70 180 30 24 720 310 2 620 CollegeAssistant Inspectors Intermediate (12) 1,490 700 1,900 410 1,110 180 16 2,880 370 2 740 Zonals

IV. OTHERCooperative Bank-Loan Officer Matriculates 440 440 450 80 320 50 8 400 100 2 200 ZonalsB. Krishi Bank-Loan Officer Matriculates 550 550 1,300 750 1,300 220 8 1,760 430 2 860 Zonals

n.a. = not applicable SUMMARY= nil (Total Staff/Weeks of Training)= negligible Academy College Zonals

a/ Untrained = lacking pre-assignment training after recruitment Pre-Service 2,360 1,285 8,860b/ Including retirement In-Service 2,600 940 3,640

Total 4,960 2,225 12,500+ 42 wks/yr.

= Required Capacity 120 50 300

160 70 400

Source: Government and mission estimates.

HANrTAflELAGRICULrURAL AND RURAL TRAINING PROJECT

MINISTRY OF AGRICULTURE: PROJECTED REQUIREMENTS FOR FIELD STAFF, 1974-82

Number Number Number Estimatedof of of Number of Location

Educational Staff Staff Staff New Staff p.a. of

Agency, Category of Staff Qualification 1974 1978 1982 1982-85 Training

DIRECTORATE OF AGRICULTURE (E & M)

Division District, Sub-division StaffDepartmental Officers Graduate 130 65 65 3 University

Assistant Plant Protection Officer Diploma 40 - - - ATI

Thana Level StaffThana Extension Officer Graduate 40 420 420 20 University

Thana Agriculture Officer Diploma 450 450 450 20 ATI

Plant Protection Assistant Diploma/Mat. 410 420 420 20 ATI

Thana Statistical Investigator Diploma/Mat. 180 420 420 20 ATI

Union and Village Level StaffUAA/VEA Diploma 4,150 4,800 6,700 750 ATI

Jute Workers MAT. 1/ 1,300 2,000 2,000 Mat/ATI 1/

DIRECTORATE OF AGRICULTURE (R & E)Middle Level Staff Diploma 500 700 800 40 ATI

CROP DEVELOPMENT HOARDSMiddle Level Staff Diploma 450 600 800 40 ATI

BADCMiddle Level Staff Diploma/Mat. 1,000 1,500 2,000 100 ATI

1/ Future of scheme uncertain; field workers currently receive no training,but would ideally be diploma level.

Source: Ministry of Agriculture, Mission Estimates.

BANGL5aH A 4A¢gfclsgurol sod jun01 Troiniop Pro loot

Annual Out-Duration Somber of not Trained

Inotitutiom/Treinine Proonen TIaintin Gi-o to Tre- of Caursi-s) of Courses -students Per onnel Lo..nion/Dletnibotion

A. fROSSIONAL IVM!

1. o-gi1deokh ACod_ of Rur-S Staff of the Integrated Rural Pns-Seri:o, Spooialined Train- Vonytig 130 - Conill.Dvlopont Deevlepeen. Ptogrm nd Thna itg, OnL-to tion

Offio-r-

2. Bangladesh Agrioultural High.n Soho-1 Centifioste Can- BtS. Cou-.. in: Veterinary 4-6 yearn 2500 B.Sc. Myn- ioghtin-ratity did.tes cod Graduotee Actenon, ignioultrn, Aniuol 1971 - 231

HSobhedry, Agricoltur-l Economic- 1972 - 366cud turnl Sociology, Agricultur-l 1973 - 416

inu.neoniog and Tochnolugy M.Sc.:

M.S-. Coo,ooe in Slot Focultito 2 yearn 1971 - 50

3. BRnolednoh Agriculturel College Shoo gl C-rtificae B Sc. nd HSc. ir AgricUltor 4-5 year- B.Sc. - 500 Approx. 10 Dactotioo) cud Higher School fe,it- S.-4fioato C.odid.tee and Gradoetne M4S. 45

4. CooperetiVe Collego Coopnrntio DSep-rtmeft St1ff Prn-Snrvi.e ond In-Serrior 4-6 nonthe 72 500 CsilloKaboro cod Offico Holder- of Sriooocti-n Cour-en 1-3 wokeSocintino

5. Local G--orn.ent Troining CiOcne Officero Pro-Serior 4 ulkclo-titute

B IHTreRNEDTATE LEVRL:

I. Agri-utu-o1 Entens.ino loming. SoLon AgnicuIturi Aoeintonto/ Ionic Agnicol1tc-ol Diploma Co-ns, 3 y-or 930 -Eight AETIc to Tmjhat, Goibodha,IAtitutun Village Rtansion Agento Short In-Sirvice Refrether coons 2-3 months Sh t ocipur, Sylooc tor

Tnjgoor, Nlotlapor

2. Zoa1

Coopeceatre Insirunes Employees of CooperairsV Snooi- ftiontatitn Courses 1-3 erne. 425 2500 Ranopur, Coolt, Furidpr,tiee, tm_bhra *nd Office Holders NSaoaor, Moktagocho, Foi hle

lloulavi booco

3. BSgladook Ric- Resoec.h etension Agento. District Offi- High-Yielding RIc- VSoiety Tech- 3 cooke 50 250 Joydcbp-r (Sostel order Co- cticn)

Institute cer, Trahckts niqu..

4. Onteninery Training I.otitoto LiVtnonrk Ansintlano, Vot-aicury Banic Ani -l olth/RScb-ndry I year 50 50 MyconooighCompoundor- Certificate C-orno

5. Rural DSvelopneot Training Superois.r. Rur-l Wonkh Program, bSic *ud Ad-nc-d (Diplon-) 6 noothe 15 - SylhtInstitutn Circle Officers (DRVnlopseot), Courtes., Sorics Co-roon, 6 .octhe 15

Lool - oveninGent Staff orienrotiot Cou--e- 3-4 uneko 50

6. Fishery Inetitoto Thon Fiskeni-e Officte.s Firh BSoic Pihnertio C-rtificot. 1½ yaaru 15 15/1% yearn ChondpurCuitu-ists Coorfe aod In-SonOito Rofro-h-r

Cour eon

7. Fore-try Inetitoto Fornetern BSoic Forontor- Certifi-coi I ye-r 45 45 Sylhet

B. Forotry Inotitute Foroet Rtngers BSain P-ocst DUngeon Diploma 2 ynoro 15 15/2 y-arn Chitcogo-g

9. Hydrology Instituro Aocistant Techkiool Officers Varioe BSoic and Spe-t! Short 3-8 -oeka 0-12 - Doccoand Asnintant fogi.ne.rn (WD) Coo-..a to BSoc (Science)Staff Gr-doaton

10. Chittognog Ac.dsy Staff of WBD V-ni-un Sh-rt Co-reno it Efoi- 10-21 dayn 30 100-150 Chita-oogrooritg on! Adiricitrotion

11. BADC Vorioun Categorion of SADC Staff Se.d lnnpn:tion Irrigation Agro- 4-90 doyc 56 Approx. fadhip-Includins ',od InspectOrs ond .n y, Admictntration. Offi.c 72-oticolc

Irrigation Ogronomiece frocadunsesatd Mono.gn-nt 60-1UDA

12. WbD Btrodi Trainint Intitoto Ir-igati-o O-er..er- *nd Y-ung Co-r..o In irrigocion cod Irriga- 3 nooke to 30 - BohodiFr-m-r- tion t sEq sip-nt 6 enthn

13. Bhnking lo.n Officern Oniontotio., Ccornet 1 north 40 30 Dacca (B.ogladcsh Kr1Ihi taok)

14. Polytochoic Inotitutee Tr-innee in Vartoi tracthe. Ension.rim, V-rio-s Typen Vcrying Appro-. Etiocstr 20 Intitutroof Rogit..ecing 10.000; i-c 1975-3500

to 12,000

C. PFANR LEVEL:

1. The Efroonian Sar-icro Fromr acd GSoupa of Fromers Contiocoon Trainicg _ - - Throughou- C o..ry

2. Tho.. Dl-eIop.ent cod Tr-ining "odol Permern, Honogern of Continnoon Irslning I doy/onek - - Throughnut CruncryCenorro Villoge Co_peretime I

3. Peripoteti Coopor-tive Villago Prmi?ry Snc-itien Cooricoron Non-Vornal 1 .. ek - - 54 ontroccorn Tro-ni Widely

Inetrartore

4. ZCorl cd Th..a Wonk.hops Pop DSirert Tobhell Op-tatcr Practicol ihort Co-r-no - - - 4 Vocal c0d 104 Thra. Workohops

5. Penn Heohntot Trotting F Ir'er l Sort and Union Agnicol- For- Hochai-otilon/Forn Machi.- 3 ecorho 40 120 Trg-or D, cco

In6 titute tonal A taintoCt- cry

6. Fiehormnuo Voetiosnol Trolittg riehor^nan Cooporotloon Praclirol leShion Short Coorces 55/Cccricr - 4 Corioro Or Coonrcy

BANGLADESHAGRICULTURAL AND RURAL TRAINING PROJECT

Budgetary Provision for Rural Training - 1973/74 - 1974/75(Takas '000)

1973-74 (Revised Estimates) 1974-75Non- Development Development Non- Development Development

Development Expenditure Expenditure Development Expenditure ExpenditureExpenditure Revenue Capital Expenditure Revenue Capital

Ministry of AgricultureTraining Institutions and Programs 1,467.0 2,190.0 3,600.0 1,600.0 1,061.0 17,t50.0BAISSC - 300.0 - - 1,200.0 -Other - 500.0 - - 1,150.0 -

Sub-Total 1,467.0 2,990.0 3,600.0 1,600.0 3,411.0 17,950.0

Ministry of Local Government, RuralDevelopment and Cooperatives

Academy of Rural Development - Comilla - 3,030.0 - - 3,100.0 -

Regional Academy of Rural Development - 800.0 - - 700.0 -

Rural Development Training Institute 111.0 - - 116.0 - -

Cooperative College and Zonal Institutes - 100.0 - - 500.0 -

Thana Level Training 1/ - 20,000.0 - - 22,200.0 -

Other 122.5 1,436.0 - 125.5 1,600.0 -Sub-Total 233.5 25,366.0 - 241.5 28,100.0 -

Ministry of Forests, Fisheriesand Livestock

Forestry Training - 380.0 120.0 - 800.0 800.0

Fisheries Training - 520.0 30.0 - 44.0 227.0

Livestock Training 824.6 70.0 300.0 894.0 117.0 540.0Sub-Total 824.6 970.0 450.0 894.0 961.0 1,567.0

Water Development BoardTraining Institutes - 630.0 - - 700.0 -

Ministry of EducationAgricultural University 10,566.0 7,500.0 - 10,566.0 8,900.0 -

Other - - - 1,000.0 -

Sub-Total 10,566.0 7,500.0 - 10,566.0 9,900.0 -

TOTAL BUDGET PROVISION 13,091.1 37,456.0 4,050.0 13,301.5 43,072.0 19,517.0

1/ Assumption: 607. of IRDP and 307% of TIP Allocation for training.

Source: Government of Bangladesh, Demands for Grants and Appropriations, 1974-75.

August 12, 1974

BANGLADESHAGRICULTURAL AND RURAL TRAINING PROJECT

PUBLIC EXPENDITURE ON EDUCATION AND TRAINING(Takas '000)

1973-74 (Revised Estimaates 19714-75 (Budgetary Provision)Non- Non-

Development Development Development DBvelopment DevelopmentExpenditure- Expenditure - Expenditure- Expenditure - Expenditure -

Revenue Revenue Revenue Revenue Capital

Total Government Expenditure 3,555,973.0 1,632,695.0 4,600,347.0 1,516,791.0 3,733,209.0

Rural Training Expenditure 1/ 13,091.1 37,456.o 13,301.5 43,072.0 19,517.0

% of Total Expenditure 0.4 2.3 0.3 3.0 0.5

Ministry of Education 637,841.0 206,199.0 814,813.0 223,407.0 111,707.0

% of Total Expenditure 17.9 12.6 17.7 14.7 3.0

Training Budget - Other Ministries 2/ 28,915.5 4,200.0 31,806.0 15,000.0 50,000.0

% of Total Expenditure 0.8 0.3 0.7 1.0 1.3

TOTAL EXPENDITURE - Education andTraining 679,847.6 247,855.0 859,920.5 281,479.0 181,222.0

% of Total Expenditure 19.1 15.2 18.7 18.6 4.9

1/ See Annex 5.

2/ Funds specifically earmarked for training under ministerial votes.

Source: Demands for Grants and Appropriations 1974-75.

ANNEX 7

BANGLAIESH

AGRICULTURAL AND RURAL TRAINING PROJECT

First Five Year Plan: Provision for Rural Training(Takas 1000)

Agency, Program Total Allocation

Ministry of LG, RD and Cooperatives

IRDP 2/ 186,000

TIP - Training 72,000

TTDC Construction 58,ooo

Expansion of BARD 26,000

Expansion of BARD Laboratory Area 17,000

Regional Academies 40,000

Strengthening Cooperative College and Zonals 12,000

Sub-Total 311,000

Ministry of Agriculture

Extension Training 48,500

Agricultural Education 3,400

Sub-Total 51,9o0

1/ Estimate based on 60% of projected operating cost of IRDP Program.

BANGLADESHAgricultural and Rural Trainina Proiect

Bangladesh Agricultural UniversityIntake, Enrollment. Output by Faculty 1966/67 to 1979/80

Actual Projlections TotalFaculty 1966/67 1967/68 1968/69 1969/70 1970/71 1971/72 1972/73 1973/74 1974/75 1975/76 1976/77 1977/78 1978/79 1979/80 Output

Agriculture Intake 151 158 186 173 70 210 203 250 250 300 300 300 325 300Enrollment 697 749 769 801 738 797 842 906 913 1,003 1,100 1,150 1,225 1,250Output 51 66 117 108 116 158 186 173 210 203 250 250 275 300 1,563

Veterinary Science Intake 33 57 78 108 107 114 95 130 130 130 130 130 140 150Enrollment 287 277 239 250 317 350 406 483 466 425 460 460 470 480Output 42 35 48 39 64 39 53 147 171 95 130 130 140 150 1,283

Animal Husbandry Intake 4 12 35 49 75 90 75 75 75 80 80 80 90 100Enrollment 125 113 104 110 175 261 325 364 315 305 310 310 325 345Output 13 7 7 9 2 12 35 124 90 75 75 75 80 90 694

Agricultural Intake 60 57 37 57 50 78 89 90 90 125 125 125 125 125Economics and Rural Enrollment 144 201 238 257 261 279 311 364 347 394 430 460 485 505Sociology Output - 9 21 20 24 57 37 50 78 89 90 100 100 110 760

Agricultural Intake 71 72 71 48 - 75 87 100 100 100 100 100 100 100Engineering and Enrollment 156 228 299 347 309 337 353 381 410 387 400 400 400 400Technology Output - - - 16 25 71 72 71 123 87 100 100 100 100 865

Fisheries Intake - 29 33 19 30 62 60 100 100 100 100 100 100 100Enrollment - 29 62 81 111 173 204 271 322 360 400 400 400 400Output - - - - - 29 33 49 62 60 100 100 100 100 633

Forestry Intake - - - - - - - 50 50 50 50 50 50 55Enrollment - - - - - - - 50 100 150 200 200 200 205Output -50 50 50 150

All Faculties - Total Input 319 385 440 454 332 629 609 795 795 885 885 885 930 935Total Enrollment 1,409 1,597 1,700 1,846 1,911 2,197 2,440 2,819 2,873 3,024 3,300 3,300 3,505 3,585Total Output 106 117 193 192 231 366 416 614 734 609 745 780 845 900 6,948

Note: Dropouts are not estimated.

Source: BAU Development Plan

BANGLADERH AGRICULTUR&L AND RURAL TRAINIKi ROJECTAgricultural Trainingu institutes

Outpuit of Diloma Holders -1 -1985

Current FutureLocation Capacity Enrollment Capacity 1975-76 197 1978 1979 1980 1981 1982 1983 1984 1985

To be Expanded

1. Daulatpur 150 0 240 -) 70 72 110 110 110 110 110 110 110)

2. Gaibandha 120 0 240 -) 5 58 110 110 liO 110 110 110 110

3. Sherpur 110 0 240 -) 50 52 110 110 110 110 110 110 110

4. Sylhet 100 0 240 -) 45 48 110 110 110 110 110 110 110

To be PelocatedA/

5. Tejgaon to 1Chittagong 0 ?40 - - -110 110 110 110

6. Natore to cIshurdi - 0 240 - - - r _ 110 110 110 110 110

7. Tajhat toFaridpur - 0 240 - - - - _ 110 110 110 110 110

To be Phased Out

8. Tejgaon 150 120 - 110 125 125 125 1?5 - - - - -

9. Gauripuri/ 100 20 - 20 90 90 90 90 -

10. Tajhat2/ 120 0 - - 110 110 110 110 - - - - -

11. Natore 80 80 - 75 75 75 75 g -- - -

Sub-Totals 930 220 1, 680 ?05 620 630 840 8bO 770 770 770 770 770

Net ad 'tion@ 80%@ 160 500 500 670 670 620 620 620 620 620

CIMILATIVE SIZE OF EXTENSION SERVICE 4,070 440 4,810 5,340 5,850 6,290 6,720 7,130 7,540 7,920

(Base: 4150 (1974))Attrition rate = 3% per annum

1/ No new admissions in 1973-74. 1/ lr lN eatiog.2/ To be merged with ATI Sylhet. -

3/ To be retained aB in-service training istitute.:/ Assuming 80% of graduates enter the exteamiem service.

BANGLADESH AGRICULTURAL AND JRAL TRAI?I3 PROJECT

Agricultural Training InstitutesOutput of In-Service Training Courses

i'utureLocation Capacity 1975-76 1977 1978 1979 1980 1981 1982 1983 198 4 1985

1. To be Expanded

(a) Daulatpur2l 120 120 120 120 120 120 120 120 120 120 1202' 200 120 120 120 120 120 120 120 120 120

(b) Gaibandha?/ 120 120 120 120 120 120 120 120 120 120 120150

(c) Sherpur?/ 120 100 100 120 120 120 120 120 120 120 120150

(d) Sy1het?/ 120 100 100 120 120 120 120 120 120 120 120150

2. To bn Relocated

(a) Tejgaon to Chittagoug ! 120 - - u 120 120 120 120 120 120120 120 120 120 120 120

(b) Natore to Ishurdi 120 _ _ _ _ 120 120 120 120 120 120

(c) Tajhat to Faridpur 120 - - - - 120 120 120 120 120 120

3. To be Phased Out

(a) Tejgaon 120 120 120 120 120 - - - - - -

(b) Gauripur2/ 80 80 80 80 80 - - - - - -

(c) Tajhat i/ 100 100 100 100 100 100 220 220 220 220 220

(d) Natore 70 70 70 70 70 70 -

1210 1460 930 930 970 1250 1300 1300 1300 1300 1300

1 Serves as a regional center for in-service training throughout the year, generating the additional output shownin the second column of figures beyond normal sumner training. o

g/ Pre-service capacity to be used for in-service training during 1975-76, generating the additional output shown.To be merged with ATI Sylhet.

y To be retained only as an in-service training institute.

AGGICULT EANGOUAD. 8218 _103100

Slad-a Gross si-o -olig Aa.&Cto. Soet tD f Total Total C~lo Works PSYt.1eo F-fote.eoo... T-eSSaI-j TOTAL TOTA

Plac.- Area 2Dvlao1-1 lO12Erooror Atlolo. _0, -ho Booir tSoaM Coostructlon SOte OG., A Catt oettt- gjost Faltee Srla-nlsea 7

A. AGRICELTDMAL, TNAES8ES8 LeSTITUTIMNE

.ChI-w"an (M2a8D0 71,406 1,055 I 030 4,067 3,524 9,956 ilEoiG 04,4 1.897 13.592 884 1 4,076 OlGA4

2.lhrI Sosa 240 64,031 1,182 - 2.607 4,223 3,835 0.,745 11,023 690 1,7GG G4A3l? ATE7 14.794 1,G3t3. FaridparCae TAO 64Att 1,031 - 2.500 4,404 3,900 11,194 12,425 720 1,700 14.845 497 -0.4 .8

4.911r(retMalE 7G 551 2570 1,029 1,744 8,011 1.316 5,711 6,170 655 794 7,719 627 -8,346 MAO5, Ia..po(Mrdd 29 71:8V 541 1,500 G,QTG 2,0 TAT 5.405 5St46 TAG 842 7,809 A6 -8,230 63

6. GOibeadhe (otan.de) 103 MS,4401" 518 1,140 1,306 2,710 2,Ooo 64.49 6,997 72 3 .9 I ,6 0

7. Eloerooo (ealeodeEl 140 GS,71G11

415 1,361 525 8,M43 lOts 5,310 5,743 606 775 7.0038 574 - 7.74382 598 ,2.8 17'4 7:82 59

S.b--El1 A 7TeA L1,2407L480,42a7 5,562 5,030 12,519 20,440 16.799 54,797 40,250 4,065 8,507 73,771 4.365 -78,1361(0055 (4181 (387) 1003) 11,573) (1.000) (4,2151 (4.845) 13741 (8071 15.674) (3361 6,0810

FarrIer 2 05 501, 487. 60% 9OT. 50% 10% 51% 51%

TaoMage Ta." 1,391 27.399 28,790 1.919 7,692 39,400 514 - . 39,905

lCM8EatIt (USl) 1177) (2,200) (0.015) (225) (591) 15.031) (407 ),7

0. 18A98ATE 102300V308 MINING85

1. I1maaatagt 00a 10.506 030 . 1,205 799 0,094 2,324 13N 314 1,768 186 2.934 027

Sab-tatal I I Tao. LOW nO.54W 231 - - 1.205 790 7,194 0,300 130 314 2,708 180 - 2.9549) ill T21)13 14, ll~l 86) ,95uS$8 (18) - to) lG (101) (179 (10o (241 (13 1140 227

Cara-o % 35% 00% 48% 60% 90% 53% - 12% -501 50%OarStrer Take 5 1,147 I.1m 78 283 1,466 2E 1,488ce-preca (U009 (3) (90) (aOl 18) (00) (013) (2) -115

0. RZG010AI. 4104

1. Caer 8 353,875 690 857 1,745 3,654 6,256 6,940 281 981 8.186 596 - 9742 672

564-6M 1e 0D Take LOW f3,8 688 -857) 1,745 3,604 6,356 0,944 281 9M1 8,186 86 8.742

O(us8) (t3) -(8 (1354) (Gal) (48G) (554 (26) (751 15281 14535 672

Carego % 25% 5-0 48 68% 90% 53% 12% - 0%thDa ITake 172 3,18 3,300 157 883 4.34E 67 -4,487

Compnea ( 008 (13) 1241) (254) (12) (68) (530) (5) -339

e.TeARBA TRAEINING mi1n

5, 15 Than- 450 48,810 773 -- 7,035 - 7,035 7,.OB 785 316 8,828 336 -9.100 78

Sob--ota AITeka L475f f48,M1o7 773 7 - 3,05 - 7,033 7,808 705 516 8,829 536 -9,1651 00) 1601 - 54611 -5411 (6001 (54) 114) (8781 (26) -705

Cetooga I% 23%. 521 60 98% 50% 12% -49% 49%fEN.Asege Take 193 3.5D 3 I71 423 284 4.618 40 4,458Ca..epnr 1 1888 (13) ('1711 (0861) (321 (221 1248) (3) 3436

F. CIRLD 1EXSSD8N P0A2ILIT

1, 15 ThaMB - 105.4DM lA --- 11,2D 0631 10,032 11.238 lAG 1,005 10.580 . 3864 12,774 983

S8b6-RC1F ITek. f-[1256400 1,2104 --- 10,032) l0,tST 11,238 141 8,003 12.380 386 -12,7747 u09) 193) - 772 ('770) (65 II) 1571 1953) 5501 985

PM-0g87 % 250 5% 7 60 98% 127 50% 50%E.oh...a. Take 301 5,06 5,317 05 903 6.313 47 -6.352

CODOOat- (us() (213861 (4091 (7) (69) (489) (4) -489

G. 8I0PPDTT8S 88801188

S. T-Sereic YC-iin5- - --- - - 3,100 3.1Q1 038

0. Tattlooioe Asltaa- - - 51 051 - 5964 16,215 1,247

Sob--atl G ITeA- 3 2 51Il T 49,0 18.315

1 8*(m- - --- (09) 11) 1,48 1,485

FE %g 7 -- 0 30 621 62% 62%UEChOSC TaO --- 226 106 - 10,20 12,046

CowMacs (0180 -- (7 17 90 928

00119800 I Tate 8,457 -80,214 8 8

M ,DEO2 11,412 lo61655,837 19 46 15,8CMSITI8GC911ES 1 (0081 ~~~~~~~~~~ ~ ~~~~~(852) (A 100(8821 14691 18760 (0,8 07) (468 (1,460 (8'" ,082

TOTAL FM08018 GMX0C~C02800N882 1 52% 527

801CLU2800C TkAs l,1G5 6, 40,I 100 5,862 IE2771) 56,156 728 1l,M2G 08,976

MANIMNGIoI 1 0) 1631 13,000) (3,20 21 78) (,2)(54) (90) 5,283

TO TAL lko 6O.884 8007 66.037 3,000 6,032 75,098 1.004 8,110 83,387

o"IUCIMfTaES00 (uo)) (529 (4,21) (5,149) (33) (4040 (5,8483 (983 (470) 6,414

TOTL P803CT C883INCLUDING0 Tale 15,2E14,0001 100,6)0 9.031 174 I182 18 7,111 05,174 214,4688

tSrIEN%0CIES 1 10381 (1,18.01(071) 1.9(11.9710 (702( (R,3400 (4,0'155 (547) (1,958) 16,498

185G-1.8 T1 k. 345 6031 78 5,642 15,795 M0,207 ~ 484) 1,8 0,8MAS8TESAICIIO 1(100) 161(,21 (5 (6301 (0,205) (6.0390 1688 1:') 11.280)2,17

C158P18E855 1 7 ajo~~~~~~~~~~~~~~~~~~~~ 26'1: 50% 50

1/ oC-B arors baad oM 12% .D MserotelIeo

eetCo1975

ANNEX 12

BANGLADESH

AGRICULTURAL AND RURAL TRAINING PROJECT

ESTIMATED COSTS BY CATEGORIES OF EXPENDITURE

Takas (millions) US$ (millions)% of

Local Foreign Total Local Foreign Total Base Costs

Civil Works

Site Development 6.34 2.12 8.46 0.49 0.16 o.65 6.4%Construction 40.10 40.11 80.21 3.o8 3.09 6.17 6i.2%

Sub-total 46.44 42.23 88.67 3.57 3.25 6.82 67.6%

Professional Services 5.14 0.70 5.84 0.40 0.05 0.45 4.5%

Furniture 2.44 3.66 6.10 0.19 0.28 0.47 4.7%

Equipment 1.14 10.27 11.41 0.09 0.79 o.88 8.7%

Technical Assistance(including services& recurrent costs) 7.25 11.82 19.07 0.55 0.91 I.L6 14.5%

Base Costs 62.41 68.68 131.09 4.80 5.28 10.08 100.0%

Contingencies

Physical (10%) 6.24 6.87 13.11 0.48 0.53 1.01Price Increase

(56.9%) 39.12 31.15 70.2? 3.01 2.40 5.41

Sub-total 45.36 38.02 83.38 3.49 2.93 6.42

TOTAL 107.77 106.70 214.47 8.29 8.21 16.50

January 1976

BANGLAOESH

AGRICULTURAL. AND RURAL TRAINING PROJECT

Continanency Allowances (US8'OOO3

LSite Developmust Constructioa Furniture Equipmsent Professional Services Tehic AsetanceTTAoclForeign Total Local Foreigtn Total_ Local Foreign Total Local PoreigLn Total Local Forsiam Total Lca oeg Total LCal oin Total

1. Total Base Costs 489 163 652 3,084 3,086 6,170 187 282 469 87 789 876 395 54 4+49 557 909 1,466 4,799 5,283 10,082

2. physical Contingencies

(1 (lOS (10) (10) (10) (10) (10) (10) (10) (10) (10) (10) (10) (10) (10) (10) (10) (10) (10) (10) (10) (10)

Amount 49 16 65 308 309 617 19 28 47 9 79 88 40 3 45 56 91 147 481 528 1,009

3. Sub-total includingPhysical Contingencies 538 179 717 3,392 3,395 6,787 206 310 516 96 868 964 435 59 494 613 1,000 1,613 5,280 5,811 11,091

4. Price Increase Contingencies

(7. (70) (48) (65) (70) (48) (59) (30) (40) (36) (30) (40) (39) (10) (15) (II) (20) (20) (20) (57) (41) (49)

Amunt 377 86 463 2,374 1,630 4,004 62 124 186 29 347 376 44 9 53 123 200 323 3.009 2,396 5,405

5. Total contingenciesPhysical and Price Increase 426 102 528 2,682 1,939 4,621 81 152 233 38 426 464 84 14 98 179 291 470 3,490 2,924 6,414

6. Total Project Costsincluding Contingencies 915 265 1,180 5,766 5,025 10,791 268 434 702 125 1,215 1,340 479 68 547 736 1,200 1,936 8,289 8,207 16,496

PRICE INCREALSE CALCULATIOIU

CIVIL WORKCS FURNITURE AND EqUUPMEN

Local Foreanit Local -- Foreign1975 1976 1977 1978 1979 Total 1975 1976 1977 1978 1979 Total 1975 1976 1977 1978 1979 Total 1975 1976 1977 1978 1979 Total

1. 3, of expected price 1increase per semester 0 4-110 10 9 8 8 8 8 8 0 4 7 7 6 6 6 6 6 6 0 311/35 4 4 4 4 4 4 0 3 5 5 4 4 4 44 4

2. Eapduditure phealng 0(including advanced Procurement) 0 0 0 0 10 10 20 30 20 10 100 10 15 25 25 15 10 100 0 15 45 40 100 55 35 10 0 10

3. Expected Price )7 0 4.1/ 14 26 37 48 60 73 87 102 0 4 11 19 26 34 42 50 59 69 0 3-'/8 14 18 23 28 33 38 44 0 3 9 14 18 23 28 33 38 44

increases ) Amount based on)expenditure 0 0 0 04 512 22 1710 707.0 0 0 053511 1397 487. 5 1718S 407. 15 11 40 307.

1/ For part of 1975. Base coats are estimates for October 1975.

November 1975

ANNEX 14

BANGLADESH

AGRICULTURAL AND RURAL TRAINING PhDJECT

ESTIMATED SCHEDULE OF DISBURSEMENTS

1/ Total BalanceSemester Disbursement Each Semester Accumulative Disbursement Undisbursed

______US$'000) % US_ ($000) US$OOO)

1 Nil Nil Nil Nil 12.0

2 o.8 0.1 0.8 0.1 11.9

3 1.7 0.2 2.5 0.3 11.7

4 1.7 0.2 4.2 0.5 11.5

5 4.1 0.5 8.3 1.0 11.0

6 12.5 1.5 20.8 2.5 9.5

7 14.2 1.7 35.0 4.2 7.8

8 18.3 2.2 53.3 6.4 5.6

9 18.3 2.2 71.6 8.6 3.4

10 18.4 2.2 90.0 10.8 1.2

11 10.0 1.2 100.0 12.0 0.0

1/ Starting from the date of effectiveness.

BANGLADESHORGANIZATION OF THE MINISTRY OF AGRICULTURE

|MEMBER |PRESIDENTS ADVISORY COUNCIL|

AGRICULTURAL CHAIRMAN |SECRETARY AGRICULTU RALCIINFORMATION SERVICE BAISSC AGRICULTURE RESEARCH COUNCIL

| ORGANIZATION | |HEADQUARTERS

DIRECTOR ~~~~~~~DIRECTOR OF|8RRI ~AGRI. RESEARCHI AGRI, (EXT. & MGT.)

AND EDUCATION.

COLLEGE INSTITUTESC | JUTE EXT. & MGT. EON. & TRG.

DY. DIR. DY. DIRECTOR IRECTOR DY. DIRECTORJUTE PROON. EXT. & MGT. STATISTICS PLANT PROTN.

JUTE EXT. DISTRICT PRINCIPAL ASST. STAT.OFFICER AGRI. OFFICER AETI. OFFICER

SUB-DIVISIONAL INSTRUCTOR PLANT PROTN.AGRI. OFFICER AETI. INSPECTOR

THANA AGRIJ A STAT.EXT. OFFICER ' INSPECTOR

JUTE EXT. UAAVEA ii,.nuuiulPT. PRIOTN.

AETI - AGRICULTURAL EXTENSION TRAINING INSTITUTESUAA - UNION AGRICULTURAL ASSISTANTVEA- VILLAGE EXTENSION AGENTBAISSC - BANGLADESH AGRICULTURAL INPUTS, SUPPLIES AND SERVICES CORPORATION

BRRI - BANGLADESH RICE RESEARCH INSTITUTE World Bank - 9082(R)

BANGLADESHORGANIZATION CHART

RURAL DEVELOPMENT AND COOPERATIVES CHART 2

SECRETARYRURAL DEVELOPMENT AND

COOPERATIVES

Director General Registrar ofI RDP Cooperatives

Headquarters FieldOrgnization Field Organization Headquarters Coperat

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Credit Thanaand Project Officers District Industries

Cooperatives TCCA

Planning :and SubDivision Fisheries

Construction .

Administrative 1 Th~~~ ~~~~ana Amn* * Cooperativ istration* ~~~~~~Officer

3 [3 q AuditAssistantInspector

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World Bank-9080

BANGLADESHStructure of the Education and Training System

University

B.Sc. M.Sc.

Intermediate or 4 Higher Secondary Training Institutes *Academy

01tx ..........Poyehics :Cooperative College

Secondary School Certificate

* Higher School Certificate Training Institute

B. SCCommercial

MSc InstitutesE Non-formal (Irregularduration and entrancerequirements) Junior Training

VeterinaIry Trainin79Institute

Marticulation Pimary Trainingo Seodar Institute

Middle or Junior ocationHigh School chool

Primary

PostPrimary Secondary Secondary Graduate Level

Age 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 22II 111 i i i i II i ~ ~i i i I I 14 1115

Grade 9 2 3 4 5 6 7 X r 10 11 12 13 14 1r 16 17

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Poeperecior of -chiiect-t-.l brief. X X X I X

Sketch pi... X X X X X

Con-rtet do.ente X X I X IIX X X

Tender periOd & I ntre . x x I I x

lIBRD ent.tivnenpo vionbpproval Ix X X X X I X X X II

Construction XXXXXiXXiXiXXX x I X X X X X X X

lef.tn liebility period S X X X X X I X I I X I X I X

9goi-tont end F-roit.rn

Prnprotioronf -t-er litt x X X X X X X I I x X

Prepao.tion of tender d..eot. x t X X X

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S.l.ction & tppelnOtt of nobicecte 0 0 0 0 0 I X X X X

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k.to,h pl.- X X X X X

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ConeorucIion XI X K X X X X XiXXX X X I X I X

lof.ct. liability period I II I X K X X X X X X XX

Rwign.t end pot-it-en

Preperncion ofe.neterlinfe XK KtI X XXXX

Pteperntlot of ronder dountsee X X X X X I I

Teoder period fecetoto-t exveed. Xii X i Y i

1111D teetativO e p.r inioc & eppeovel X X X X xI X X x X X

Trocoreeor deivery 6 intlltion X - t X X X X I X X X

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Pr peoCtloO *f .eeeeo fist. | XI XX IX XliS xx

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