Document of

The World Bank

Report No. 13790-JO

STAFF APPRAISAL REPORT

THE HASHEMITE KINGDOM OF JORDAN

SECOND HUMAN RESOURCES DEVELOPMENT SECTOR INVESTMENT PROJECT

MARCH 3, 1995

Human Resources DivisionCountry Department IIMiddle East and North Africa Region

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CURRENCY EOUIVALENTS(as of January, 1995)

Currency Unit = Jordanian DinarUS$1.00 = JD 0.65JD 1.00 = US$1.54

JORDANIAN FISCAL YEAR

January 1 - December 31

ABBREVIATIONS AND ACRONYMS

CC Community CollegeCDTP Curriculum Dissemination Training ProgramEMIS Educational Management Information SystemETC Educational Training CenterGDCET General Directorate for Curriculum and Educational

TechnologyGDEE General Directorate for Evaluation and ExaminationsGDPSB General Directorate for Projects and School BuildingsGSSCE General Secondary School Certificate ExaminationHCC Higher Certification CollegeHCST Higher Council for Science and TechnologyHRDSIL Human Resources Development Sector Investment LoanICB International Competitive BiddingIDA International Development AssociationIS International ShoppingLCB Local Competitive BiddingLRC Learning Resource CenterLS Local ShoppingMOE Ministry of EducationMOHE Ministry of Higher EducationMOP Ministry of PlanningNCERD National Center for Educational Research and DevelopmentNBF Non-Bank FinancedODA Overseas Development AssociationPDD Production and Distribution DirectorateSOE Statement of ExpenditureTA Technical AssistanceTCP Teacher Certification ProgramTOR Terms of ReferenceTVET Technical and Vocational Education and TrainingUNICEF United Nations International Children's Emergency FundUNRWA United Nations Relief and Work AgencyVTC Vocational Training CorporationWBG West Bank and Gaza

THE HAS}HEMiTE KINGDOM OF JORDANSECOND HUMAN RESOURCES DEVELOPMENT SECTOR INVESTMENT PROJECT

STAFF APPRAISAL REPORT

- Table of Contents -Pa2e

LOAN AND PROJECT SUMMARY

I. ECONOMIC BACKGROUND ............................................. 1

II. THE EDUCATION SECTOR .............................. 2

A. Overview . ....................................................... 2

B. The Education Reform Program .......................................... 3

C. Implementation of the Reform Program ..................................... 3

Upgrading Qualification of Teachers ..................................... 3

Upgrading Curricula and Textbooks ..................................... 5

Upgrading Evaluation and Student Assessment ............................... 5

Improving the Learning Environment .................................... 6

Expanding the School Construction Program ................................ 6

Improving Technical and Vocation Education and Training (TVET) ................. 7

Monitoring the Reform Program ....................................... 8

D. Financing Education Development ........................................ 8

E. Government Education Policy ........................................... 9

F. Bank Strategy and Lending Experience ..................................... 10

Bank Involvement in the Education Sector ................................. 10

Lessons Learned ................................................. 10

Rationale for World Bank Assistance .................................... 11

III. THE PROJECT ...................................................... 11

A. Project Objectives and Scope ............................................ 11

B. Policy Framework .................................................. 11

C. Project Components ................................................ 12

Component 1: Deepening the Qualitative Impact of the Reform ................... 12

Component 2: Institutional Development .................................. 13

Component 3: Improving the Facilities for Teaching and Learning .................. 14

D. Action Plans ...................................................... 15

IV. PROJECT COSTS, FINANCING, MANAGEMENT, AND IMPLEMENTATION .... ......... 16

A. Cost of the Project . ................................................. 16

Base Costs . ..................................................... 16

Contingency Allowances ............................................ 16

This report is based on the findings of an appraisal mission to the Hashemite Kingdom of Jordan in November 1994 composed of George

Za'Rour (Mission Leader and Task Manager) with the participation of Gail Richardson (Humnan Resources Specialist), George Hadjicostas (Civil

Engineer), Murad Jurdak (Education Specialist), Amanda Buchan and Tony Read (Textbook Development Specialists), and Andre Salmon

(Operations Specialist). Ms. lqbalKaur also provided assistance in preparing the report. Peer reviewera were Thomas Eisemon (Senior Education

Specialist, ESP) and Sverrir Sigurds on (Principal Imnplementation Specialist, ESP). The report was prepared under the oveal supervision of

Mr. Jacques Baudouy (Chief, MN2HR) and approved by Mr. Ram K. Chopra (Director, MN2) and Mr. Caio Koch-Weser (Vice President,

MNA).

THE HASHEMITE KINGDOM OF JORDANSECOND HUMAN RESOURCES DEVELOPMENT SECTOR INVESTMENT LOANSTAFF APPRAISAL REPORT

- Table of Contents (continued) -

Foreign Exchange Component .......................................... 17Incremental Recurrent Costs .......................................... 17B. Project Financing ............................................... 17C. Project Management and Implementation .................................... 17D. Procurement Arrangements ............................................ 22International Competitive Bidding ...................................... 22Exceptions to ICB .............................................. 22Bid Documents and Contract Review .................................... 23E. Disbursements ............................................... 23F. Project Accounts and Audits ............................................ 26G. Project Supervision, Reporting, and Evaluation ................................ 26Supervision ............................................... 26Reporting .............................................. 26Midterm Review and Evaluation ....................................... 27H. Project Objective Categories ........................................... 27

V. BENEFITS AND RISKS .............................................. 28A. Benefits . .............................................. 28B. Risks ...................... ........................ 28C. Project Sustainability .............................................. 28

VI. AGREEMENTS REACHED AND RECOMMENDATION ............. ............... 29A. Agreements reached .............................................. 29B. Recommendation .............................................. 30

TABLES4.1: Cost Summary by Project Component . .....................................

184.2: Cost Summary by Project Expenditure Account ................................ 194.3: Procurement Arrangements .. .......................................... 244.4: Disbursement Accounts by Financiers . ..................................... 25

ANNEXES1 - Project Components Matrix and Costs2 - Action Plans (One-Page Summaries)3 - Technical and Vocational Education and Training4 - Sample Format for Preparing Sub-Project Proposals and Sub-Project Appraisal Reports5 - Monitoring and Evaluation Indicators6 - Technical Assistance and Fellowship Summary7 - Key Statistical Indicators8 - Education Reform Program9 - Disbursement Schedule10 - Supervisory Plan11 - Organizational Chart of the Ministry of Education12 - National Center for Educational Research and Development13 - Implementation Volume (Table of Contents)

MAP IBRD 26528

THE HASHEMITE KINGDOM OF JORDANSECOND HUMAN RESOURCES DEVELOPMENT SECTOR INVESTMENT LOAN

LOAN AND PROJECT SUMMARY

Borrower: The Hashemite Kingdom of Jordan

Beneficiaries: Ministry of Education (MOE); Ministry of Higher Education (MOHE); VocationalTraining Corporation (VTC); and National Center for Educational Research andDevelopment (NCERD)

Poverty Cateog : Not applicable. Although poverty alleviation is not an explicit objective of theproject, the educational quality improvements resulting from the project are expectedto have a favorable impact on the poverty profile in Jordan.

Loan Amount: US$60 million equivalent

Terms: Repayment in 20 years, including 5 years grace, at the Bank's standard variableinterest rate.

Commitment Fee.: 0.75 percent on undisbursed loan balance, beginning 60 days after signing, less anywaiver.

Financing Plan: - US$ million-

Financier Local Foreign Total

World Bank 21.97 38.03 60.00

The Government 36.49 30.17 66.66

Cofinanciers 22.84 37.16 60.00

TOTAL 81.30 105.36 186.66

Economic Rate of Return: Not applicable

Staff Appraisal Report: Report No: 13790-JO

Mma: IBRD 26528

THE HASHEMITE KINGDOM OF JORDANSECOND HUMAN RESOURCES DEVELOPMENT SECTOR INVESTMENT PROJECT

STAFF APPRAISAL REPORT

I. ECONOMIC BACKGROUND

1.1 Jordan is a small economy which traditionally had close ties to the oil-producing countries

in the Gulf region. The country achieved unprecedented growth during 1973-84, boosted by foreign

assistance, workers' remittances and exports to traditional markets. That growth was not sustainable,

however, as productivity had stagnated, wages were elevated to levels which reduced export

competitiveness, and remittances from Jordanians mainly in the Gulf states proved to have limited growth

potential and were vulnerable to external shocks. The boom ended in the mid-eighties as a result of the

decline in the price of oil and subsequent slowdown in regional economies. Foreign assistance, exports

and remittances all declined, and severe deficits in fiscal and external accounts ensued. By 1991, real

per capita income had fallen to about half its 1987 peak of US$2,100. The country faced the new

challenge of disruptions caused by the Gulf War, including disruption of trade, interruption of

remittances, and the return of about 300,000 Jordanians living in the Gulf area which pushed

unemployment up to 25 percent. Nevertheless, stabilization policies adopted since 1989 were largely

successful: the fiscal deficit began to fall, inflation was checked, and most prices, interest rates and

exchange rates became market-determined. However, major structural constraints to growth remained.

The crisis helped to make the Government realize that it cannot continue to depend so heavily on external

financial support from neighboring countries.

1.2 In 1992 a new IMF Stand-By-Arrangement was approved, supporting moves toward further

fiscal deficit reduction, maintenance of a flexible and competitive exchange rate, and restructuring of the

tariff and trade regime. Program achievements were better than expected: over the two years from 1991

to 1993, the fiscal deficit fell from 17.8 percent to 6.4 percent, money supply growth fell from 24.5

percent to 10.5 percent, the rate of inflation fell from 8.2 percent to 4.8 percent, and after four years of

decline or near stagnation, real GDP grew by an average of 8.6 percent p.a. Growth under these

normally contractionary conditions was fueled by a combination of dramatic increases in workers'

remittances, inflows of private savings in connection with the resettlement of returnees, and concessional

aid including debt rescheduling.

1.3 Preliminary economic indicators for 1993 and for the first half of 1994 suggest that growth

has continued, the internal imbalances, especially the fiscal deficit, have been considerably reduced, and

domestic inflation has been held in check. These positive developments should help further improve

Jordan's medium-term prospects. However, serious economic and social challenges remain. The

regional peace process, accelerated by the November 1994 peace accord between Jordan and Israel,

carries the prospect of an investment-led boom in the West Bank and Gaza (WBG) which could increase

demand for Jordanian goods and services. The discussions held between Jordan and Israel are expected

to clear away restraints to regional tourism, trade, finance, and joint infrastructure development, and are

presenting unprecedented opportunities for sustained investment. The positive prospect of peace and

growth creates a new set of pressures on Jordan's infrastructure and natural resources - particularly water

-- and several immediate economic risks from the use of several currencies in the fragile WBG economic

environment, from the pressure an investment-led boom in the WBG would put on prices, wages and the

exchange rate in Jordan, and from the potential diversion of investments to the WBG. Peace would also

bring new costs from massive investments in upgrading refugee settlements. While coping with these

- 2 -costs, Jordan would continue to face social and political tensions from high unemployment (15-20percent), increased poverty (about 15 percent below the poverty line, up from 3 percent in 1986), anda possible major shortfall in current account financing. Finally, although debt rescheduling and write-offhave provided substantial debt service relief, Jordan's external debt, at about 122 percent of GDP,remains a heavy burden on the economy.

II. THE EDUCATION SECTOR

A. Overview

2.1 In the absence of natural resources, Jordan has traditionally emphasized the development ofhuman capital as a nucleus of its development strategy and as an instrument for social and economicadvancement of its people. Such a policy has been translated into systematic efforts to expand anddevelop the education sector. The resulting educational system is well-developed and has been generallysuccessful in improving the standard of living in the country. Participation in education and literacy ratesin Jordan are among the highest in middle income countries. Most recent estimates (1989-92) of grossenrollment ratio is 99 percent for primary grades 1 to 6 and 73 percent for grades 7 to 10h. Overallilliteracy in 1993 was 16 percent of the population over 15 while the corresponding figure for femaleswas 23 percent)2. Equality of opportunity for girls is well established at all stages including highereducation. In 1991-92, 49.0 percent of basic cycle students and 48.7 percent of secondary cycle studentswere females. In addition, about 60 percent of basic and general secondary school teachers in 1991 werefemales. In higher education (universities and community colleges), 48.8 percent of students werefemales in 1990-91 and about 64 percent of enrollment in community colleges was private. The firstprivate university started its instructional program in 1990-91 with 1324 students. Enrollment in privateuniversities in 1993/94 reached more than 11,000 students and public universities enrolled more than50,000 students.

2.2 Sector organization. The Ministry of Education (MOE) is responsible for managing theeducation system. The Ministry consists of: (i) the Minister; (ii) the Secretary General and four AssistantSecretaries General; (iii) the general central administrative system of the Ministry; and (iv) thedirectorates of education and instruction in the governorates and districts. The central administration ofthe MOE has 11 general directorates covering all administrative and academic aspects, such asadministrative affairs, financial affairs, curricula and educational technology, instructional and educationalsupervision and training, planning and educational research, and evaluation and examinations (See Annex11, organizational chart of MOE). Each general directorate is broken down into directorates, which inturn are broken down into divisions. The 26 directorates of education and instruction in thegovernorates and districts are responsible for the delivery of instruction in schools and raising its qualityin light of the educational policies and plans of the MOE. The trend is for stronger decentralization atthe level of the governorate. A high-level Board of Education and Instruction serves as the generaloverseer for pre-university educational policies. Education policy research and development functions,including supervision of implementation of the first Human Resources Development Sector InvestmentLoan (HRDSIL-I) and other externally-financed projects in the sector, are the responsibility of theIntermediary and the National Center for Educational Research and Development (NCERD) - a semi-autonomous body incorporated under the Higher Council for Science and Technology (HCST).

1. NCERD, General Education Indicators, August 1994.2. Jordanian Department of Statistics (pamphlet), 1994.

B. The Education Reform Program

2.3 The September 1987 National Conference on Educational Development provided a forum for

the formulation of a set of recommendations that provided the basis for the ten-year education reform

program. The Government's main concern is, and was, to improve the quality of education. A major

objective of the reform is to train students to think flexibly and critically, to be open to and capable of

processing new concepts and ideas, and apply in productive ways what has been absorbed and processed.

The students are expected to keep socially active and responsible; to be more productive and work-

oriented; and to take initiative and be more self-reliant and independent in learning. The overall

educational reform strategy [endorsed by the Bank and supported by the first Human Resources

Development Sector Investment Loan (HRDSIL I, Loan No. 3106-JOI includes a reshaping of basic and

secondary education policies and curricula, together with sector-wide institutional development initiatives.

The reform has been the organizing framework for activities in the sector which aim at improving

educational quality through interventions including: (i) upgrading qualifications of teachers; (ii) upgrading

curricula and textbooks; (iii) upgrading evaluation and student assessment in order to obtain a clearer

picture of the quality of education and student achievement; (iv) improving the educational environment

through the introduction of new technologies and equipment; (v) improving school administration through

staff training and increased decentralization; and (vi) expanding the school construction program to reduce

the use of unsuitable rented school facilities and of double-shifting, and to accommodate the natural

growth in the student population. The goals and objectives of the reform continue to provide a sound

long term policy framework for the sector.

2.4 The overall reform program is cumulative over time, whereby later initiatives build upon

foundations laid by earlier ones. The program is also interactive/synergistic, in that the outputs of the

individual programs are designed to enhance and support each other. In addition, implementation

experience is systematically monitored and evaluated and the results are used as feedback for

modifications. Despite careful planning, there is a growing conviction that the reform is a long-term

process that will continue beyond the ten year period originally set for it to realizing its goals and

objectives. The sectoral strategy will continue to support the implementation of the policies and activities

under the educational reform, with particular emphasis on improvement of educational quality and

strengthening the institutional framework, with adjustments based on the experience so far. The next

section describes the extent to which the reform program is expected to be implemented by the conclusion

of HRDSIL I (June 1995) and pinpoints related issues. Components that will be addressed in the

proposed project are presented in Chapter III.

C. Implementation of the Reform Program

Upgrading Oualifications of Teachers

2.5 The reform program has viewed the teacher as the chief agent for inducing and promoting

the envisaged radical change in students' learning. A 1988 law stipulated that new teachers at all levels

are required to have a university degree and provided for upgrading teachers already in service during

a transitional period. To upgrade the qualifications of teachers, two sets of in-service programs for

teachers, supervisory staff, and administrative staff were developed: (i) the teacher certification program

(TCP), which includes a program to upgrade teachers' qualifications from the level of community college

diploma (two-year post-secondary) to the level of a university degree; a program to upgrade teachers with

a university degree to obtain a diploma in education; and a program to improve the academic and

pedagogic leadership capacity of principals and supervisors by obtaining a master's degree in education(over 30,000 participants); and (ii) the curriculum dissemination training program (CDTP), which hasbeen developed to increase awareness of the goals of the reform program and for enhancing teachingcompetencies and skills related to the new curricula and textbooks. Teachers, principals, and supervisorsparticipate in this program. There has also been an ongoing program to train librarians, laboratory andaudiovisual technicians, and teachers in the use of computers.

2.6 Capacity of universities. The teacher certification program was initially conducted at theHigher Certification College (HCC) which was established for the purpose of providing, along withuniversity faculties of education, training to about 22,000 teachers (about 6,300 already certified).However, based on the results of an evaluation completed by NCERD, the HCC was closed in late 1992and the certification program became restricted to the three universities. With the increase in enrollment,the program has placed significant strains on the resources and capacity of the involved universities,particularly for the faculties of arts and sciences where teacher trainees take most of their courses. Staff,facilities, and laboratories have been identified as key resources which have been over-burdened by theTCP or which experienced shortages. It has been suggested that the number of students admitted to theTCP should correspond to the absorptive capacity of each university. To further alleviate these problemsand accommodate the expanding role of universities in providing pre-service teacher training, specialbuildings are being constructed (financed under HRDSIL I) for the faculties of educational sciences inthe three involved universities. These universities will add 2,000 undergraduate student places. Inaddition, technical assistance from the European Union will be used for human resources developmentwithin these faculties in the coming few years. Thus, no input for universities is envisioned in thisproject.

2.7 Relevance of the teacher training programs. The relevance of the content and methodologyof the TCP has been highlighted as a concern. Particular reference is made to the mathematics andscience courses required of teachers in the Field Teacher Track since these courses are designed formajors in these fields, and are not targeted for teachers of basic education. In addition, the teachingmethodology at the university level does not serve as a good model to realize the objectives of the reformprogram (i.e., problem solving and critical thinking). There is a need to reexamine the goals andphilosophy of the TCP and, consequently, to reformulate its content and structure for the purpose ofimproving the quality of classroom teaching skills of participating teachers. The faculties of educationand the Ministry of Education (MOE) should analyze and incorporate the recommendations of the 'ImpactEvaluation of the Higher Certification Program at the Public Universities of Jordan' study commissionedby the World Bank and NCERD for the purpose of making their programs relevant to the needs of theteachers and responsive to the implications of the reform. With respect to the curriculum disseminationtraining program (CDTP), the scope and variety of the training materials and methodology needenhancement. The still pending implementation of secondary school curricula and textbooks, togetherwith the need to train basic school teachers who missed it the first time around, provide an opportunityto introduce significant improvements to the training program.

2.8 Several issues have emerged in relation to the policy decision of 1988 to upgrade basiceducation teachers from the level of community colleges (2 years) to a university degree (4 years) andits implementation: (i) the underlying assumption that such upgrading would improve considerablyteachers' teaching capabilities and competencies has not been validated; (ii) the Higher CertificationCollege was abolished after about three years of operation because of inadequate performance; and (iii)the programs at the three universities need to be restructured and improved to address the needs of

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classroom and field teachers more adequately. The pace of admission to the certification program has

been slowed down and new criteria have been introduced. For example, the MOE excludes from

nomination to the programs teachers with more than 15 years of teaching experience and who are above

35 years of age. Living far from the three involved universities and family commitments have also

contributed to the reduction in enrolled teachers (about 1,000 admitted to the three universities in 1994).

Upgrading Curricula and Textbooks

2.9 Accelerated curriculum development. New curricula for basic and secondary education have

been approved by the Board of Education and new textbooks and teachers' guides for the basic cycle have

been completed. The publication of the textbooks and guides was at an accelerated and ambitious pace,

yet most books reached the schools on time. As this was paralleled with a process of building the

capacity for ready-for-camera manuscript preparation (including editing, art work and layout, developing

specifications, and follow-up on printing) in the Production and Distribution Directorate (PDD) of the

General Directorate for Curriculum and Educational Technology (GDCET), there were problems and

delays some of which were beyond the control of the General Directorate. Nevertheless, publication

capacity has been improved substantially, the system has been progressively professionalized, and

textbooks have been steadily improving in physical quality. It should be noted that all printing is

contracted to private printing presses. New textbooks and teachers' guides for grade 11 still need to be

prepared to be introduced in 1995/96, and for grade 12 in 1996/97.

2.10 Textbook evaluation. Textbooks are adopted for universal utilization prior to evaluation.

The current system for textbook evaluation involves collecting input from a small sample of selected

teachers and regional directorates. The collected data is summarized with the involvement of supervisors,

and then communicated to the GDCET for follow-up. The input and comments are divided into

categories and directed to the respective subject committees for action. Changes, other than those related

to factual errors and ambiguous illustrations, especially those related to the curriculum require the

approval of the Board of Education. Several textbooks have already been reviewed and revised. The

evaluation methodology has been evolving but there is a need to direct attention towards assessing the

relevance of content, appropriateness of material for grade level, clarity of presentation and conformity

of approach to realizing the objectives.

2.11 Notwithstanding the admirable and steadily improving accomplishments in the field of

curriculum development since the initiation of the reform and the institutional building that has

accompanied the process, issues should not be ignored. The magnitude and demands of the tasks to

introduce detailed curricula for all the basic education stage followed by preparing and producing

textbooks and teachers' guides for sets of three grades simultaneously each year were very ambitious.

This was aggravated by the lack of technical experience and relevant specialization of those involved in

the process. It was further exacerbated by the multi-stage and repetitive approval process as well as by

concomitant activities to develop a professional publishing capacity. A slower pace would have allowed

for formative evaluation including trial and revision of textbook units and chapters during the process of

preparation.

Upgrading Evaluation and Student Assessment

2.12 A new policy of evaluating students at the end of the basic cycle has been initiated with

the reform. Weighted averages of students' school marks in grades 8 - 10 are now used as a basis for

promotion and, along with other criteria, as a basis for streaming. The application of new administrative

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policies for the General Secondary School Certificate Examination (GSSCE) was initiated in 1990-91 asstudents were allowed to repeat those sections of the exam that they failed, rather than having to take theentire examination again. Introducing higher cognitive skills in the GSSCE awaits the introduction of thenew comprehensive secondary curriculum in August 1995. The content and objectives tested by theGSSCE need to be aligned with the new curricula. Jordan has pioneered among Arab countries inparticipating in the Second International Assessment of Educational Progress spearheaded by expertisein NCERD in close cooperation with MOE. This has led to a major national assessment exercise. Therelatively low performance of Jordan in mathematics is an eye-opener and should be addressed. Forexample, emphasis needs to be placed in lower grades on the development of classroom-based diagnostictesting for remedial interventions to assist the teachers in identifying and addressing the difficulties oftheir students. The emerging capacity in national assessment and monitoring of educational quality needsto be strengthened and institutionalized.

Improving the Learning Environrment

2.13 Instructional materials. Currently there is great disparity with respect to the availability ofinstructional materials in schools, i.e., some schools are better equipped than others. In addition, thereis an overall lack of materials in general to the extent that application of the new curriculum is hindered.For example, a new science textbook may include a set of activities which the teachers or the studentsare unable to perform because the school is missing the necessary apparatus. The Education Law of 1994provides for the utilization of funds from the sale of textbooks to allocate resources annually specificallyfor library books and instructional materials. Building on the initiative of the Minister of Education, thisarticle of the law should be applied consistently and a mechanism should be developed for the allocationand distribution of instructional materials that will also ensure that educationally disadvantaged schoolsare given priority in the provision of essential materials. Furthermore, teachers need to be trained inthe use of instructional materials and to tap resources from their own environment.

Expanding the School Construction Program

2.14 There are capacity and quality issues affecting the learning environment, principally in termsof the use of unsuitable rented (residential) buildings (this applied to about 50 percent of all schools inthe late-1980s) resulting in classroom crowding, and wide-spread double shifting. These conditions arebeing improved as expenditures on civil works in HRDSIL I would provide 182 schools by 1995 creatingabout 150,500 new student places (70,000 as replacements of rented facilities; 25,000 student places toreplace double shifts; and about 55,500 student places for enrollment growth). This same project alsoprovided: 147 libraries, 143 laboratories, 161 audio-visual rooms and 152 vocational workshops. Butthe provision of physical facilities has been outpaced by population growth rate of three to four percent,and the problem has been aggravated by returnees from the Gulf in 1990-91. A recently-identifiedproblem is fragmentation or preponderance of small schools. In 1991, about 46 percent of public schoolsenrolled no more than 200 students, with a total of about 14 percent of the student population. Thesesmall schools, located primarily in rural areas, are usually not provided with laboratories, libraries,and/or workshops, and require administrative support and overhead which limits efficiency andeffectiveness of the system. They also reduce the overall pupil:teacher ratio. Another issue is that thereis no consistency in the number of grades in a school (i.e., some schools are for grades 1 to 3, whileothers are for grades 2 to 6, and so on). This has cost implications, especially in situations where suchschools are close to each other. Action to remedy school fragmentation is needed but it should behandled carefully taking into consideration the impact on access, particularly for enrollment of females,

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if a policy is adopted to build larger schools further apart. Another issue that needs to be addressed

relates to the need for structural repairs in more than 1,500 schools.

Improving Technical and Vocational Education and Training (TVET)

2.15 The extension of basic education from nine to ten years delayed the onset of vocational

education by one year. Together with the inclusion of a common core of academic subjects (12 periods

per week each year) in the comprehensive secondary curriculum (for academic and vocational streams),

the changes are in line with the World Bank Policy Paper on TVET which calls for increasing access tothe academic curriculum. On the other hand, the relatively heavy emphasis on pre-vocational education(4 periods per week) in upper basic education and the excessive number of specializations, especiallyindustrial, in the comprehensive secondary vocational curriculum are viewed to be in conflict with that

policy. The crux of the matter is embodied in an unwritten policy or practice that students who complete

basic education satisfactorily should not be denied further education for a variety of considerations. With

about 90 percent of students who reach grade 10 completing it satisfactorily, the implication is that

numbers in secondary education are increasing rapidly. In order to avoid a similar problem between

secondary and higher education and guided by a vision of the importance/need of vocational education

graduates, the Government's plan is to expand vocational education at the secondary level [including the

Vocational Training Corporation (VTC)].

2.16 The training capacity of the VTC has been expanded in HRDSIL I by constructing three

centers and a trade testing center. A TVET study which was to be used for including more componentsin that project was delayed. The new curricula and the policy to expand enrollment in TVET create

demands that are still unmet. In response to concern and deep interest by the Government, a preparation

team with outside experts recently analyzed TVET in Jordan. The team found the system to have several

advantages over similar systems in countries at comparable stages of development. One of these

advantages is the existence of an experienced VTC which provides terminal apprenticeship training and

has forged links with employers. However, the Jordanian system of TVET was also found to suffer from

several basic weaknesses, including rigidities in responding to labor market needs, structural overlapping

of vocational training between the school system and the VTC, unclear role of community colleges in skillprovision and inefficient use of existing resources. The VTC itself should strive for improvement as it

also exhibits problems of quality in its training provision.

2.17 It has also been observed that the TVET system has not been able to instill the importanceof quality work, good craftsmanship, and attention to detail. The state of maintenance of machines andworkshops is poor, and there is lack of attention to international standards of good quality. The countryneeds to review its policies towards training materials, not only because of the gaps and obsolescence of

the present materials but also to take into account the higher levels of previous schooling of students andthe new mixes of cognitive and manual skills required in contemporary industry. The international trendis to consolidate families of occupations into more compact and multi-skilled training packages. Training

the instructors to achieve a high level of craftsmanship with available tools and machines, establishing

quality standards and criteria, organizing competitions for quality work and involving industry personnelin practical courses - are some possible interventions to improve quality. The community college system

tends to be overly rigid, centralized, preoccupied with diplomas, and constrained by official curricula.Length of courses should be dictated by the needs of the subject. The rich experience of extensioneducation - special programs of varying duration tailored to specific needs and demand -- that is so useful

in many countries is practically non-existent. Problems and issues are outlined in Annex 3A (p.1).

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Monitoring the Reform Program

2.18 Education policy research and development functions, including supervision of implementationof HRDSIL I and other externally-financed projects in the sector, are the responsibility of theIntermediary Policy Council (see para. 4.9) and NCERD - a semi-autonomous body incorporated underthe Higher Council for Science and Technology (HCST). NCERD became fully operational in early 1990and has since expanded its activities to include resource mobilization, consultation, monitoring, trainingand dissemination. Its coordination with MOE is both formal and informal, for example: NCERD staffwork closely with MOE on a number of development activities, including those associated with HRDSIL-Ias part of the Intermediary functions (see paras. 4.8-4.10); and NCERD's president is currently a memberof the Board of Education. Regional cooperation, mainly with other Arab countries, began in 1991 andhas intensified since. Consolidation of the development and policy research functions under NCERD hasyielded economies of scale and the synergy gained from the cross-fertilization between the two. Atpresent, NCERD's external activities (mainly regional cooperation) have enabled the Center to supplementits Government-provided financing.3

2.19 NCERD has produced about 30 studies many of which are based on policy-related researchand has worked with MOE on project development in the context of HRDSIL-II.4 In addition, aneducational management information system (EMIS) has been initiated with the reform. The EMIS willprovide a consolidated educational database, integrating data from dispersed sources in MOE. The policyresearch program and EMIS have helped both MOE and NCERD identify sectoral issues and formulaterecommendations for decision makers. A number of these recommendations are currently beingimplemented or considered for action. The emerging capacity to conduct policy-oriented research andto monitor and evaluate the reform process has to be strengthened nationally and institutionalized. Inaddition, initiatives to establish an EMIS network for data collection in different regions of Jordan, alongwith promoting use of EMIS at regional levels need to be pursued further. All educational informationsystems should be coordinated/integrated.

D. Financinu Educational Development

2.20 Cost and financi"n. The Government's efforts during the past few decades to expandparticipation at all levels of education yielded a significant growth and diversification of enrollments, andalso an increase in capital expenditures. Real MOE current expenditures have remained fairly constantas a proportion of current government expenditures (about 11 percent between 1982 and 1992 (pricesadjusted for inflation)). However, the share of total government capital expenditures devoted to educationhas increased steadily from about 2.5 percent to 13.6 percent during the same period5 . MOE schoolsreceive recurrent revenue from three sources: the government budget, the education tax, and students'contributions; the corresponding percentage figures of revenues in 1992 were: 96, 2, and 2 percentrespectively. The education tax is prescribed as two percent of the net estimated rental value of realestate within municipal regions. Textbooks are distributed free of charge to students in grades 1-4, andloaned to students in grades 5-10, while they are sold to secondary students as well as to all private

3. Annex 12 NCERD provides an overview of the institution.4. Table 2 in Annex 12 provides an overview of NCERD's wb-project appraial experience.5. Lynn Don and Hisham AJ-Daje'h. Education and Trainine in Jordan: A Descriptive and Financial Survey, NCERD, 1994; Report No.30.

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schools and UNRWA students. A fee is charged to students sitting for GSSCE at the end of the

secondary cycle. A contribution - 3.15JD in grades 1-6; 4.15JD in grades 7-10; and 6.15JD in grades

11-12 - is collected from students in public schools. The school principal has the authority to exempt

a certain percentage of students on the basis of need (about 85 percent of all students do pay). The

proceeds from these contributions are partly used to purchase library books and audiovisual aids, and a

certain percentage goes to central MOE. The Minister of Education has introduced measures to keep the

contributions collected from students at the school level rather than having part of the contributions

returned to the central MOE. Furthermore, measures to increase students' contributions have also been

enacted to become effective in due course. In higher education, cost recovery is higher than in other

countries in the region as students in public universities are charged fees covering about one-third of cost

and private higher education is expanding.

2.21 The country devotes an estimated 11 percent of GDP to education (not including UNRWA

and charity expenditures). Of the estimated total amount committed, approximately 74 percent derives

from government funds and 26 percent from private sources. In recent years, educational expenditures

have amounted to 18 percent of the government budget with basic education garnering about 50 percent

of these expenditures and tertiary education about 39 percent. Essentially, Jordan is attempting to

increase the quality and quantity of education simultaneously - a tremendous challenge. The share of

financing for education may benefit from any reductions in defense spending as a result of the peace

process. Nevertheless, further expansion and improvement of quality have to depend, to a large extent,

on improved efficiency, cost recovery whenever feasible, and expansion of private education. Reduction

in population growth will address issues of quantity. With respect to efficiency, increase in class size

(pupils:teacher ratio) is a logical place to increase efficiency especially that published figures, ranging

between 17:1 and 24:1 leave room for improvement. The fragmentation of schools referred to in para.

2.14 as well as rented residential school buildings are contributing factors and need to be addressed.

E. Government Education Policy

2.22 High level policy guidelines presented during the seminar of educational reform held on April

10-11, 1994 reiterated the emphasis of the reform on quality particularly with respect to curricula,

textbooks and teacher training. In addition, the following was emphasized: (i) promoting decentralization

in education and applying flexibility in administration and management; (ii) establishment of vertical

coordination with higher education whose institutions need to revise their programs in light of changes

in the structure and curricula of the secondary cycle; (iii) exploring ways for attracting candidates of high

academic standards into university teacher education programs and provide for improvement of quality

and enhancement of the status of teachers and their professionalism; and (iv) need to develop a forward-

looking investment program in TVET involving and coordinating the programs of the MOE, VTC, and

community colleges and emphasizing linkages with the labor market and the productive sectors. Securing

resources to improve educational quality necessitates, among other measures, increasing the efficiency

of the public education system and expanding the share of the private sector.

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F. Bank Strategy and Lending Experience

Bank Involvement in the Education Sector

2.23 Since 1972, the Bank has been assisting the Government to develop the education and trainingsystem through the financing of two credits and seven loans. The earlier education projects focusedprimarily on developing an institutional structure, especially with respect to staff development, forsecondary and vocational schools and community colleges. School construction has been the focus ofseveral projects, in order to support Government efforts to improve access to schooling for a rapidlygrowing population. Bank projects have also supported the expansion of vocational training capacity andthe development of management training. The most recent projects have focused mainly on theimprovement of educational quality for basic and secondary education.

2.24 The objectives of the Third Education Project (Loan 1781-JO, 1979) were to: (i) expand andimprove vocational and technical education; (ii) improve the planning, research, and monitoringcapabilities of the MOE; and (iii) strengthen the school building maintenance program. The overallobjective of the Fourth Education Project (Loan 2068-JO, 1981) was to increase the number of, andimprove the training for, skilled workers. The Fifth Education Project (Loan 2246-JO, 1983) wasdesigned to increase the output of skilled male and female workers, improve access to preparatory andsecondary education in remote rural areas, and support institutional strengthening of the MOE. The SixthEducation Project (Loan 2378-JO, 1984) supported the expansion and improvement of compulsory andgeneral secondary level schooling, enhanced prevocational programs, and continued the MOE institutionaldevelopment program.

2.25 The First Manpower Development Project (Loan 2633-JO, 1985) included a component toincrease the supply of trained skilled and semi-skilled workers graduating from the Vocational TrainingCorporation (VTC) program, and to increase the role of the VTC Occupational Training Officers inmonitoring and regulating occupational safety. The Seventh Education Project (Loan 2890-JO, 1987) wasdeveloped to improve the quality of education through teacher upgrading and the development ofinstructional materials, improve school quality through the construction of 58 schools and thedevelopment of a maintenance system, strengthen the linkage between training and the labor market, andimprove the planning, management, and evaluation capabilities of the MOE.

2.26 Despite the accomplishments in previous projects, the education sector has been criticized forlow quality of students' learning at schools. As part of a comprehensive reform, HRDSIL I (Loan 3106-JO, 1989) is being implemented to support the development and introduction of new curricula andtextbooks for basic education, strengthen pre-service teacher training, provide in-service training for basicand secondary teachers, principals, and supervisors, construct about 180 schools, expand vocationaltraining capacity, and establish the NCERD. The pace of certifying all basic education teachers has beenslowed down and admissibility to universities along with closeness to retirement have been adopted amongthe criteria for selection.

Lessons Learned

2.27 The following lessons have emerged from previous experience including the ongoingimplementation of HRDSIL I: (i) project design must be flexible enough to allow for modifications(basedon evaluation and reviews) especially that the implications of the regional peace process cannot beforeseen in a detailed form; (ii) implementation schedules should be realistic considering the prevailing

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capabilities and common constraints; (iii) periodic in-depth supervision and evaluation, involving relevant

expertise should be conducted; (iv) the role and specific commitment of cofinanciers with respect to

components should be clarified; (v) the Government's share in project costs must be budgeted early

enough for timely implementation; and (vi) appropriate coordination at all levels within the MOE and

between MOE and other relevant institutions should take place. NCERD has contributed in a qualitative

manner to sector planning and decision making. It needs to be rooted as a permanent quality institution.

Rationale for World Bank Assistance

2.28 While the Government is strongly committed to the ten-year reform program, it will need

substantial outside support to implement the various components. Bank support for the project is justified

for the following reasons: (i) the Bank was closely involved with the Government in preparing the reform

program and financed the first project to support it; (ii) the reform program is a long-term initiative

which covers a wide range of issues and activities, and no other donor has the depth of experience and

resources necessary to support it; and (iii) the project would constitute a key element in the country's

strategy for human resources development, which is also concerned with quality issues and linkages to

the local and regional labor market. The Country Strategy emphasizes outward-oriented, private sector-

based growth. Raising the quality of education and promoting higher cognitive skills as well as quality

technical skills are an important element of the strategy. Involvement of the private sector in TVET

policy development and training would also contribute positively to the strategy.

III. THE PROJECT

A. Proiect Objectives and Scope

3.1 The central project objective is to improve educational quality. The focus will be on

measures to enhance the teaching-learning environment including teaching competencies, curricula and

textbooks, administration and management, and creating a strong institutional framework particularly in

relation to vocational and technical education, examinations and national assessment. In addition,

measures would be sought aimed at economizing in the use of public resources (para. 3.2). The scope

is largely defined by the Education Reform program and the measures that will be supported are directed

towards the realization of its overall goals over the 1995-2000 period.

B. Policy Framework

3.2 Promoting quality is the major policy of the Government in the education sector and it is the

underlying theme of the reform. Other major policies include: attaining and maintaining universal basic

education; and directing higher proportions of students, particularly boys, to TVET after basic education.

Decentralization and developing a supportive social/community base, developing a futuristic investment

program in TVET, and increasing efficiency have been recently stated as policy guidelines. Specific

initiatives and deliberations on increasing efficiency, mobilizing resources, enhancing cost recovery and

increasing the involvement of the private sector include: (i) increasing students' contributions to schools;

(ii) developing a more economical and flexible school building model; (iii) reduction of fragmentation

in schools; (iv) establishing a system of loaning textbooks to students of grades 5-10; and (v) licensing

of private universities.

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C. Project Components

3.3 To ensure ownership of the project by the Borrower's implementing agencies, a participatoryapproach was pursued and the project has been developed in close collaboration between the Bank andthese agencies. MOE units were involved in an exercise to evaluate accomplishments and constraints,and to identify future needs in relation to the education reform. These were reviewed in a two dayseminar in April 1994 and formed the basis for detailed action plans for each component which wererevised during the pre-appraisal mission. Several studies dealing with issues relevant to the project wereundertaken by local entities. NCERD was involved in delineating the action plans which includerationale, objectives, description of activities, cost estimates, monitoring indicators, and animplementation schedule. Sub-projects, drawn from the action plans, for those activities to be completedduring the first year or phase of project implementation were reviewed with the appraisal mission. Thefollowing components are detailed in the action plans:

Component 1: Deepening the Oualitative Impact of the Reform (US$36.9 million base costs)'

3.4 The objectives of this component are to: (i) improve and extend the in-service trainingprogram related to the implementation of new curricula to teachers who have not been included in earliertraining and enhance teaching competencies; (ii) develop the capacity to provide school-based integratedin-service training and quality improvement initiatives; (iii) sensitize teachers to diagnostic approachesand remedial interventions; (iv) improve the capacity of trainers, administrators, and principals foradministrative and educational leadership; (v) improve the provision of educational materials to schools;(vi) extend the reform program to encourage school-based quality improvement initiatives; (vii) align thecontent and objectives tested by the General Secondary School Certificate Examination (GSSCE) with thenew curricula; and (viii) extend the reform program to strengthen and improve TVET.

3.5 To achieve these objectives, the proposed project would support the following sub-components:

Staff development (US$2.7 million). This consists of in-service teacher training for 16500 teachersin the CDTP and 27,200 teachers in enrichment and specialized training programs. The latter includeinterventions to sensitize elementary school teachers in classroom diagnostic and remedial approaches- to identify and analyze difficulties of students and take measures to help them overcome thedifficulties. In addition, in-service training would be provided to 925 trainers; 1350 educationadministrators and counselors; and 2000 principals, assistant principals, and vocational technicalcoordinators. The project would support technical assistance, workshop expenses, and staff trainingfor these in-service training activities.

Examinations/Assessment (US$3.6 million). The project would support technical assistance,workshop expenses, and staff training for the introduction of revised assessment techniques andprocedures emphasizing cognitive skills with the purpose of aligning the content and objectives testedby the GSSCE with the new curricula. The sub-component also includes the development of sampletests for students and teachers to introduce the emerging changes to all concerned, in addition todeveloping other types of tests for special purposes.

6. Unices otherwise indicated, cost estinatca do not include contingencies.

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School-based innovations (US$0.4 million). Encouraging and supporting school-based quality

improvement initiatives and innovative ideas, on a pilot basis, according to an agreed mechanism

specifying criteria and clarifying mode of operations.

TVET (US$29.1 million). An investment program has been prepared to put into effect actions and

means to address the policy recommendations and the agreed strategy (see Annex 3A). Components

of this program vary in the precision of their formulation. Some necessitate expert advice and study;

for example, developing a capacity to link national economic and human resources development

policy formulation and planning, and strengthening the National Task Force to harmonize the policy

goals of economic and human resource development. Other proposed components, e.g. those dealing

with establishing new institutions, and increasing and upgrading equipment, need review and scrutiny

to verify their conformity to the agreed strategy and policies taking into consideration the importance

of having employers (particularly those of the private sector) share the financial responsibilities of

training. For this purpose, detailed criteria for sub-project preparation and appraisal have been

developed and agreed (Annex 3B). The Intermediary/NCERD would be strengthened in the areas

of TVET and human resource development in order to spearhead relevant research and appraise these

sub-projects along with others in the investment program. For this specific subsector, the approval

of the Bank would be needed prior to the implementation of initial sub-projects (para.4. 11).

The other sub-components (US$1.2 million) in this category are: a pilot school-based in-service

training program and the development of a mechanism for the provision of instructional materials

(other than textbooks) to schools, such as library books and audio-visual aids.

Component 2: Institutional Development (US$11.5 million)

3.6 The objectives of this component are to: (i) enhance the capacity and upgrade the quality of

GDCET's Learning Resource Centers (LRCs) to manage and provide different modes of staff support

programs; (ii) further improve the capacity for publishing and distribution of textbooks and teachers'

guides; (iii) improve the functioning of the General Directorate for Evaluation and Examinations (GDEE);

(iv) strengthen the capacity of NCERD to undertake research relevant to policy development and decision

making in collaboration with MOE, and to monitor the reform program; (v) institutionalize school

building management, control, and maintenance services; and (vi) provide for efficient and effective

management of the proposed HRDSIL II, including annual and periodic review of project components.

3.7 To achieve these objectives, the proposed project would support the following sub-

components:

Learning Resource Centers (US$3.5 million). Phase A (July 1995-June 1988): upgrade the facilities,

equipment, and staff of six already functioning LRCs (including constructing two replacements for

Amman and Balkaa); and carry out an external assessment of their role and effectiveness. Phase B

(July 1988-June 2000): establish two more LRCs unless the assessment recommends otherwise.

Textbook publishing and distribution (US$4.9 million). The capacity of the GDCET to publish and

distribute textbooks and teachers' guides would be improved through the provision of technical

assistance, equipment, and staff training to upgrade the publishing and distribution systems (printing

continues to be contracted to private presses). In addition, the textbook evaluation and revision

system would be further developed through the provision of technical assistance and staff training.

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Feedback systems for the GSSCE (US$1.9 million). The reform of the GSSCE will require moreefficient and accelerated systems for data processing, test production, and feedback reporting in theGDEE. The project will support the provision of equipment, technical assistance, and staff trainingto improve the GDEE's capabilities and to strengthen the administrative and feedback systems for theGSSCE. In addition, the project will support securing premises to accommodate the expandedactivities of GDEE and to provide needed security for their operations.

Educational Management Information System (EMIS) (US$0.4 million). The project will supportimproving the EMIS and its expansion to regional offices through the provision of equipment,technical assistance, and staff training.

National Assessment Program (US$0.2 million). The project will support equipment, materials, andworkshops for the institutionalization of a national assessment program at the NCERD to monitor theattainment of learning achievement.

The project would also support providing resources for project management (US$0.05 million),external assessment of implementation (US$0.05 million) and constructing a facility or securingpremises for NCERD (US$0.7 million). NCERD started in rented premises and then moved to thenew building of the HCST. As HCST took off and expanded its operations, space has been takenaway from NCERD and further demands for space have been made. At the same time, NCERD'sworkload, including involvement in local, regional and international activities and projects hasincreased along with an increase in operational visits by consultants. The need for a library,conference room, training facilities, as well as space for administering national assessment should beunderlined.

Component 3: Improving the Facilities for Teaching and Learning (US$106.2 million)

3.8 The objectives of this component are to: (i) improve the learning environment by enhancingthe quality of school facilities; and (ii) develop a rationalized civil works program to accommodate thehigh demand for enrollment. To achieve these objectives, the proposed project would support thefollowing sub-components:

School expansion. rehabilitation, and new construction. (US$106.2 million) The project wouldsupport a civil works and equipment program which would provide about 95,000 student places(against 122,000 requested by the MOE) through: expansion of existing school facilities to maximizetheir potential absorptive capacity (about 30,000 student places), and new construction to replacerented facilities (about 23,000 student places), reduce double shifting (about 5,000 student places),and accommodate part of the natural increase in the population in state-owned schools (about 37,000student places). In addition, the project would support school rehabilitation to improve the conditionof dilapidated schools. Technical assistance would be provided to the General Directorate forProjects and School Buildings (GDPSB) to conduct a review of the management and supervisionfunctions of the general directorate and to develop a sustainable maintenance program. Thegovernment has agreed to develop a prototype school design that is effectively more economical thanthe design used under HRDSIL I.

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D. Action Plans

3.9 Sector investment operation. Support to the Government's educational reform program that

covers an extended period (1989-2000) and involves a wide range of policy measures and institutional

development for basic and secondary education is a good opportunity for a sector investment lending

instrument. As was the case during HRDSIL I, structuring the project as a sector investment program

allows flexibility for making adjustments as the reform program progresses, involves the use of objective

and agreed criteria for the allocation of funds to sub-projects, and encourages cooperation and

coordination among the various beneficiaries. The project sub-components are embodied in the action

plans covering the five-year period and including explicit appraisal criteria. To implement the project,

the beneficiaries would break the action plans down into sub-project proposals for appraisal by the

Intermediary and/or the Bank. For example, the School Construction and Expansion Action Plan would

be implemented as two sub-projects, the first specifying the civil works program for years 1 to 3 of the

project, and the second for years 4 to 5 of the project. Each sub-project would have its own set of

objectives, target groups, monitoring indicators, implementation schedule, and work plans. Detailed

action plans have been developed for the various components and they will be included in the

Implementation Volume. A one-page summary of each action plan, highlighting its objectives,

components, cost and sustainability is presented in Annex 2. The following is a list of these action plans:

1. Training school principals and assistants2. Training educational administrators/counselors3. Staff development: in-service teacher training4. Staff development: training the trainers5. Staff development: pilot school-based in-service training program

6. Aligning the content and objectives tested by the GSSCE with the new curricula

7. Strengthening administrative and feedback systems for the GSSCE

8. Developing classroom-based diagnostic testing for remedial interventions

9. GDCET computerization10. Textbook publishing11. Trialling and evaluation (of textbooks)12. GDCET distribution13. Learning resource centers14. NCERD's sample based national assessment of learning achievement15. NCERD's educational management information system16. School construction and expansion17. Equipment for schools18. School building maintenance19. School rehabilitation20. Pilot school-based innovation program21. School libraries and other educational materials22. Technical and vocational education and training (TVET)

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IV. PROJECT COSTS. FINANCING. MANAGEMENT. AND IMPLEMENTATION

A. Cost of the Project

4.1 The total project cost is estimated at about US$186.7 million equivalent includingcontingencies (US$32.0 million) and duties and taxes (US$0.9 million). Equipment and goods importeddirectly for use by government agencies are exempt from duties and taxes. The US$0.9 million isexpected to cover indirect taxes on locally procured civil works and goods. The foreign exchangecomponent amounts to about US$105.4 million or 56 percent of total cost, excluding taxes. Total costsinclude civil works; furniture, equipment, vehicles, and design/supervision fees; technical assistance,consisting of expert services and fellowships; workshops, training materials, and professional fees; localtraining; and incremental recurrent costs. The proposed loan (US$60.0 million equivalent) would financeabout 32 percent of total project costs, net of taxes and duties. The cost breakdown is shown in Tables4.1 and 4.2.

Base Costs

4.2 Project costs were based on prevailing market prices estimated for works, goods and servicesat the time of appraisal in November 1994 and were adjusted to reflect costs at negotiations in February1995. It is assumed that equipment, goods and services procured for the project would be exempt fromcustoms duties and local taxes. Specifically:

(a) Civil Works. Cost estimates for civil works (new construction and rehabilitation) were basedon contracts for educational facilities awarded in January 1994 under HRDSIL I (Loan 3106-JO).

(b) Eguipment and Furniture. Equipment and furniture unit costs are based on contracts foreducational facilities awarded in April 1994 under HRDSIL I.

(c) Technical Assistance (TA). Cost estimates for technical assistance (US$14,000 per staff-month for foreign specialists and US$1,500 per staff-month for local specialists) were basedon unit costs for comparable technical assistance and specialist services under similarcontracts administered under HRDSIL I. TA costs include fees for services rendered,overhead, recruitment, travel, lodging and subsistence costs. The cost of short termfellowships abroad (US$5,000 per staff-month) includes travel, boarding, subsistence andtraining fees. Professional fees for architectural and engineering design and supervisionservices are calculated at about 9 percent of the projected cost of new construction.

Contingency Allowances

4.3 Project costs include a contingency for unforeseen physical conditions (US$11.8 million)equal to 8 percent of the estimated base cost (excluding technical assistance, fellowships and new staff).Annual rates of foreign price increases have been estimated at an average of 2.2 percent for 1995 through2000. Annual rates of local price increases for all items have been estimated at an average of 4.5 percentfor 1995 through 2000. Total contingencies represent 21 percent of the base cost.

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Foreign Exchange Component

4.4 The foreign exchange component was estimated as follows: (i) civil works, 50 percent; (ii)furniture, 80 percent; (iii) equipment, vehicles, and software, 100 percent; (iv) technical assistance,including specialist services (90 percent for foreign and 10 percent for local), and fellowships (95percent); (v) workshops and professional fees, 0 percent; (vi) materials and textbook publishing, 50percent; (vii) maintenance, 30 percent; and (viii) local training, 30 percent.

Incremental Recurrent Costs

4.5 Incremental recurrent costs consist of salaries of incremental staff, and maintenance costs forthe facilities and equipment. The salary costs (US$1.0 million total for the five years) are based oncurrent remuneration of civil service personnel. Building maintenance costs (US$1.5 million total) arecalculated at about 2 percent of civil works refurbishing, and new construction costs and equipmentmaintenance costs (US$1.1 million) are estimated at 4 percent of the acquisition cost of equipment,annualized over the period of the project. Incremental recurrent costs will average to US$0.7 millionannually, and will not be financed under the proposed loan.

B. Project Financing

4.6 The project financing plan is shown in Table 4.4. Including contingencies, the proposed Bankloan of US$60 million would finance about 32 percent of total costs. Parallel cofinancing of about US$60million will finance 32 percent of total costs, and the Government contribution of US$65.81 million plustaxes would cover the remaining 36 percent. In case cofinancing does not materialize by March 1, 1996,the project would be reprogrammed by dropping part of the TVET component and part of schoolconstruction and related equipment unless the needed financing is secured from Government and/or othersources.

C. Project Management and Implementation

4.7 Management structure. Management of project implementation would be based on experienceacquired, and lessons derived, from implementation of HRDSIL I. In particular: (i) there is the effectivemerger between the Intermediary Technical Unit and NCERD's research and development functions; (ii)NCERD will provide the technical expertise required for sub-project appraisal; and (iii) the sub-projectappraisal procedures will be streamlined as per Annex 4, Chart 1. The beneficiaries would beresponsible for preparing the sub-project proposals for appraisal and approval. If the sub-project isapproved by the Intermediary Policy Council, the beneficiary would then be responsible for implementingthe sub-project. These arrangements have demonstrated their efficacity, as attested to by the HRDSILI Mid-Term Review (February 1994).

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Table 4.1: COST SUMMARY BY PROJECT COMPONENT

Project Components LAl Foreign Total Locl Foreign Total % Forip %ToBalBeExchange Coeb

(,D million) (US$ million)

A. Deepaing Qualitative Impact ofthe Reform

1. Staff DevdopentPrincipals 0.13 0.06 0.19 0.20 0.09 0.29 33Educational Adminisrstors 0.08 0.06 0.14 0.12 0.09 0.21 44 -In,Service Teacher Training 0.68 0.60 1.28 1.05 0.92 1.97 47 1Trmining of Trainers 0.07 0.05 0.13 0.11 0.08 0.19 44 -Pilot School-Based In-ser. Training 0.41 0.21 0.62 0.63 0.32 0.96 34 1Subtotal Staff Developjmeast 137 0.98 2.35 2.10 1.32 3.62 42 2

2. GSSCE ReformAligning GSSCE with New Cur. 1.10 1.08 2.18 1.69 1.66 3.35 50 2Diagnostic Teting 0.05 0.12 0.17 0.08 0.18 0.26 69 -Subtotal GSSCE Reform 1.15 1.20 2.35 1.77 1.84 3.61 51 23. Educational Materials 0.07 0.07 0.13 0.10 0.10 0.20 50 -4. School-Based Ilmovation 0.16 0.13 0.29 0.25 0.20 0.45 45 -S. Voc. and Technik Education 3.78 15.11 18.89 5.82 23.24 29.06 80 19Subtotal Deepening QualitativeImpact of the Reform 6.53 17.48 24.01 10.04 26.90 36.94 73 24

B. Instiutiona Development

1. Laning Resou:e Calters 1.14 1.15 2.29 1.76 1.77 3.53 50 22. Publishing, Production, & Dis.Computerization 0.05 0.34 0.39 0.07 0.53 0.60 88 -Textbook Production 0.19 1.34 1.53 0.29 2.06 2.36 87 2Distribution Development 0.53 0.33 0.86 0.82 0.51 1.33 38 1Trialling and Evaluation 0.35 0.03 0.38 0.54 0.04 0.58 7 -Subtotal Publishing, Production, 1.12 2.04 3.16 1.72 3.14 4.87 65 3and Distribution

3. ExaminationsStrengthening Feedback Systena 0.53 0.69 1.22 0.81 1.06 1.87 57 14. Plnning, Research, and Dev.EMIS 0.10 0.14 0.23 0.15 0.21 0.36 59 -National Assesnent 0.07 0.03 0.10 0.11 0.04 0.16 29Facilities for NCERD 0.22 0.20 0.43 0.34 0.31 0.65 47 -Subtotal Mlanning, Reaerh, and 0.39 0.37 0.76 0.60 0.57 1.17 49 1Development

5. Project rnngement 0.03 0.00 0.03 0.05 0.01 0.05 10 -6. External Assessment of Impi. 0.03 0.00 0.03 0.05 0.01 0.05 10 -Subtotal Institutional Development 3.24 4.26 7.50 4.99 6.55 11.54 57 7C. Improving Facilities forTeaching and Learning

1. Facilities Improvement 31.38 37.60 69.00 48.28 57.86 106.15 55 69Subtotal Improving Facilities for 31.38 37.60 69.00 48.28 57.86 106.1 SS 69Teaching and Learning

Total BASELINE COSTS 41.15 59.35 1003S1 63.31 91.31 154.63 59 100Physical Contingencies 3.16 4.53 7.69 4.87 6.97 11.84 59 8Price Contingencies 8.53 4.60 13.13 13.12 7.07 20.19 35 13Total PROJECT COSTS 52.85 68.48 121.33 81.30 105.36 186.66 56 121

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Table 4.2: COST SUMMARY BY PROJECT EXPENDITURE ACCOUNT

Expenditure Local Foreign Totl Local Foreign TotWl % Foreign %Total

Account Exchange BaeW

(JD million) (USSS million) Coats

1. Investment CostA. Civil worksNew Construction 24.10 24.10 48.20 37.08 37.08 74.16 50 48

Rehabilitation 6.56 6.56 13.12 10.09 10.09 20.18 50 13

Design/Supervision 1.99 1.99 3.98 3.06 3.06 6.12 50 4

Subtotal Civil 32.65 32.65 65.30 50.23 S0.23 100.46 50 65

Works

B. Equipnent 2.45 22.06 24.51 3.77 33.93 37.70 90 24

C. Technial Ast.Local Consultants 0.72 0.08 0.80 1.11 0.12 1.23 10 1

International Cons. 0.15 1.33 1.47 0.23 2.04 2.27 90 1

Fellowships 0.07 1.34 1.41 0.11 2.05 2.16 95 1

Subtotal Tehnical 0.94 2.74 3.68 1.44 4.22 5.66 75 4

Assistance

D. Local Trainin 1.12 0.48 1.60 1.73 0.74 2.47 30 2

E.Workshops/Fee 1.24 - 1.24 1.91 - 1.91 0 1

F.Training Mat. 0.92 0.92 1.85 1.42 1.42 2.84 S0 2

Total Investment 39.33 S8.85 98.18 60.50 90.54 15.04 S3 98

Costs

11. Recurrent CostA. Maintenance 0.69 0.30 0.98 1.06 0.45 1.51 30 1

(Civil Works)

B. Maintenance 0.48 0.21 0.69 0.74 0.32 1.05 30 1

(Equipment)

C. New Staff 0.66 - 0.66 1.02 - 1.02 0 1

Total Recurrent 1.83 0.50 2.33 2.81 0.77 3.58 21 2

Costs

Total BASELINE 41.15 59.35 100.51 63.31 91.31 154.63 59 100

COSTS

Physical 3.16 4.53 7.69 4.87 6.97 11.84 59 8

Contingencies

Price Contingencies 8.53 4.60 13.13 13.12 7.07 20.19 35 13

Total PROJECT 52.84 68.48 12133 8130 10536 186.66 56 121

COSTS

NOTE: Numbers nmy not add up to totals due to rounding.

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4.8 The Intermediary/NCERD. The Intermediary was formed under HRDSIL I to serve as thecentral entity to ensure coordinated implementation of the various sub-projects that comprise the reformprogram as a whole. Established by decree of the Office of the Prime Minister in 1988, the Intermediaryconsisted of a Policy Council and a Technical Unit (see Annex 12). Since 1990, on the basis of a decreeby the Higher Council for Science and Technology (HCST), NCERD has assumed all the functions ofthe Intermediary Technical Unit: NCERD's professional staff have taken on the Technical Unit'sresponsibilities. This merger has the advantages of maintaining and institutionalizing the expertise gainedin project appraisal, monitoring and implementation of the reform program, as well as gaining economiesof scale and synergy between development and policy research activities. This is especially so sinceappraisal work is concentrated in the early project years and, nonetheless, entails expertise related topolicy research (para 2.6). In addition, NCERD: (i) makes policy recommendations aboutimplementation within parameters agreed upon with the Bank; and (ii) formulates and recommends sectorpolicies on the basis of data, information and experience from research, EMIS and through theimplementation of the reform program. Since the Bank and Government have agreed to delegate specificappraisal and supervision functions to the Intermediary and NCERD, assurances were provided duringproject negotiations that the Government will maintain the Intermediary Policy Council, and the TechnicalUnit within NCERD during the project implementation period, with organization, staff, and terms ofreference satisfactory to the Bank.

4.9 The Intermediary Policy Council. The responsibilities and membership of the IntermediaryPolicy Council would remain similar to those defined under HRDSIL I. The responsibilities of theCouncil would be to: (i) approve sub-projects appraised and submitted by NCERD's professional staff;(ii) make policy decisions about implementation within parameters agreed upon with the Bank; (iii)formulate and recommend sector policies on the basis of data and experience garnered through theimplementation of the reform program; (iv) review the quarterly reports on program implementationsubmitted by NCERD's professional staff; and (v) carry out annual reviews and a mid-term review ofprogram implementation in collaboration with the Bank. The Policy Council is represented by seniorstaff from all entities participating in the educational reform program, and a representative from theMinistry of Planning. This arrangement, as well as the presence of NCERD's president on the Boardof Education, (i) ensures a high degree of integration between those responsible for project management(resource allocation and monitoring) and implementation (the line ministries and VTC); (ii) maintainsthe relative autonomy, stability and professional quality required of the intermediary functions, and (iii)promotes cross-fertilization between the policy research and development functions in a relatively stableand professional environment.

4.10 The Technical Unit/ NCERD professional staff. The Technical Unit [as part of the NCERD(para. 4.8)] would be responsible for procurement in addition to: (i) appraising sub-project proposalssubmitted by the beneficiaries; (ii) preparing appraisal reports and recommendations on approval forreview by the Intermediary Policy Council; (iii) monitoring the implementation of sub-projects and theproject in general; (iv) monitoring implementation and preparing implementation reports for review bythe Bank and the Policy Council according to an agreed timetable; (v) maintaining project accounts andarranging for annual audits; (vi) contracting technical assistance for implementation; and (vii) acting asthe Secretariat to the Intermediary Policy Council. Based on the experience of HRDSIL I, the currentlevel of NCERD professional staff (see Table 1 in Annex 12) is adequate. However, some expertiseneeds to be made available in TVET and in research related to human resources development.

4.11 Preparation. appraisal. and approval of sub-projects. A sample format for preparing sub-projects is presented in Annex 4. Responsibility for sub-project identification, preparation, and

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implementation lies with the beneficiaries, the relevant general directorates of MOE, NCERD, VTC andMOHE. While individual sub-projects would differ, their basic format would adhere to certaincommonalities in order to facilitate review and appraisal. Sub-project applications would be given apreliminary review by the submitting beneficiary institution. In the case of MOE, this would be doneby a steering committee headed by the Secretary General; similar reviews would be done by VTC for itssub-projects. A favorable review would constitute institutional endorsement of the sub-project, whichwould then be submitted to the NCERD for appraisal. During negotiations, it was agreed that the firstsub-projects related to TVET to be implemented by each of MOE, MOHE, and VTC, and threeadditional TVET sub-projects, as well as other sub-projects selected by the Bank, shall be presented tothe Bank for approval at least one month prior to the scheduled start of implementation.

4.12 NCERD's professional staff would begin each appraisal by determining whether each sub-project was properly prepared. Inadequately prepared sub-projects would be returned to the entity oforigin with a clear statement of the deficiencies. Accepted sub-projects would be assigned to technicalstaff for appraisal on the basis of an agreed set of criteria. Using a standard format (Annex 4), technicalstaff would prepare an appraisal report which would be endorsed by NCERD's president and thensubmitted to the Intermediary Policy Council for approval. Once approved, the entity of origin wouldbe authorized to begin implementation. (The flow chart of this process is in Annex 4 as Chart 1).

4.13 Criteria for appraisal and approval of sub-proiects. NCERD and the Intermediary PolicyCouncil would appraise and approve sub-project requests on the basis of five general criteria: (i)relevance to the objectives and priorities of the reform program; (ii) technical quality; (iii) implementationcapacity; (iv) cost efficiency; and (v) impact on recurrent budget and availability of human and financialresources to ensure sustainability. Annex 4 provides the general format for the submission of sub-projectsand the general criteria for sub-project preparation, appraisal, and approval. In addition to the precedinggeneral criteria, sub-project evaluators would use specific action plan and/or sub-project appraisal criteriaincluded in the project implementation volume. Criteria specific for TVET sub-project appraisal areincluded in Annex 3B. During negotiations, the Government agreed that it will operate in accordancewith these guidelines, criteria and procedures that are satisfactory to the Bank.

4.14 Sub-Droject implementation. The beneficiaries would be responsible for implementing theirrespective sub-projects. Sub-projects related to school construction would be the responsibility of theMOE's GDPSB. The General Directorate has demonstrated its implementation capacity through theachievements made during implementation of HRDSIL I. In addition, the proposed project includes aSchool Building Management sub-component which would provide specialist consultants to analyze andrevise the role of GDPSB in the management and monitoring of school construction. It is expected thatthe capacity of GDPSB to plan and supervise the school construction program would be improved as aresult. Other civil works activities and the maintenance program would also be the responsibility ofGDPSB.

4.15 The GDCET would be responsible for implementing the sub-projects related to educationaltechnology, the Learning Resource Centers, textbook publishing, and distribution. The GDEE would beresponsible for implementing the sub-projects related to the GSSCE, and NCERD would be responsiblefor implementing those sub-projects related to development of the EMIS and sample-based nationalassessment. MOE's Education Training Center would implement the staff development sub-projects.Beneficiaries responsible for implementing the TVET component will be the three providers--the MOE,VTC and MOHE. The concerned General Directorates of the MOE and NCERD have proven their

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competence in the implementation of sub-projects under HRDSIL I. The implementation performanceof each beneficiary will be reviewed by the supervision missions and during the Mid-Term Review.

4.16 Monitoring of sub-proiect implementation. NCERD would be responsible for monitoring theimplementation of the sub-projects and would collect and compile impact and implementation data toserve as the basis for quarterly reports to the Intermediary Policy Council and semi-annual progressreports to be submitted to the Intermediary Policy Council and the Bank. Each sub-project would containindicators for monitoring performance. The reports would focus on objectives, attainment of targets,adherence to timetables, financial status, internal coordination, general management, identification ofimplementation problems, recommendations to overcome problems and resolve issues, and suggestedwork plans for modifications related to the implementation period.

4.17 Indicators of the impact of the reform program will concentrate on achievement, access andequity. The Educational Management Information System (EMIS) will provide sufficient information inthe area of access and equity, desegregated by gender, level and region. Indicators of achievement willbecome available once the national assessment system is in place. Data selected from the 1993 nationalsurvey conducted by NCERD (including achievement in Arabic, mathematics and science in grades 4,5and 8) and/or new baseline benchmarks should be used as monitoring indicators for periodic (1997 and1999) follow-up of the impact of project interventions. Furthermore, specific studies will be performedto assess the impact of components such as in-service teacher training and dissemination of diagnosticapproaches.

D. Procurement Arran2ements

International Competitive Bidding (CB)

4.18 Civil works (school construction, expansion and rehabilitation) estimated to cost more thanUS$4.0 million and equipment (equipment, furniture, vehicles and software) costing more thanUS$350,000 per contract will be procured through ICB procedures in accordance with the Bank's"Guidelines for Procurement Under IBRD Loans and IDA Credits' (May 1992) using the Bank's standardbidding documents. In the evaluation and comparison of bids for goods, domestic manufacturers wouldbe granted a margin of preference of 15 percent, or the relevant duty, whichever is lower, in accordancewith Appendix 2 of the Guidelines. The amounts and methods of procurement are shown in Table 4.3.Procurement is the responsibility of the Technical Unit/NCERD (see para.4. 10). To expediteprocurement, the Government shall establish special tender committees for civil works and goods.

Exceptions to ICB

4.19 The exceptions to ICB would be the following:

(a) Local Competitive Bidding (LCB). Civil works estimated to cost less than US$4.0 millionper contract and goods estimated to cost less than US$350,000 per contract, up to US$63.0million in aggregate for works and US$13.0 million in aggregate for goods, would beawarded on the basis of LCB procedures. Such contracts would be for those facilities andequipment packages which are small, widely scattered geographically and, even whenpackaged, are unlikely to attract foreign firms.

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(b) International ShoDning (IS). Bid packages for goods estimated to cost between US$50,000and US$350,000 (US$0.20 million in aggregate) and containing small quantities of items ofgreat variety, which would not be expected to interest volume suppliers, may be awardedunder IS procedures, based on comparing price quotations from at least three suppliers fromat least three countries eligible under the Guidelines in accordance with procedures acceptableto the Bank.

(c) Local Shopping (LS). Bid packages for goods estimated to cost less than US$50,000 up toan aggregate amount of US$0.30 million, and containing small quantities of a great varietyof items, which would not be expected to interest international suppliers, may be awardedunder LS procedures based on comparing prices from at least three suppliers eligible underthe Guidelines in accordance with procedures acceptable to the World Bank.

(d) Technical Assistance (TA). Qualified firms or institutions as well as individual specialists,would be invited to submit proposals for a comprehensive package of consultant services andfellowships in accordance with the "Guidelines for the Use of Consultants by World BankBorrowers and by The World Bank as Executing Agency' (August 1981). TA would becontracted in keeping with the terms of reference (TORs) packaging and schedule agreed withthe Bank at loan negotiations. The TA summary and schedule are in Annex 6.

Bid Documents and Contract Review

4.20 The Bank will review the first bidding package for both works and goods prior to issuanceof the bids. The threshold for prior review of contracts (as described in paras. 2 and 4 of Appendix 1of the Guidelines) will be those contracts costing the equivalent of US$2.0 million or more for works,US$350,000 or more for goods and equipment, and US$100,000 for consulting firms and US$50,000 forindividual consultants. IBRD will review TORs for technical assistance contracts under US$100,000equivalent. It is estimated that IBRD prior review will cover 55 percent of the value of all contracts forworks, goods and services financed by the Bank. The lower threshold level for prior review is justifiedbecause of the satisfactory past performance of the Borrower, there will be a large number of similar andrepetitive contracts, and there is an Intermediary which is experienced in procurement under World Bankguidelines. The remaining contracts will be subject to selective post-award reviews by IBRD. Duringnegotiations, assurances were provided that the Bank's standard bidding documents would be used forthe procurement of works and goods under international competitive bidding, and that for localcompetitive bidding, standard bidding documents agreed with the Bank would be used.

E. Disbursements

4.21 The project would be implemented over a period of five years (1995-2000) and disbursed overa period of five and a half years-12 months shorter than the disbursement profile of the sector. This isdeemed achievable because: (i) the Intermediary and the beneficiaries have a proven track record forefficient implementation; and (ii) the executing agencies are familiar with both the programs to beimplemented and implementation procedures. The disbursement percentages for the allocation of the loanproceeds (US$60.0 million) would be as follows: 50 percent of total expenditures for civil works(US$36.00 million total); 100 percent of foreign expenditures, 100 percent of local expenditures (ex-factory cost) and 90 percent of local expenditures for other equipment and furniture items procuredlocally (US$15.00 million total); 50 percent of total expenditures for textbook publishing (US$1.4

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million); 100 percent of foreign expenditures and 95 percent of local expenditures for technical assistanceand fellowships (US$3.20 million total), and US$4.40 million unallocated.

4.22 All disbursements will be fully documented except for payments under contracts costing lessthan US$2.0 million for civil works, US$350,000 for equipment and furniture, US$100,000 forconsulting firms, US$50,000 for individual contracts, and for the first civil works and equipmentcontracts, regardless of cost, which would be made on the basis of statements of expenditure (SOEs).The disbursement schedule is shown in Annex 9.

Table 4.3: PROCUREMENT ARRANGEMENTS(USS million)

Category International Local Other N.B.F. TotalCompetitive Competitive

Bidding Bidding

Civil Works 25.26 55.18 - 42.10 122.54(18.31) (20.54) (38.85)

Equipmnent/Furniture 15.29 11.46 0.60 17.90 45.25(6.12) (9.57) (0.50) (16.19)

Technical Asistance/ - - 3.62 3.77 7.39Fellowships (3.45) (3.45)

Textbook Publishing - 2.80 - - 2.80(1.51) (1.51)

Local Training - - - 3.02 3.02

Workshops/Fees - - 2.38 2.38

Maintenance - Civil Work - - - 1.95 1.95

Maintenance - Equipncrt - - - 1.33 1.33

Total 40.55 69.44 4.22 72.45 186.66(24.43) (31.62) (3.95) (60.00)

Note 1: Figures in parenthesis ame the respective amounts to be financed by The World Bank.Note 2: N.B.F. = Non-Bank Financed, including finaning by OECF.Note 3: Other includes procuremient through international (US$0.30 million) and local (US$0.30 million) shopping, consulting

services (US$1.29 maillion), nd fellowships (USS2.33 million).Note 4: The Bank's Consultarit Guidelines apply Lo Technical Assistance.

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Table 4.4: DISBURSEMENT ACCOUNTS BY FINANCIERS (US$ million)

Tbe World Cofineacim TotWlGoverment Banek

Amount b Amount % Amount % Amount % Foreign Local (Excl. Duties & TaxesExchange Taxes)

Civil Works 41.59 34 38.85 32 42.10 34 122.54 66 58.95 62.74 0.85

EquipmentFurniture 11.16 25 16.19 35 17.90 40 45.25 24 38.73 6.52 -

Teconical Assistance/Fellowahips 3.92 53 3.45 47 - - 7.37 3 4.50 2.87 -

Textbook Publishing 1.29 46 1.51 54 - - 2.82 2 1.41 1.41 -

1ocal Taining 3.02 100 - - - - 3.02 2 0.86 2.16 -

Workshops/Fees 2.38 100 - - - - 2.38 1 0.00 2.38 -

Maintenance (Civil Works) \a 1.95 100 - - - - 1.95 1 0.54 1.40 -

Maintenance (Equipment) \b 1.33 100 - - - - 1.33 1 0.37 0.96 -

Total 66.66 36 60.00 32 60.00 32 186.66 100 105.36 80.45 0.85

\c Calculated as 2% of base cost of civil works.\b Calculated as 4% of bae cost of equipment.Note: Numbers may not add up to totals due to rounding.

7. Includes the unallocated amount of the loan (US$4.40 million).

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F. Proiect Accounts and Audits

4.23 For the project, the Government will establish, maintain and operate a Special Accountdenominated in US dollars in the Central Bank, under terms and conditions acceptable to IBRD. IBRDwill deposit an initial amount of US$5.0 million into the Special Account, which amount is judgedadequate to cover about four months of expenditure. The initial deposit will be US$1.5 million at projecteffectiveness and increase to US$5.0 million when US$5.0 million has been disbursed. The SpecialAccount will be replenished monthly or when the undisbursed balance falls to less than half the initialdeposit, whichever comes first. All applications for direct payment or Special Commitment must havea minimum value of 20 percent of the authorized allocations, i.e., US$1.0 million, except during theperiod when the initial deposit is set at US$1.5 million when the minimum value would be US$300,000.Monthly bank statements of the Special Account, which have been reconciled by the Borrower, willaccompany all replenishment requests.

4.24 A separate account for the IBRD-financed project expenditures would be maintained by theIntermediary which has the requisite accounting expertise. The Borrower is in compliance with IBRDaudit reporting covenants; audit reports satisfying IBRD requirements are prepared annually by auditorsacceptable to IBRD, and the procedure would be continued for the proposed project. Project accounts,including the Special Account, would be audited in accordance with the 'Guidelines for FinancialReporting and Auditing of Projects Financed by the World Bank' (March 1982). During negotiations,assurances were Drovided that within six months of the end of each fiscal year, IBRD will be providedby the Government with an audit report of such scope and detail as IBRD may reasonably request,including a separate opinion by an independent auditor acceptable to IBRD, on disbursements againstcertified SOEs and on the Special Account. The separate opinion would mention whether the SOEssubmitted during the fiscal year, together with the procedures and internal controls involved in theirpreparation, can be relied upon to support the related withdrawal applications.

G. Project Supervision. Reporting. and Evaluation

Supervision

4.25 Bank supervision would focus on: (i) the consistency of activities in each component and sub-project with agreements reached at appraisal; (ii) performance of the implementing groups andinstitutions; (iii) assessment of emerging needs for adjustments to project parameters; (iv) progress ofproject implementation; and (v) progress of institutional reforms. The Bank would base supervision onprogress reports and annual evaluation of project activities, supplemented by a review of projectexpenditures and availability of financial resources, and discussions with MOE officials. The supervisionplan is in Annex 10; project monitoring charts are in Annex 5.

Rwrting

4.26 The Intermediary would prepare semiannual reports on each project objective, component, andactivity, describing: (i) current implementation status versus the implementation plan; (ii) deviations, ifany, and reasons for deviations; (iii) problems and constraints, and the corrective actions being taken;and (iv) status with respect to monitoring indicators and covenants. During negotiations, assurances wereprovided that before November 1 of each year, the Government will prepare a technical-financial reporton project expenditures to be incurred, and actions to be undertaken during the following fiscal year incarrying out the project, including budgetary allocations necessary to meet the Government's share ofproject financing. In addition, before March 31 of each year, the Government will prepare a progress

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report on expenditures incurred and actions undertaken in carrying out the project during the precedingfiscal year, including budgetary allocations necessary to meet the Government's share of projectfinancing.

Mid-Term Review and Evaluation

4.27 A mid-term review of all project activities would be conducted jointly by the Intermediary, MOE,VTC, MOHE and IBRD. The mid-term review would: determine implementation progress and ways toimprove project operations; allow an opportunity to consider desirable changes in policy, based uponexperience during the initial period and emergent sectoral needs at the time of review; effect thenecessary mid-course adjustments in project components and procedures; and identify possible follow-upoperations for the Bank's continued involvement in the sector. To facilitate the review, the Intermediarywould prepare a detailed report covering all aspects of the project and submit it to the Bank by October15, 1997 for a joint review by January 31, 1998. Furthermore, annual and periodic evaluation of projectcomponents being implemented for quality control and enhancement will be carried out by theIntermediary/NCERD. External assessment of LRCs is scheduled during the first half of 1998.

4.28 The Implementation Completion Report, summarizing project performance and evaluating theproject's successes and problems, would be prepared by the Intermediary, with input from the variousbeneficiaries, and submitted to the Bank no later than six months after closing of the loan. Duringnegotiations, assurances were provided that the Government would undertake, in collaboration with theBank, a mid-term review of the project by January 31, 1998, with terms of reference acceptable to theBank.

H. Program Objective Categories

4.29 Poverty category is not applicable and poverty alleviation is not an explicit objective of thisproject. However, the educational quality improvements resulting from the project are expected to havea favorable impact on the poverty profile in Jordan. With respect to gender issues, rates of femaleenrollments and their representation in the teaching force are appropriate and pose no problems (see para.2.1).

4.30 With respect to environmental objectives, the project is classified under the EnvironmentalCategory C: 'No appreciable environmental impact." Civil works design will be reviewed by the Bankto ensure that the materials proposed for rehabilitation or construction are environmentally sound; theconstruction contracts will specify that the construction activities will be carried out in an environmentallysound manner, and construction-associated wastes will be disposed of likewise. The broad guidelines ofthe new secondary school curriculum include expectations that students will deal with environmentalissues positively and in an appropriate manner and will maintain cleanliness of the environment. Thereis at least one course to be offered during each of the two secondary school years entitled "Earth andEnvironmental Sciences".

4.31 The private sector will have a role in developing TVET policies and in guiding related activities.There are also plans in the project to facilitate the role of private community colleges in providing TVET.

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V. BENEFITS AND RISKS

A. Benefits

5.1 The proposed project would make significant and sustainable contributions to improvedinstructional quality, managerial efficiency in the sector and human resources development in Jordan.It is estimated that the learning environment of 95,000 students would be improved as a direct result ofthe school facility improvement program. Further, over 45,000 teachers and school administrators wouldbenefit through their participation in the training programs. Consolidation of schools and improvedallocation and distribution of educational materials would impact favorably educationally disadvantagedareas which tend to be poor. Coordination among the providers of TVET and its linkages to the realitiesof the labor market and the private sector would be emphasized in order to increase relevance and reducewastage. Monitorable targets to evaluate progress, further development of EMIS, examinations andnational assessment would be important contributions of the proposed project to sub-sector institutionaldevelopment and improve capabilities in data collection and monitoring of educational quality. A stronginstitutional framework would be an important legacy of the project since it would (i) ensure sustainabilityof the program's accomplishments, and (ii) consolidate the experience gained in managing the reformprocess.

B. Risks

5.2 Given the Government's strong commitment to the reform program, the risks are relatively low.In addition, it is reasonable to expect that the satisfactory implementation performance of HRDSIL I willcontinue and improve. In this regard, however, it is important that Government's share of projectfunding is budgeted in a timely fashion. Requests for cofinancing have been initiated and, in principle,it remains a risk until final commitments are made. The project would be reprogrammed if cofinancingproblems are faced. The effects of the peace process are unknown at this point: if UNRWA pulls out,this could cause disruptions which would affect the time frame and possibly the financial requirementsof the education system. On the other hand, potential reduction in defense spending will avail funds forother sectors including education. In general, it is expected that any risks associated with the remainderof the project will be mitigated by the participatory nature of project design, the role of the Intermediaryin on-going appraisal of sub-projects, and a mid-term review which will correct course as necessary.

C. Project Sustainability

5.3 MOE's general directorates, particularly those dealing with curricula, examinations, schoolbuildings and teacher training, are supported in ways that would keep them functioning properly aftercompletion of the project. In addition, NCERD which is developing as an effective and quality institutionwould be strengthened by bolstering its leadership role in the development of the EMIS, nationalassessment, and monitoring the reform program. The project will also support measures to rationalizeexpenditures in civil works. Other measures directed towards cost efficiency include: replacing rentedbuildings and reducing fragmentation, thus increasing the number of students per teacher ratio; adoptinga system for textbook loans in grades 5-10 instead of free provision; and enacting regulations for thefuture increase of students' contributions. The recurrent cost associated with the project, includingmaintenance for equipment and facilities, and new staff, is expected to average about US$0.7 million

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annually. As this is about 0.5 percent of MOE's annual recurrent budget, it will have minimal financialimpact, and should be sustainable.

VI. AGREEMENTS REACHED AND RECOMMENDATION

A. Agreements Reached

6.1 During negotiations, the Government agreed that it will:

(a) Continue to maintain during the implementation period the Intermediary Policy Counciland Technical Unit (as specified in HRDSIL I) or equivalent from NCERD's technicalstaff and other needed support with organization, staffing and terms of referencesatisfactory to the Bank (paras. 4.8-4.10);

(b) Appraise and implement sub-projects in accordance with guidelines, criteria andprocedures satisfactory to the Bank (para. 4.13);

(c) Furnish to the Bank for its review and approval the first sub-projects related to TVETto be implemented by each of MOE, MOHE, and VTC, and three additional TVET sub-projects, as well as other sub-projects selected by the Bank. In all cases reports will besubmitted to the Bank at least one month prior to the scheduled start of implementation(para. 4.1 1);

(d) Hold with the Bank an in-depth mid-term review of the Government's progress inimplementation; and within six months of the Loan Closing Date, a completion reportwill be prepared by the Intermediary and submitted to the Bank (paras. 4.27 and 4.28);

(e) Use the Bank's standard bidding documents for the procurement of works and goodsunder international competitive bidding; for local competitive bidding, standard biddingdocuments agreed with the Bank would be used (para. 4.20);

(f) Before November 1 of each year, ensure that the Intermediary will prepare a technical-financial report on project expenditures to be incurred, and actions to be undertakenduring the following fiscal year in carrying out the project, including budgetaryallocations necessary to meet the Government's share of project financing. In addition,before March 31 of each year, the Government will prepare a progress report onexpenditures incurred and actions undertaken in carrying out the project during thepreceding fiscal year (para. 4.26) and within six months of the end of each fiscal year,an audit report on disbursements against certified SOEs and on the Special Accountwould be provided to the Bank (para. 4.24); and

(g) Establish special tender committees for civil works and goods to expedite procurement(para. 4.18).

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B. Recommendation

6.2 With the above assurances, the project would constitute a suitable basis for a Bank loan of US$60million to the Hashemite Kingdom of Jordan.

ANNEXES

Annex 1Page 1 of 7

PROPOSED PROJECT COMPONENTS MATRIX AND COSTS

A. Deepening the Oualitative Impact of the Reform

Progrm Objectives Action Par Po1cWi/Mc5utcr

Staff develoomcnt For the program:

1. (a) Inprove and exted the Curriculum 1. Cotine In-servic Tcher Training Gradually decentalize aasesmet of

Disemination Traiinog Program (CDTP) Project for 16500 tachers in the C P tining wids and developmeIA/

to secondary tachn and other teae (3) and 27200 teach in the enrichmt adminisato of training programs.

who did not receive trining under and pecialized tainig progrm (5).

HRDSIL l; and Rxtenal asment of inplemnuati of

(b) Enhanc teachi competeaiss and saff developmen bprojeta leding to

pedagogical sil by prviing in-service modifications for improvemst.

training aimed at pecial needs and awoxporstion of ageed a_aessment4iased

enrichment purpoee. modifications is a pi-requisite for fiuiher

rebted activitia.

2. Improve capacity of triners, 2. (a) Train about 925 trainers. (5).

admiinistrtors, and principals for With referecwe to l(b): Coordinate with

adminisative and educational leadership. (b) hnroduce a training program for ODEE in utilizing diagnostic testing for

1350 educationl administators. (5) remedial interventions.

(c) Develop training program for

.shool princpala nd assistans (2000principals, asistat principab, andvocational technical coordinatora).(5)

3. Expad and further develop the pilot

3. Develop capacity to provide school- school-baed in-evice training program.

based integrated in-service trining. (3)

Examination /Asaeument

1. Improve the General Secondary School 1. Align the coNtent and objectives tested Upon apptoval, establish te propowd

Certificate Examination (GSSCE) in by the GSSCE with the new curricula. (5) sanding committees of the GSSCE,

accordance with the reform program. particularly the Examination Board (ER).

2. Develop classroombased diagnoaic Coordination with ETC nd GDCET

2. Senstize teachen to diagnostic teding for remedial interventions in math regarding the uwe of relevant diagnostic

methodology and remedial interrentions, an Arabic for grades 1-6. (5) tools for rmedal interventions.

Educational materia

Provide wshools with educatioa materals Develop aD adopt a mechanism for the Provide eductionAl materials (including

(other than textbooks), mch an library allocation of at leat JD one million librry books) to schoola as needed, using

books, audio-viul aid, nd annually to ensure availability of adequate te funds provided by Article 28, Chapter

consuma ble library books, materials, and consmables 6 of the April 1994 Education law (at

in chooS. (4) leaNt JD one million annually).

Pilot school-based innovations

Encourge school-based innovative ideas

with a view to improving the quality and Develop and implment a mechanisrn to Develop policies ad guidelines for

efficiency of education delivey ad umpport school-based innovations, utilization of funds and accountability.

outcomes and initiate bottom-up pecifying guidelines, procedures, criteria,

improvement proceam from the school nd instruments. (4)

level.

Note: The numbers in parendhesis under the Action Plans column indicale the envisioned number of subprojects

for the related action plan.

Annex 1Page 2 of 7

Progrm Objective. Action Plans Polic iM _Tahnical-VocationaI Education adTrainina tTVEfl orormms

Make TVBT mone cost effective and Streamline the proposed investnmet Streagthen Inrmediary's capacity in theattuned to market ignalc a nods. program and finalie first phase sub- rrET ubsector.projects for appraisal by the Intermediaryand Bank approval.

B. I,utitutional Develoomnent

Lernins Rcgoumce Ce aero

EnhaDC, capacity and quality of GDCEFs Upgrde six alrdy functioning LRCc Incorporate findings andLearning Resource Cents (IRCs). during pha. A (July 1995-June 1998); recommendationa of recent evaluatiocarry out externAl assesament and tdy.establish two rnore LRC during phase B(July 1998-June 2000). (2; 1 for eachphase)

Publishing. oroduction. and didnbution

Purther improve capacity for production 1. Com,puterize publishing, distribution, Adopt measure. for coot reduction.and distribution of textbooks, and and related area. (2)teachers' guides.

Rationalize computer systems for2. Produce textbooks (being published for examinations, EMIS, distributionthe fuist time based on the new network, and others.curriculum). (2)

3. Strengthen textbook disributionsystem. (3)

4. Improve trialling and evaluatingmechanisms for textbooks. (3)

Strenghen GDeE

Strengthen the General Directorate for Strengthen adminidsttive and feedback Condruct faciities, provide technicalExaminations ad Evaluation (ODEE). sysems for the GSSCE. (3; for Years 1, equipment, and increase aff.2, and 4)

Planning, reearch. and develoomet

Strengthen the capacity of NCERD to 1. Support further development of the Institutionalize national sample-basedundertake reearch relevtat to poicy EMIS. (I) auesument under the reqonubility ofdevelopment and decision making in NCERD.cooperation with MOE and Regionl 2. Support implemenation of sample-Education districts, baed asesment by NCERD. (3) EMIS decentralization to regions and

further integration with MOE.3. Construct permanent facilities forNCERD to enable them to cater to Undedake program of research tudiesincreaing demands. (1) related to the implementation of the

reform.

Underake apprmial of suo-projects andperiodic assesmet of implmenation forpurposes of development andimprovement.

NAk: The numbes in parnthesis under the Action Plans column indicate the envisioned number of subprojectsfor tho related action plan.

Annex 1Page 3 of 7

Program Objectives Action Plans Policie/Measures

Proiect management

Ensure allocation of funds among sub- (Support to the Intermediary Unit of Ensure continued coordination bdween

project bawed on agreed criteria, monitor NCERD included under Panning, the MOE and NCERD.

implementation of sub-projects, ensure Resarch, and Development ection).

compliance with agr-ed procurement Develop the EMIS to provide continuou

procedures and maintain Develop a ptan for annual and periodic national 'school mapping' information.

system of audited sccounta. *ssuement of project components beingimpeimented for quality control nd

enhancement. (5)

C. ImorOvine the Facilities for Teaching and Learni-n

Facilities imorovement

1. Develop a rationalized civil works 1. Develop civil works program for Adopt new design for schools.

program to accommodate the high demand expansion of existing schools, construction

for enrollment, of new schools to replace rented facilities, Rationalize criteria for selecting school

reduce double shifting, and to locations.

2. Rehabilitation of dilapidated school accommodate natural growth. (2) Develop

buildings (restricted to structural repairs plan for reorganization of GDPSB. Estblish effective maintenance

and sanitary facilities). Design/management/ computers. (3) procedures and manuals for use by

iniplementors.

3. Reorganize the General Directorate for 2. Develop nd impIement a prioritized

Projects and School Buildings (GDPSB) rehabilitation program for state-owned Consider adopting differet furniture

to become a management entity with schools nd strengthen maintenance (tables and chairs) for lower primary

capabilities to produce standardized school system. (3) grdes in new schoos and when replacing

designs, and plan, program, review, furniture of old schools.

monitor, control, supervise, and audit the 3. Provide new and expanded schools with

school constmction and maintenance for necessary equipment and furniture. (2)

school facilities progrms, including theinstalltion of an appropriate computer

progrmming system.n

Note: The numbers in parenthesis under the Action Plans column indicate the envisioned number of subprojects

for the related action plan.

Annex 1Page 4 of 7

PROJECT COSTS BY COMPONENT (US$ Million)Deepening Qualitative hnpact of the Refonn

Staff Staff Staff Dedotmmt Staff Pewdom Staff D*vdoom GSSCE Refon GSSCE EducaionlDevdopmen Duesont In-Service Training of Piot School-Based Align GSSCE Reform MaterialPrincipals Educatioal Teace Trainig Trs I-Service Tr g with New DiagosAdnistraton Curricla TestingI. Isvinnnt Csts

A. Civi WorksNow Co04bucti - - - - - - -Rehabika --Design/Supervisi - - - - ----

Stotal Civi Works - - - - -

B. Equiint - - 0.52 - - -C. Tecdmb AsadonceLocWa Consultants - - - - 0.02 0.01 - -Iternational Conultants - 0.01 0.06 0.01 - 0.71 0.1 -Fellowships - 0.03 - 0.02 - 0.38 0.03 -

Sabtota Tech.si Aaetrance - 0.04 0.06 0.04 0.02 1.10 0.21 -D. Local Traning 0.31 0.18 1.63 0.17 - - -FL Workshpm/Feas - - - - 0.38 1.11 0.02 -F. TraiWt Materis 0.05 0.03 0.11 0.02 0.78 1.71 - 0.24Totd aiesebead Coas 0.36 0.25 2.31 0.22 1.18 3.92 0.23 0.24H. Recarre Cost

A. Maintenance - Civil Works - - - - - -B. Ma innace - Equipment - - 0.02 - - - -C. New Staff --- - 0.05Total Racunn ACowss - - 0.02 - - 0.05Total Project CasXt 0.36 0.25 2.33 0.22 1.18 3.92 0.28 0.24Taxes n - - - -Foretg E buesage 0.11 0.10 1.04 0.09 0.38 1.82 0.19 0.12

Annex 1Page 5 of 7

PROJECT COSTS BY COMPONENT (US$ Million) Institutional Development

Schoo-Based Vocationa Leaning Publishing, P Publshing, Publshing,

Innowvations and Technical Resource Production, and Production, and Prodction, and Producin,

Education Centers Distrb Distr Distribution and

Comti Tk Di

Pll ~~~~Development Tri t

1. Investment Coss

A. Civi WorksNew Constmction - 4.22 - - - 0.60

Rehabilitation - - 2.04 - --

Design/Supervision - - - -

Subtotal Civil Works - 4.22 2.04 - - 0.60

B. Equipnsent - 25.20 1.40 0.56 2.49 0.15 -

C. Tecnica AosaeceLocal Conslants - 1.12 - - - - 0.02

Izgernafionil Consltants - 0.97 0.10 0.10 0.07 0.04

FeUowships - 1.83 0.02 - - - -

Subtt Techna As t;re - 3.93 0.02 0.10 0.10 0.08 0.06

D. lIcal Training - 0.69 0.04 - -

F. Workshops/Fewn 0.06 0.01 - 0.02 0.64

F. Training Materias 0.50 - - - - - -

Total lavedinemt Cash 0.56 34.06 3.49 0.67 2.59 0.U4 0.70

11. Rwcurret Coss

A. Maintanauce - Civil Works - 0.09 0.04 - - 0.01 -

B. Maintenance - Equipment - 0.10 0.06 0.03 - 0.50 -

C. New Staff - - 0.67 - 0.07 0.22 -

Total RecurreAt Cost - 0.20 0.77 0.03 0.07 0.73 -

Tota Project Coss 0.56 34.25 4.26 0.69 2.67 1.57 0.70

Taxes - 0.42 0.20 - - 0.06 -

Foreign Exchange 0.24 27.06 2.09 0.60 2.32 0.57 0.05

-~~~~~~~~~~~~~~~~~~~~~~~~~~ -e -oe

X~~~~~~~ 0 0 0 0

'E 1111 0 0 0 0 0 olSoEt

I Pd io° l'oECo.>~~~~~~~~~~~~~-

.0

u~~~~~~ 0 0 0 0 0.° °11 ;

iI|I | 3 g S .| > |1 @ wx1 X IZv i = -a,,*: X a at-

Annex 1Page 7 of 7

PROJECT COSTS BY COMPONENT (US$ Million)

I. Investmnt Costa

A. Civil WorksNew Constrction 90.46Rehabilitation 24.67Design/Supervision 7.41

Subtotal Civil Works 122.54

B. Equipment 44.61

C. Technical AssisanceLocal Consultants 1.43Intenational Consultants 2.42Fellowships 2.33

Subtotal Technical Aidtace 6.18

D. Local Training 3.02E. Workshops/Fees 2.3SP. Training Materials 3.44

Total Investnent Costs 182.18

U. Recurrent Cost

A. Maintenance - Civil Works 1.95B. Maintenance - Equipment 1.33C. New Staff 1.20

Total Recurrent Costs 4.48

Totl Project Costs 186.66

Taxes 0.5

Foreign Exchange 94.50

Annex 2Page 1 of 22

TRAINNG SCHOOL PRINCIPALS AND ASSISTANTS ACTION PLAN

Objectives

1. To improve capacity of untrained school principals (academic and vocational) u well assistant

principals (academic and vocational technical coordinators) for administrative and educational

leadership.

Rationale

2. 400 of 3300 academic school principals and 1000 assistant principals have not been trained.

3. All 100 vocational school principals and 500 vocational technical coordinators have not been

trained.4. Need to provide in-service training for enrichment purposes.

Components

5. Introduction to principals and assistants of education reform objectives.

6. A program for enhancing leadership and administrative skills and for recognizing effective

teaching techniques and mastering evaluation techniques.7. For vocational education administrators, introduction of the systems approach and its

requirements.

Organizational Arrangements

8. ETC will administer the program.

Cost Estimates

Ihm Total Base Costs (USS)

Local Training 253,500Matrials 36-.Total 290,400

Monitoring and Evaluation

9. Internal evaluation by ETC;10. External yearly assessment leading to modifications for improvement; and

11. Impact study by year 4 of project.

Risha

12. The administrative educational system may not accommodate the new acquired skills

Sustainability

13. System-wide awareness of change is apt to encourage continuous self development through

school-based activities and to sustain the acquired expertise.

Annex 2Page 2 of 22

TRAINING EDUCATIONAL ADMISTRATORS/COUNSELORS ACTION PLAN

Objectives

1. To improve capacity of oducational administato to support the Education Reform Program;2. To improve capacity of educational adminisators in providing administrtvo ad oducationl leadership;and3. To develop dills of identifyig tehnical needs, and of elf-evaluation and sef-leaning.

4. Need to sensitize oducational adinist to ther role in the light of the pnnciples and demands of theEducaton Reform Program.S. Need to develop administrative and leadership skills of educational administrators.

Co nRonets

6. Developing general competencies such s communication dcills, leadership, catering for individualdifferences and critical thincing as a common core part.7. Addressing the varous professional competency needs related to the functions of oech category ofadministation.8. Trining 250 administrators and 1100 educational counselors.

anliQatonal enru tms

9. Educational Training Center (ETC) will administer this program in coordination with relevant directorate.

Cost Estimates

Item Total Base Costs (USS)Foreign TA (1.5 staff months) 14,000FeBowships (5 staff months) 25,000Local Trining 146,250.Maerias 24.750Total: 210,000

Monitorine and Evaluation

10. Intemal evaluation by ETC in coordination with other directorate.11. Extemal yearly assessment leading to modifications for improvements.

12. ETC may not be able to design and implement progrms for high-level adminsator particuarly inmanagement.13. Cooperation and coordination with the home geneml directorate of administraors may not be adequate.

S1.trinabilitn

14. Tmining is not expected to continue general directorates of adinisratr mr not be adequate.

Annex 2Page 3 of 22

STAFF DEVELOPMENT: IN-SERVICE TEACHER TRAINING ACTION PLAN

Obectives

1. To improve and extend the Curriculum Disseminafion Training Program (CDTP) to secondary teachers and

other teachers who did not receive trining under HRDSIL I; and2. To enhance teaching compeencies and pedagogical skills by providing in-service training aimed at special

needs and enrichment purposes.

Rationale

3. 11500 academic and vocational secondary teachers and 5000 who did not receive training under HRDSIL

I need to be trained in the CDTP; and4. Need to provide in-service training for special needs and enrichment purposes.

Components

5. Improved capacity of Educational Training Center (ETC) to develop and upgrade training programs.

6. Improving quality of content, methodology and instructional materials of original CDTP and adapting it

to the level/background of targeted teacher.7. Training 11500 secondary teachers and 5000 new teachers or those who missed training.

8. Developing and implementing an enrichment and specialized training programs for about 27,000 teachers,

4 days (16 hrs.) on the average.

Organizational Arangements

9. The ETC will undertake the administration and implementation of the Action Plan with proper mechanisms

to decentralize in-service training.

Cost Estimates

I1Xm Total Base Costs (US$)

Foreign Technical Assistance (4 staff months) 0.056 millionEquipment 0.463 millionLocal Training 1.338 millionMaterials 0.093 millionTotal 1.950 million

Monitoring and Evaluation

10. Evaluation by ETC11. Yearly extemal assessment leading to modifications for improvements12. Impact study by year 4 of the project.

13. Lack of incentives for teachers14. Not being able to incorporate modifications based on assessment of in-service training15. Not being able to implement an effective decentralization plan.

Sustainabilitv

16. Expertise will be acquired in designing in-service teacher training programs.

Annex 2Page 4 of 22

STAFF DEVELOPMENT: TRAINING THE TRAINERS ACTION PLAN

Obiectives

1. Improve capacity of central and field trainers in the areas of designing training courses, preparing trainingmaterials, supervising, and evaluating training programs.

Rational

2. Need to improve the quality and effectiveness of the training of trainers program.3. Need to train 75 central trainers and 850 field trainers.

Compognents

4. Modules, problem solving techniques, video demonstration and peer training will be used in the form ofworkshops to train and to enhance their capacity to design and implement in-service programs.

Organizational Arranrements

5. The Education Training Center will undertake the administration and implementation of the Action Plan.

Cost Estimates

Item Total Base Costs (USS)

Local Training 141,600Fellowships (4.5 staff months) 22,500Foreign Technical Assistance (1 staff month) 14,000Materials 15.900Total: 194,000

Monitorin and Evaluation

6. Evaluation by ETC7. External assessment by the end of Year 1

Risks

8. Resistance to change already-acquired methods through previous education and experience9. Trained trainers may leave the Ministry.

Sustainability

10. Expertise will be acquired by local experts (central trainers) and those in turn will transfer expertise to fieldtrainers.

Annex 2Page 5 of 22

STAFF DEVELOPMENT: PILOT SCHOOL-BASED IN-SERVICETRAINING PROGRAM ACTION PLAN

Objectives

1. To develop capacity to provide school-based integrated and cooperative in-service training within the

context of the school and involving supervisors, principals, and teachers ; and

2. To emphasize the role and needs of the student in the learning process under enhanced student-teacher

relations and improved learning environment.

Rationae

3. In-service training has mainly focussed on top-to-down curriculum dissemination training for different

groups.4. There is a need to introduce an integrated and cooperative in-service training, within the context of the

school, for all those involved in classroom teaching or expected to provide support for it.

Components

5. To emphasize the role and needs of the student in the leaning process under enhanced student-teacher

relations and improved learning environment.6. To identify an expandable prototype of a school-based integrated in-service training programs.

Organizational Arranaements

7. The Educational Training Center (ETC) will administer the program in cooperation with schools in three

districts.

Cost Estimate

Item Total Base Costs (US$)

Allowances 204,750Workshop Expenses 92,400Evaluation Study 15,000Materials 643.500Total 955,650

Monitoring and Evaluation

8. Self-evaluation9. Yearly external assessment10. Impact study in year 3 of project

Risks

11. Lack of incentives for staff involved.12. Lack of effective coordination among the different staff involved.

Sustainability

13. If proved successful, the expertise gained and the prototype may be transferred to other schools and other

districts.

Annex 2Page 6 of 22

ALIGNING THE CONTENT AND OBJECTIVES TESTED BY THE GSSCEWITH THE NEW CURRICULA ACTION PLAN

Obijective

1. To improve the General Secondary School Certificate Examination (GSSCE) in accordance with the reformprogrum by:

* preparing tables of specifications for all subjects in GSSCE;* developing for every subject a pool of items for field testing and for official exam; and* providing schools with tables of specifications and sample tests.

RationaJ

2. Need to align the GSSCE (which is to be applied for students studying the new secondary curriculaexpected to be implemented in 1995) with the new curricula and with the objectives of the educationreform.

Comrnnents

3. A functional GSSCE aligned with new curricula.4. An Examination and Evaluation Board (11 members), Examination Committees (38 ECs each of 3members), and Item Construction Committees (16 ICTs each of 3-5 members) will be set up to formulatepolicies, prepare tables of specifications and establish procedures, and write test items respectively.5. Training of chair persons of examination committees and item construction committees.6. Preparation and publication of tables of specification and production and try out of test items.

OrganizationaJ Arran=ements

7. The General Directorate for Examinations and Evaluation (GDEE) will administer this action plan.

Cost Estimates

Item Total Base Costs (US$)Professional Fees 0.885 millionForeign Technical Assistance (54 staff months) 0.672 millionLocal Technical Assistance (6 staff months) 0.009 millionFellowships (72 staff months) 0.360 millionMaterials 1.424 millionTotal: 3.350 million

Monitorine and Evaluation

8. Formative evaluation by GDEE9. Yearly external assessment

RiBk

10. Relevant technical training in some areas may not be available.11. Coordination of the schedules of activities in the Action Plan may present difficulties.

Sustainability

12. The expertise gained by the EB, ECs, and ITCs will ensure sustainability.

Annex 2Page 7 of 22

STRENGTHENING ADMINISTRATIVE AND FEEDBACK SYSIEMSFOR THE GSSCE ACTION PLAN

Objectives

1. To strengthen the administrative and feedback system for the General Secondary School Ceotificat

Examination (GSSCE) by introducing computerization and availing the needed facilities and equipment; and

2. To train staff on utilization of technical equipment to be acquired.

Rationae

3. The reform of GSSCE will require more efficient and accderated system for data processing, est

production, and feedback reporting in the General Directorate for Examination and Evaluation (ODEE).

4. The expansion of GDEE operations will require additional facilities to house now staff and equipment.

Comoonents

5. Securing premises to accommodate expanded activities of GDEE.

6. Technical assistance and fellowships.7. Procurement of funiture and equipment - computers, OMR and press unit.

Cost Estimates

Iem Total Base Costs (USS)

Civil Works 900,000Equipment/Furniture 700,000Foreign Technical Assistance (3 staff 42,000

months)Fellowships (4 staff months) 20,000

New Staff (9 staff at $300/month) 162,000Maintenance 46.000

Total 1,870,000

Monitoring and Evaluation

8. Yearly reports9. End of project report

Risk

10. Getting adequate equipment and technical assistance

snability

11. The expertise gained by the trained staff will sustain the developed systeom.

Annex 2Page 8 of 22

DEVELOPING CLASSROOM BASED DIAGNOSTIC TESTING FOR REMEDUIL INTERVENTIONSACTION PLAN

Obiective

1. To sensitize teacherm to diagnostic methodology and remedial interventions. GDEE will concentrate ondeveloping models of diagnostic tests in Arabic and mathematics for selected grades from 1-6. TheEducational Training Center (ETC) will concentrate on traning teachers in utilizing diagnostic testing forremedial interventions.

Rional

2. There is a need for early identification of student learning difficulties and subsequent remedial intervention.3. Early rmedild intervention in literacy and numeracy will reduce drop-out and grade repetition rates.

ComDonents

4. Training of supervisors and teachers to develop diagnostic tests.5. Identification of leaning difficulties and misconceptions in Arabic and Math (grades 1-6).6. Production of diagnostic tools and tests.

Omanizational Arrangements

7. The GDEE will be responsible for developing diagnostic tests and the ETC will undertake the teachertrining in remedial interventions based on diagnostic assessment.

Ctost Estimnates

IlAm Total Base Costs (USSForeign Technical Assistance (12 staff-months) 168,000Fellowships (6 staff months) 30,000Allowances 18,900New Staff (2 persons at $375/month) 45.000Total 261,900

Monitoring and Evaluation

8. Yearly reports9. Mid-term external assessments10. Impact study

RMi

11. Coordination between GDEE and ETC may not be easy to achieve.12. It may be difficult to find consultants with the adoquate background particularly with proficiency in Arabic.

SustainabilitX

13. The model, if judged successful, has the potential to be transferred through the expertise of the trainedstaff.

Annex 2Page 9 of 22

GDCET COMPUTERIZATION ACTION PLAN

Objectives

1. To computerize the publishing and educational technology operations of GDCET;

2. To train all GDCET publishing, publishing related and educational technology staff to operate the

computerized system efficiently and thus to achieve maximum management control, qualitative upgrading

and cost efficiency; and3. To provide for the system to be effectively linked with other MOE computer systems as required in the

future.

Rationale

4. The size and complexity of the textbook publishing and educational technology requirement of the MOE

demands a fully professional computerized management and control system.5. The recurrent cost of textbook provision to the Government (approximately JDS million per year) requires

maximum cost efficient operation and this only can be achieved by the kind of management control and

forward planning which computerization makes possible.6. Distribution complexity (10 - 12 million books delivered annually to almost 2,500 schools) requires

professional computerized system control to avoid overprinting and stock losses, and to achieve on time

delivery to schools.7. Increased efficiency, nanagement control and cost reduction.

Comnonents

8. Extension of computerization system for effective control of textbook distribution to regional and district

warehouses.9. Developing a distribution system for library books, audio-visual equipment and aids.

10. Developing the desktop publishing capacity of the GDCET.11. Computerizing management systems of Design Division in addition to administrative systems, and for

textbook trialling and evaluation analysis.

Cost Estimates

Item Total Base Costs (US$)

Equipment including Software 483,000Local Training 3,750Foreign Technical Assistance (7 staff months) 98.000Total 584,750

Risk

12. Normal management fear of computers could lead to failure to utilize proposed system to its full potential.

This risk should be mitigated by training inputs and high level technical assistance support.

Sustainability

13. Project will cover all hardware, software and training costs. Recurrent budgets for maintenance will be

very small.

Annex 2Page 10 of 22

TEXTBOOK PUBLISHING ACTION PLAN

Obiectives

1. To meet textbook output targets of HRDSIL II on time, within budget and to acceptable quality standards;2. To continue to upgrade professional facilities and skills; and3. To upgrade production performance in order to meet production targets on time and within the budget.

4. Despite good progress in HRDSIL I, there is still a need for continued technology upgrading; continuedprofessional skills upgrading; improved management control and performance; and continued praure toupgrade local printer facilities and performance.

Components

5. Technology upgrading to achieve state of the art in-house tpesetting and design equipment;6. Professional skills upgrading; and7. Reducing costs.

Cost Estimates

Item ~~~Total Base, Cost

Textbook Publishing Costs 2.200 millionTechnical Assistance (8 staff months)' 0.093 millionAdditional Staff 0.064 millionTotal 3.357 million

RiLu

S. None

S&Mtanabilill

9. The Government has always maintained funding for free textbook provision.10. Secondary school parents are highly motivated to purchase and provide textbooks.11. No sustainability problems are envisaged if costs can be kept under control.

'loclude 6.5 Maff-months of foreign and 1.5 staff-monlh of local techical ausiance.

Annex 2Page 11 of 22

TRIALLING AND EVALUATION ACTION PLAN

1. To create an effective textbook trialling and evaluation methodology which is simple to operate, provides

useful information and is well targeted;2. To upgrade the staff and those involved in the process and establish a permanent system as a means of

continually upgrading textbook quality; and3. To provide sufficient staffing and budgetary support for textbook trialling and evaluation to perform

effectively.

Rationale

4. The previous testing and evaluation system developed for HRDSIL I has proved to be cumbersome and less

effective than originally desired. It is in need of reform.5. Effective evaluation is particularly important in Jordan where all textbooks are monopolistic and where

competition and choice are not available to maintain and increase standards.

Comoonents

6. Establishment of an effective, permanent trialling and evaluation capacity for textbooks and teachers'

books.7. Effective completion of trialling and evaluation for all textbooks and teachers books for grades 1-12 by the

end of HRDSIL 2.8. Establishment of advisory groups for groups of subjects and levels to oversee the process.

ICost Estimates

Item Total Base Costs (US$)

Professional fees 301,500Workshops 144,000Transportation 73,000Technical Assistance (13 staff months) 57,000Equipment 3 750Total 579,250

Bilks

9. No risks

Sustainability

10. If the testing and evaluation methodology works well and proves its value the annual recurrent costs after

HRDSIL II will not be high and should be easily sustained.

Annex 2Page 12 of 22

GDCET DISTRIBUTION ACTION PLAN

Obiectives:

1. To establish professional levels of book and software distribution on a permanent basis;2. To provide good quality warehousing and storage for textbooks to reduce stock lon8 and damage;3. To complete distribution computerization to provide high level management control over distribution;4. To provide adequate supervision of the whole distribution process; and5. To upgrade sales systems and to improve accounting efficiency.

Rationale

6. The first phase of distribution upgrading has been completed during HRDSIL I. This is the second phase;7. All investment in curriculum, authorship, publishing and production is invalidated if books do not reach

schools accurately and on time.

Components

8. Provision of a management system for distribution;9. Upgrading and equipping warehousing facilities; and10. Training and upgrading staff.

Policy Decisio

11. A number of policy decisions are outstanding which will affect organizational arrangements. These are:management responsibility for regional warehouse operation and for district store operation.

Cost Estimzates

Item Total Base Costs (USS)

Equipment 129,000Upgrading Stores 505,000Workshops 4,300Professional Fees 11,200Technical Assistance 72,600Additional staff 185,300Maintenance 407,600Total 1,315,000

Risk

12. The major risks are delays in construction and commissioning of warehouses and stores and delays indeveloping, installing and operationalising computer systems.

Sustainabilitv

13. Once established, recurrent operational costs will be no greater pro rata than those currently carried by theMOE. Sustainability is not considered to be significant issue.

Annex 2Page 13 of 22

LEARNING RESOURCE CENTERS ACTION PLAN

Obiectives

1. Enhance the capacity of the Loarning Resource Centers (LRCs) to provide quality in-service trainingprograms for teachers and educational administrators.

2. To improve the quality and effectiveness of education by providing a vehicle for the dissemination ofinformation and materials, and the exchange of ideas on teaching.

3. To improve the capacity of the LRCs as providers of maintenance services for educational equipment.

Rationale

4. The quality of educational materials and equipment is improved significantly if they are used properly.Teachers must, therefore, be provided with an opportunity to continue to learn about new oducationalmaterials and equipment.

5. The LRCs provide teachers with training on new technology, thus helping to improve the teaching process.The LRCs, therefore, are part of a cost effective pathway to the provision of up to date information oneducational technology and materials.

6. The LRCs contribute maintenance and repair of educational equipment.

C:omRonents

7. Phase A (July 1995-June 1998): upgrade six already functioning LRCs (including replacing one in Ammanand constructing one on Balkaa); and carry out an external assessment the their role and effectiveness.Phase B (July 1998-June 2000): incorporating the recommendations of the assessment, establish two moreLRCs.

Organizational AaM ements

8. The General Directorate for Curriculum and Educational Technology would be responsible forimplementing this action plan.

Cost Estimates

ltom Total Base Costs (USS)

Civil Works 1.680 millionEquipment and Furniture 1.160 millionLocal Training 0.029 millionFellowships (4 staff months) 0.020 millionAdditional Staff 0.560 millionMaintenance 0.051 millionTotal 3.500 million

Monitoring and Evaluation

9. An external evaluation of the functioning and effectiveness of the LRCs will be completed at the end ofPhase A (around July 1998). The results and recommendations determine the destiny of Phase B, and ifimplemented, will shape its final design.

Sustnability

10. LRCs serve a useful purpose in the educational process and have the potential to improve quality. But,they should be well-equipped and run. Phase A aims at rendering existing LRCs more sustainable.Implementation of Phas B depends the findings of the assessment exercise and the lessons learned duringPhase A.

Annex 2Page 14 of 22

NCERD'S SAMPLE-BASED NATIONAL ASSESSMENT OFLEARNING ACHEVEMENT ACTION PLAN

Obiectives

1. The long-term objective is to establish and maintain an institutionalized system for national assment ofthe attainment of learning outcomes in basic education. This would involve: (i) measuring achievementlevels; (ii) monitoring achievement trends; (iii) developing indicators of systematic disparities; and (iv)identifying areas of strengths and weaknesses in order to provide timely feedback to managers and toinform policy decisions on a regular basis.

2. The operational objectives include: (i) strengthening NCERD's research capacities, including upgradingof the EMIS; (ii) increasing NCERD-MOE interactions in the areas of information exchange and research;(iii) providing formative information for teachers, schools and managers; and (iv) providing timelyfeedback to ensure timely conrective actions. NCERD would be responsible for developing the assessmentsystem and national task forces would be commissioned on an ad hoc basis in order to carry out thetechnical work involved (subject specification teams, test construction teams, test review teams, regionalcoordination groups).

Rationae

3. Timely, valid and reliable information on the state of student learning - the basic output of any educationsystem - is needed for a host of managerial, planning, evaluative, and policymacking activities that arenecessary to improve the system's performance and efficiency. Effective curriculum planning anddevelopment, quality imnprovements, resource allocation, teacher training and personnel policies are alldependent on reliable knowledge of student learning results. This can only be obtained through aninstitutionalized national learning assessment system.

Comnonents

4. Identification and detailing of an agreed strategy for assessment.5. Constitution of a national task force that includes subject specification and test construction teams.6. Instrumentation developed by end August 1995.7. Sampling design and printing of instrunents completed by March 1996.8. First administration of tests in May 1996.9. Reports production, dissemination and discussion in early 1997.

Cost Estirnates

Computer hardware will be that of NCERD and, if operational, that of MOE's testing and examinationsdepartment. Work will be carried out by NCERD staff. Costs estimate is based on NCERD's previousexperience with assessment tests of similar-to-greater magnitude of the proposed national system. Part ofwork will be performed by NCERD's regular staff.

Item Total Base Costs (USS)

Materials 36,450Fees/Workshogs 118.650Total 155,100

Rism

10. No risk is anticipated.

Sustainabilit,

11. Expertise gained should ensure continuous quality performance provided contacts with internationalevaluation organizations are maintained.

Annex 2Page 15 of 22

NCERD'S EDUCATIONAL MANAGEMENT INFORMATION SYSTEM ACTION PLAN

Obiectives

1. Broad objctiva. (1) Strengthen the capacity of NCERD and MOE staff to manage and insfitutionalize acomprehensive, computerized oducational management information system (EMIS); (2) continuedevelopment of the EMIS in order to increase its capacity to provide rdevant, reliable and timely data andanalytical statistics to educational policy-makers and planners; and support decentralization of the EMISsystem to regional authorities.

2. Specific ojj ectiyes: (1) Reduce time between data collection and its availability for use; (2) synchronizedata collection and dissemination more effectively with annual planning and budgeting cycles; (3) integratedata from the various MOE primary data centers; (4) develop decentralized capacities for data entry,processing and report generation; and (5) provide required computer hardware and software to selectedMOE and regional education offices.

3. Initial EMIS development has produced a wealth of information and has demonstrated its usefulness toplnning, policymaking and research in education. Workshops in the use of EMIS have been conductedfor MOE personnel as well as for regional educational officers. It is now necessary to extend EMIS sothat it becomes thoroughly accessible to MOE central and regional officials. This will involve acombination of (1) further technical work to make EMIS more user friendly and generally accessible, (2)training for a broad variety of potential users, and (3) hardware and software for central (MOE andNCERD) and decentralized (regional) offices.

4. Strengthen capacity of NCERD and MOE staff to manage and institutionalize a comprehensive andcomputerized EMIS through workshops, training, study tours, NCERD LAN.

5. Continue development of EMIS by assessing needs of regional offices; review data collectiontplanning andbudgeting synchronization; formalize involvement of Examination, Personnel and Maintenance units;develop data retrieval system for senior MOE officials; update data entry, processing and retrieval systemfor regional offices; establish MOE and regional technical support group.

6. Strengthen MOE's capacity to use data for management, planning, policy analysis and decision maling atcentral and regional levels through training, workshops, purchase of hardware and software.

Costs Esirmates

IiXm Total Base Costs (USS)

Equipment (software and hardware) 130,000Technical Assistance (7.5 staff months) 105,000Worklshgs 120.000Total 355,000

Rbk

7. Senior management need time to get used to utilize computers effectively.8. Trained personnel may leave to more attractive position.

ud.akilz

9. System is bound to continue expanding in scope of services and their scope. Regions may not respondequally well to the challenge and back-up systems need to remain in place.

Annex 2Page 16 of 22

SCHOOL CONSTRUCTION AND EXPANSION ACTION PLAN

Objectives

1. To maximize cost efficiency of new construction by rationalizing new school designs;

2. To maximize the potential absorptive capacity of existing schools (extension) by adding about 30,000 new studentplaces and to replace dilapidated prefabricated schools (9,120 student places);

3. To reduce the prevalence of double shifting in existing schools by about 5,000 student places;

4. To reduce the use of rented, inadequate, school buildings by about 23,000 student places; and

5. To increase the number of student places to accommodate part of the growth of the student population by about37,000 student places.

Rationale

6. Cost savings of about 10 percent would be expected from a revision of the current school design prototype. Thenew design would be more economical in space and circulation, flexible and adaptable to the topography of thesite, and suitable for staged construction and expandability.

7. The rented facilities to be replaced would be those deemed unacceptable for the provision of a quality learningenvironment. Often these rented facilities were constructed as houses and provide inadequate classroom spaceand facilities.

8. The high growth rate of the Jordanian population requires that additional student places be made available toabsorb resulting growth in enrollment.

Components

9. Redesign the school facility prototype with the cooperation of specialist school facilities architect/planner anddevelop standard drawings and documents.

10. Develop civil works program for the expansion of existing schools and construction of new schools to replacerented facilities, reduce double shifting, and to accommodate part of the natural growth of the student population.

i1. Rehabilitate about 1,000 schools and renovate/rebuild sanitation blocks.12. Research school furniture and prepare designs of more durable material.

Organizational Arraneements

13. The General Directorate for Projects and School Buildings would be responsible for implementing this actionplan.

Cost Estimates

Item Total Base Costs (US$)

Civil Works 68.6 millionDesign/Supervision 6.1 millionTotal 74.7 million

RUks

14. Cost savings would not be realized without serious supervision during implementation and appropriate siteselection.

SustainabilitU

15. Quality maintenance programs would be developed and supported as described in the School BuildingMaintenance Program Action Plan.

16. The creation of a maintenance directorate in the GDPSB and the preparation of a new school design willincorporate more durable materials and construction techniques which will promote sustainability.

Annex 2Page 17 of 22

EQUIPMENT FOR SCHOOLS ACTION PLAN

Obiectives

1. To provide new and expanded schools with necessary equipment and furniture.2. To provide a number of existing schools with equipment.

Rationale

3. Newly constructed and expanded (additional classrooms) schools must be provided with the necessary funitureand equipment.

4. The gap between new/expanded schools and existing ones should be narrowed by providing a number of existingschools with needed equipment.

Components

5. Provide those schools constructed or expanded under the project with appropriate equipment and funiture.6. Provide a number of existing schools with needed equipment.7. MOE should look into providing lower primary classrooms with movable furniture (chairs and tables).

Organizational Arranfements

8. The General Directorate for Projects and School Buildings would be responsible for implementing this actionplan.

Cost Estimates

LtQm Total Base Cosbfl=n

Equipment and Fumiture for new/expanded schools 10.08 millionEguiRment for existing schools 1.00 millionTotal 11.08 million

9ioe

9. Tlw equipment and fwnnitur provided through the project could fall into disrepair from laclc of maintenance.

Annex 2Page 18 of 22

SCHOOL BUILDING MAINTENANCE ACTION PLAN

Obeciv

1. To improve the teaching and learning environment by improving/maintaining the quality of school facilities; and

2. To strengthen the institutional capacity for maintenance of state owned schools.

Radnk

3. It is significandy less expensive to maintain facilities than to replace or rehabilitate them.

4. An effective maintenance program would improve the quality of the learning environment and therefore improvethe quality of the education progrms.

Comggots

S. Develop and implement a system for maintenance of school buildings.

6. Train engineers at headquarters and district to assess maintenance needs and supervise maintenance contrcts.

uuational Ames

7. The Genral Directorate for Projects and School Buildings would be responsible for implementing this actionplan.

£ lEaUmate

Total Base Costs (USS)

Foreism Technical Assistance (18 staff-months) 20.000Total 250,000

Note: The terms of reference for this Technical Assistance input would include providing assistance forthe development of the school building rehabilitation program.

Monitong and Evaluation

8. The General Directorate for Projects and School Buildings.

niustainabilit

9. Including maintenance n a recurrent budget item with officials responsible for it would support sustinability.

Annex 2Page 19 of 22

SCHOOL REHABILITATION ACTION PLAN

Obiectives

1. To bring the physical facilities of existing state-owned schools up to an acceptable level; and

2. To develop the institutional capacity for identifying schools in need of rehabilitation, prioritizing needs, carryingout rehabilitation activities, and monitoring rehabilitation in general.

Rationale

3. A recently completed MOE survey revealed that of the 2430 school surveyed, 1550 schools require majorstructural repairs and 950 require new sanitary facilities.

4. As part of the Government's objectives to provide quality education, existing schools that have fallen into a stateof disrepair must be rehabilitated to provide the students with an appropriate learning environment.

5. It is more cost efficient to improve existing facilities than construct new ones; and further delays will requiregreater rehabilitation costs.

Components

6. Develop and implement a prioritized rehabilitation program for state-owned schools.

OrLpanizational Arrangements

7. The General Directorate for Projects and School Buildings would be responsible for implementing this actionplan.

Cost Estimates

Item Total Base Costs (USS)

Civil Works 18.5 millionTotal 18.5 million

Note: Technical Assistance for the development and implementation of the rehabilitation program willbe provided as described in the School Building Maintenance Action Plan.

Risks

8. Lack of serious commitment on the part of the Government to the principle of rehabilitation may result in itsnot allocating necessary funds on a timely basis.

Sustainabilitv

9. Quality maintenance programs for the newly renovated facilities would be developed and supported as describedin the School Building Maintenance Program Action Plan.

Annex 2Page 20 of 22

PILOT SCHOOL-BASED INNOVATION PROGRAM (PSIF) ACTION PLAN

Objectives

1. To improve the teaching/learning and practical applications of the Basic Education curriculum by promotingspontaneous creativity, and thereby increasing teachers' and students motivation.

2. To increase education efficiency through teachers' low-cost innovations supporting formal instruction.3. To gradually extend successful innovations from a limited initial pilot experiment to the whole public Basic

Education system; and4. To initiate a bottom-up improvement from the school level where all education factors are combined into

one integrated reality.

Rationale

5. The major pedagogical goals of the education reform are to: (a) improve the quality of education bypromoting creative and critical thinking, and catering to individual students' differences, and linking schoolinstruction to real life. School-based initiatives and innovative ideas would encourage and supporteducation quality improvement.

Components

6. Appointment of the MOE Program Coordinator and Steering Committee.7. Development of organizational arrangements for information dissemination , inviting participation, initial

screening, criteria for selection, preparation of detailed proposals, selection, funding, monitoring andevaluation.

8. Preparation of program documents ( Guidelines, procedures and instruments).9. Overall evaluation to disseminate successful and replicable experiences for possible program extension and

policy recommendations.

Cost Estimates

Item Total Base Costs(USS)

Support of innovation proposals of schools (about 130 schools) 390,000

Preparation of documents, orientation programs, materials for 60,000preparing innovation proposals and miscellaneous

Total 450 000

Risks

10. Leadership from the Secretary General and/or NCERD is needed for the initial development oforganizational arrangements. No major risk is anticipated as the program is to be implemented gradually, withformative evaluation in one given year allowing for adjustments in the following year.

Sustainability

11. No problem is anticipated as the low-cost inputs can be adjusted at all times to the availability of fundswithout jeopardizing the education process.

Annex 2Page 21 of 22

SCHOOL LIBRARIES AND OTHER EDUCATIONAL MATERIALS

Obiective

1. To provide an initial injection of essential educational materials to schools to ensure that al schools havethe minimum requirements.

2. To encourage schools to use a defined proportion of sudents' contributions in securing library books andeducational supplies and materials.

3. To provide trining and develop awareness among teachers for wider utilization of materials and aids.4. To encourage the adoption of different working hours for school librarians.

Rationale

5. The concept of the education reform demands the provision of libraries, instructional and audio-visual aidsto schools as central educational support materials. The problem solving, research and enquiry basedlearning style implicit in the principles of the reform requires the availability of resources for both teachersand pupils that can provide a facility for research and enquiry. Without the basic resources the principlesof the reform cannot be achieved in the classroom.

Components

6. The compilation of lists of library books for grades 1-4, 5-7, 8-10, 11-12 on a priority basis forprocurement according to the level and needs of schools.

7. The compilation of lists of educational materials and categorizing them into (a) essential; (b) of avergeneed; (c) low priority and start supplying gj schools with essential materials before supplying uppercategories.

8. The development of an information system for keeping track of library books and materials in schools,providing assistance as needed, and supervising utilization.

Cost Estimate

9. A sum equivalent of $200,000 is allocated for purchasing or securing catalogs, procuring local expertise,and workshop expenses for the selection of relevant educational materials, aids and library books. A simplesub-project for the purpose should be developed.

Monitorin2 and Evaluation

10. The system for selection, categorizing and distribution should be evaluated annually and adjustmentsintroduced.

11. The extent of utilization should be assessed.

Risks

12. The funding that is made possible by the Education Law from the sale of textbooks is diverted.

Sustainability

13. With the built-in source of funding, a dynamic mechanism of implementation will keep the system runningto the benefit of all schools.

Annex 2Page 22 of 22

TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) ACTION PLAN

Obiectives

1. To enhance relevance to market economy.2. To promote effective system management.3. To ensure quality improvement.

Rationale

4. The linkages of the TVET system and feedback from market are weak and there is a need to link trainingdirections and implications to overall economic strategies and policies.

5. More coordination is needed among the providers of TVET as well as differentiation of roles. There isample room for improvement of quality and standards.

Components

6. Economic policies would be analyzed and research related to needs in human resource development andtrends of the labor market performed to support policy development and delineation of interventions whichinclude involvement of the private sector. The three objectives are linked through preliminary sub-projects,providing civil works (minimum), equipment, and technical assistance.

Oreanizational Arrangements

7. The subprojects of the Plan will be administered by MOE, MOHE, VTC and NCERD under thesupervision of the National Task Force for coordinating TVET (or Policy Coordination Body)

Cost Estimates

Item Total Base Cost (USS)

Construction 3,573,000Equipment 21,214,000Technical Assistance (F) 896,000Technical Assistance (L) 969,000Fellowships 1,685,000Local Training 553,600Study/workshop 11,000Maintenance (civil works and equipment) 156,316

Total 29,057,916

Monitorine and Evaluation

8. Internal evaluation by TVET agencies, technical unit, and intermediary9. External assessment leading to modification for improvement.

Risks

10. Failure to make required hard policy choices relating to the three above objectives.

Sustainability

11. The reform of TVET is apt to encourage continuous self-development in the areas of relevance,effectiveness and quality.

See Annex 3 for fu¶her details. Sub-projects have to comnply with agreed criteria, appraied by th InteLrmediary, and at least forthe first two years approved by the Bank prior to implemnentation.

Annex 3APage 1 of 10

TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVETn

TVET Problems, Issues, Strategy, Policies and Preliminary Action Plan

TVET is delivered by three different organizations in Jordan. The Ministry of Education providesvocational education and training in its comprehensive, multipurpose and specialized vocational schools. TheVocational Training Corporation provides 'applied' secondary vocational training in vocational training centers.At the post-secondary level community colleges under the Ministry of Higher Education provide technical educationand training.

Problems and Issues

The main issues to be addressed in improving the system can be smmarized as follows:

l. Relevance,

(a) Direction: the parts of the system operate virtually on their own, without taking sufficient noticeor direction from economic development priorities.

(b) Linkages and Feedback: relations with employers, except for the VTC, are not well establishedand training suppliers need to increase their knowledge about the performance of their graduatesin the marketplace.

(c) Flexibility: the TVET system appears overly rigid in its supply responses, as evidenced by limitedhorizontal and vertical mobility for students and failure of normal curriculum processes to detectand root out obsolete program content.

(d) Coverage: quoted policies on the proportion of general school leavers who should be admitted toVET may easily lead to VET enrolments that outstrip employment prospects and lead to-ubstantial wastage of resources.

2. System Management and Efficiency

(a) Coordination: No organization exists to coordinate the developments of the TVET system andincentives for collaboration are weak, resulting in duplication of functions, wastage and failure torealize scale economies.

(b) Rationalization: The present dual administration of VET at secondary level fails to give adequatepriority to VET and fragments scarce management, staff, physical and financial resources. Thepurposes, functions and mandate of community colleges is not clear at present and needs to bemade distinct from vocational training.

3. Ouslit,

(a) Instructors: Arguably the single most important factor in poor quality of instruction, which affectsall three parts of the system, is the lack of practical and work experience of workshop instructors.

(b) Curricula: TVET programs tend to be overloaded with unrelated academic disciplines that are notadapted to reinforce the acquisition of vocational skills.

(c) Materials and Equipment: Pedagogical materials tend to be in short supply and problems exist inequipment provision. Too many machines are broken, are missing parts or are inaccurate.Improper use and repair by instructors contribute to the problem.

(d) Safety: Safety standards exist but need to be observed. Work habits tend to be hazardous andestablish poor precedents for safety in the workplace.

Annex 3APage 2 of 10

Strategy

1. The major elements of the TVET strategy that has been agreed are:

(a) TVET policy ought to be based on, and closely linked with, overall economic policies;(b) TVET ought to be closely attuned to the needs of, and changes in, the labor market with

reasonable prospects of employment in the respective occupations;(c) TVET ought to lead into the labor market for the majority of trainees, with opportunities for

further education and training provided to those who want and could profit from it;(d) TVET ought to concentrate on what is needed for entry to, and performance in, a job or a group

of related jobs/occupations; and(e) TVET system expansion ought to be guided by economic considerations.

Policies

2. The main policy objectives and means are:

(a) Enhanced relevance to market economy would be sought through the following means:

xi) analyzing economic policies for their training implications as a basis for investmentdecisions in TVET;

(ii) establishing capacity to track systematically the graduates of TVET in the labor market;(iii) achieving greater flexibility by introducing short training programs;(iv) promoting expansion of private technical training;(v) directing TVET towards fields and areas with clear employment prospects; and(vi) introducing entrepreneurship training to facilitate entry ofgraduates into self-employment.

(b) Effective system management would be sought through:

(i) maintaining and strengthening the National Task Force for Coordinating TVET(established by the Prime Minister on 22/8/1993) which has representation from theprivate sector and attach to it a policy analysis capability;

(ii) rationalizing the Vocational Education and Training (VET) system through differentiationof roles and gradual consolidation and restructuring of secondary vocational training, andthe community coliege system through redefining its purposes and reorganizing itsgovernance; and

(iii) establishing clearer norms to improve planning and management of TVET resources.

(c) OualitY improvement which requires:

(i) instructors who recognize and demand excellence in trainee performance. This requiresopportunities for teachers and instructors to upgrade their practical and work skills;

(ii) availing appropriate instructional/learning materials and equipment; and(iii) disseminating and upholding safety standards and eliminating hazardous work habits.

Main Obiectives and Means of the Action Plan

The main objectives of the Plan are to improve Jordanian TVET in terms of (a) relevance to priorityeconomic and labor market requirements; (b) effective system management, including more efficient use ofresources; and (c) quality of final results.

Annex 3APage 3 of 10

Enhanced external productivity would be sought through four principal means: (i) better linkages betweenTVET and the labor muaket; (ii) more flexible responses to these market requirements; (iii) new teaching programsin areas of market demand; and (iv) selected expansion of institutional capacity.

A link, currently missing, between economic policies and TVET actions should be establishedwhereby the human resource implications of economic strategies are analyzed as a basis forestablishing decision criteria for TVET programs.

Knowing what happened to the graduates of TVET institutions in the labor market is one of thebest tools to adjust training supply to demand. The systematic collection of information aboutgraduate performance in the labor market should be made a major responsibility of all traininginstitutions and technical guidance and simplified instruments should be provided by the center forthis purpose.

Greater flexibility should be introduced in training programs. Specifically, (a) short trainingprograms should be introduced or expanded to meet specific market needs, including one-yeardiploma programs in community colleges; (b) graduates of second-level vocational training shouldhave the option of taking subsequently a one-year intensive program for entrance to post-secondarystudies.

The improvement and expansion of private technical training within private community collegesshould be actively promoted, including reserving certain training areas for private provision andproviding financial incentives through credit programs for equipment and staff training.

Recognizing the important role of self-employment in small business in future job creation, theconcepts and basic requirements of entrepreneurship should be introduced into TVET programsstarting at the technician level. Short training programs should be offered for returning VTCtrainees who have acquired work experience on preparing business plans, coupled with access tocredit programs for business start-ups.

- TVET system expansion ought to be guided by economic considerations so as not to over extend,at great cost, beyond reasonable employment prospects. The notion of a target of accommodating50 percent boys and 35 percent of all girls leaving Grade 10 in VET should be abandoned.

More effective management of the TVET system would be sought through five principal means: (i) policy

coordination; (ii) rationalizing the vocational education and training programs at the secondary level; (iii)decentralization; (iv) clarifying the role and purpose of community colleges; and (v) improved resource management.

- A TVET policy council should be established with sufficient analytical capacity and authority tocoordinate and direct the system towards priority areas and to avoid overlapping responsibilities.This may be accomplished strengthening National Task Force [See2.(6) (i)].

- The Government should study ways to rationalize the current two system6 of secondary levelvocational education and training. One option recommended is to consolidate all, or at least theindustrial skills training, under one authority to increase its effectiveness and efficiency.

The TVET system should be made more responsive to local markets and conditions by delegatingmore authority to managers of training institutions, including the freedom to (a) adjust trainingcontent to local requirements and (b) retain and use earnings from their own production. At thesame time, managers should be responsible for training results.

Annex 3APage 4 of 10

The community college system should clarify its role, purpose and, reflecting its unique purpose,be separated in its governance from the rest of higher education.

The Government should adopt a policy stressing more efficient use of resources in TVET,including the revision or establishment of norms on resource use. Expansion of the system shouldonly occur when strong justifications can be made.

Ouality improvement would be sought through (i) upgrading of teachers and instructors; (ii) increasingteaching and instructional materials; (iii) upgrading teaching equipment; and (iv) better safety practices in trainingestablishments.

- Quality improvement should be an overriding priority for the TVET system. This requires, aboveall, instructors who recognize and demand excellence in trainee performance and opportunities byteachers and instructors to upgrade themselves and to master the crafts being taught.

- The Government needs to change regulations to permit the hiring of part-time instructors fromenterprises with the work experience necessary for improving the standards of practical teaching.

- The proportion of time spent on practical subjects should be increased and the content of academicsubjects adapted to the requirements of training programs.

- Hazardous work habits should be eliminated through instructor training and provision ofincentives, including sanctions for failure to uphold proper standards.

Preliminary Investment Proeram

3.1. A preliminary investment program has been prepared to implement various aspects of the Action Plan.This investment program integrates both domestic and external requirements, and includes construction, equipment,expert services, fellowships, local training and studies. Table 3.1 gives the conceptual framework for the investmentprogram. A total of 22 separate sub-projects is proposed to contribute directly to the goals and means of theirachievement. Each of the sub-projects is described briefly in the following sections. Inclusion of a sub-project inthe list does not necessarily mean that it is accepted and would automatically be supported. Sub-projects need tobe prepared in detail taking into consideration the appraisal criteria for TVET sub-projects (Annex 3B), appraised,approved by all concerned parties before authorization for implementation can be secured.

Sub-project Descriptions

I. ENHANCING RELEVANCE TO MARKET ECONOMY (10 Sub-projects)

A. Better Labor Market Linkages

3.2. Linkin2 Economic and Human Resource Development Policies (I.A. 1). (Proposed Outlay: $56,000) Atpresent no mechanism exists by which to translate economic development strategies and policies into guidelines andcriteria for the development of the TVET system. The proposed sub-project would provide external expert servicesand a study tour for senior policy makers to determine, based on comparative international experience, the mostsuitable structures for Jordan. The study tour would be followed by an in-country workshop and the formulationof a policy paper recommending the establishment of a linking mechanism and legislation with mandate and termsof reference for the administrative structure of the organization.

3.3. Strengthening Capacity for Conducting Tracer Studies (I.A.2) (Proposed Outlay: $90,000) Tracer studies,

Annex 3APage 5 of 10

if systematically conducted and analyzed, could help training institutions and central management adjust training

supply to demand. Present attempts are sporadic and incomplete. The proposed sub-project would create a central

analytical capacity and train institutional staff on data collection and analysis systems. Both quantitative

(employment rates in related occupations) and qualitative information (performance on the job) would be collected.

This sub-project should be scheduled early so that results can be used in sub-project appraisal of other project

components.

3.4. Restructuring Employer Participation in Advising Training (I.A.3). (Proposed Outlay: $50,000)Employers tend to Inow best the skills needed in the workforce, and they can provide valuable advice to orient

TVET programs in the proper direction. However, at present the MOE and MOHE institutions do not benefit from

systematic advice from employers. The VTC has structured relationships, but often the employer councils of VTC

centers do not function effectively. The proposed program aims to restructure employer participation in orienting

TVET. It would first analyze barriers to effective councils at present, identify incentives for employer participation

and design new mechanisms for employer participation. Study tours for TVET managers would be undertaken to

countries with good linkages with industry.

B. More Flexible Supply Responses

3.5. Revising Curricula and Curricula Development Procedures (I. B. 1). (Proposed Outlay: $171,000 plus CIDA

project financing). In view of labor market changes and the need to provide flexible responses, existing curricula

should be reviewed, and new curricula developed for long and short courses and teaching staff skills upgraded in

the preparation of teaching programs. The proposed sub-project seeks to strengthen competency-based curricula

development capacity at both vocational and technical levels. The sub-project would cover three functions:

occupational analysis, development of curriculum processes and testing of results. The program includes

fellowships, technical assistance, local training and studies to review curricula in priority areas at each level.

Implementation would be divided into support at the VTC level through the Canadian assistance and assistance for

the establishment of a new Curriculum Development Training Office in the Ministry of Higher Education.

3.6. Developing Short Courses and Bridging Courses (I.B.2) (Proposed Outlay: $40,000) The relatively low

reputation of vocational technical education and training stems, in part, from its largely terminal character; few

possibilities exist to pursue further education. Moreover, students completing general education do not have many

opportunities to take short, concentrated courses to gain vocational qualifications. One of the best ways to improve

the status of TVET and increase its response both to personal aspirations and rapid labor market changes is to

establish bridging programs in three areas:

- access by vocational graduates to programs for secondary school equivalency at community college level;

- short term courses in vocational training for those with secondary school certificates; and

- advanced specialization in vocational skills for VET graduates.

The objective of the sub-project is to facilitate horizontal and vertical student mobility. The sub-project

would finance external and local experts to analyze the need for short-term and bridging courses and develop the

outlines of such programs as may be justified.

Annex 3APage 6 of 10

Table 3.1 TVET INVESTMENT PROGRAM FRAMEWORK $ Thousands

OBJECTIVES AND PROGRAMS Const _ Equip ExP ExpL T-F =-L = Total

I 1. ENHANCE RELEVANCE TO 1 3,413 | 11,961 336 | 372 303 189 | 16,579MARKET ECONOMY

A. Better Labor Market Linkaees1. Link Economic & HRD policies 12 12 12 3 5 442. Enhance tracer study cap. 24 38 4 663. Restructure employer partic. 12 38 50

B. Flexible Supply Responses1. Revise Curricula/Procedures 48 15 12 752. Run Short & Bridging Courses 4 12 12 28

C. New Teaching Programs1. Introduce technical courses* 2,865 240 20 3,1252. Introduce entrepreneurship 32 180 36 200 150 5983. Introd. training and production 900 48 24 972

D. Expand Coverage1. Promote Private Provision* 1,075 1,0752. Establish new institutions* 3,413 7,073 60 10,546

[1I. EFFECTIVE TVET SYSTEM 5 75 | 2,498 503 1,335 2001 26 5,137

A. Create Policy Coordination1. Establish Policy Coord. Body 2 12 4 60 782. Create Policy Analysis Cap. 270 30 300

B. Rationalize VET Programs & MPt. 6 24 6 10 46C. Enhance Accountability & Output.1. Decentralize to Institutions 12 10 222. Train TVET Inst. Managers 57 12 100 40 150 3593. Reform Exit Examinations 12 6 18

D. Restructure CC RoleMzt.T1. Develop Strategic Planning2

504 2,378 113 1,205 4,2002. Establ. Independent CC Board 24 24E. Improve Resource Management 6 24 10 50 90

|III. QUALITY IMPROVEMENT D | 9,241| 444 206 1,250 303 |_ || 11,444

A. Upgrade Instructors 110 432 36 1,250 120 1,948_ _ _ _ _ _ _ _11_1 1

B. Increase Teachine Material 1,075 12 10 38 1,135C. Upgrade Teaching Eauipment" _ _ j 8,056 160 145 8,361

GRAND TOTALS 3,413 | 21,777 3,278 1,081 2,888 692 | 31|

$ Denotes implementation through sub-projects.33,160 - 4,200 (Canadian project)=28,960.

'Tbe total cost of the Canadian-funded project, Econonic Development through Technical Skills (EDTS), has been included in this sub-project. In fact, the EDTS project will finance work in several other sub-projects, but full details are not yet available to nake theappropriate allocations.

Annex 3APage 7 of 10

C. Introduce New Teaching Programs

3.7. Introducing New Technical Courses and Programs (I.C.l).(Proposed Outlay: $3,260,000) The objective

of the sub-project is to respond to the rmanpower demands of a changing economy through the design and delivery

of new technical courses. The sub-projects would consist of a fund to support all aspects of the development or

upgrading of technical courses. Access would be limited to publicly-funded post secondary institutions mandated

to provide technician training. Applicants would be required to submit a four part proposal covering (a) consistency

with institutional mandate and development plan, (b) occupational and demand analysis, (c) program development

strategy, and (d) costs.

3.8. Introducine Entrepreneurship Education (I.C.2). (Proposed Outlay: $778,000) In view of high rates of

unemployment, the small enterprise sector has an important role to play in generating new jobs. New and

innovative approaches to employment generation have to be considered to mobilize the talents and skills of

Jordanians. The integration of self-employment and entrepreneurship concepts in TVET would support the

development and strengthening of the enterprise culture. The proposed sub-project would address the pre-start up

level of small enterprise development through the introduction of entrepreneurship education in the TVET training

institutions. The sub-project would develop and deliver training of trainers programs, develop training materials,

assist in curriculum development and establish a capacity within the Vocational Trining Industrial Extension

Services for Small Enterprises to continue and improve such programs. VTCs would be used for returning trainees

who have acquired work experience to develop business plans, receive instruction in how to start or improve

businesses and establish linkages with credit institutions, such as the Development and Employment Fund.

3.9. Introduce Trainine and Production (I.C.3). (proposed Outlay: $996,000) This is a pilot sub-project with a dual

task. On the one hand it aims to introduce and implement a new concept, that of training and production; while on

the other hand, through the implementation of the pilot sub-project to train for both vocational and technical levels

it will be providing a field for consolidation of TVET. Primary considerations in this sub-project are quality and

efficiency through more relevance to market economy. The training institution will ensure vocational and technical

qualifications for its trainees, emphasizing skills, know-how, and attitudes; at the same time it will turn out products

intended for sale in the market.

D. Expanding Coverage

3.10. Expanding Private Commnunity College Provision (I.D. 1) (Proposed Outlay: $1,125,000) It is good policy

for the government to promote the expansion of enrollments in private community colleges. Such colleges tend to

be closely attuned to the labor market, highly flexible in offering new courses, make efficient use of equipment and

their students often achieve better-than average scores on terminal examinations. However, lack of finance is an

important constraint on enrolment expansion. The proposed sub-project would help eliminate this constraint by

making loan funds available for purposes of introduction of new teaching programs in technical fields. Funds would

be used mainly for staff development or teaching equipment. Applications would be evaluated on a competitive

basis.

3.11. Establishing New Trainin2 Institutions and ExRandinz Existing Institutions (I.D.2). (Proposed Outlay:

$11,039,000) TVET institutions generally operate at below optimum levels of enrollment. There is thus a

considerable surplus capacity which makes it difficult to justify, in a general way, the creation of new training

capacity. However, new industrial locations, new skill requirements, efforts to diversify development outside

Amman and provision of equal access to neglected groups are some areas in which exceptions may be justified.

The objective of this sub-project is to enhance the coverage of TVET in economically and socially justifiable areas.

However, to qualify under this sub-project, a proposal would have to meet rigorous criteria intended to safeguard

against duplication of resources, with possibilities of coordination between the different institutions.

Annex 3APage 8 of 10

II. EFFECTIVE TVET SYSTEM MANAGEMENT (9 Sub-projects)

A. Create Overall Policy Coordination

3.12. Establish PolicX Coordination Agency. (II.A. 1) (Proposed Outlay: $90,000). The investment programseeks to fill a current gap by financing studies leading to proposals for the establishment of a policy coordinationbody (See sub-project IAI). Once those proposals have been reviewed and an option selected, this sub-projectwould help facilitate the establishment of the body and support its initial operations. The sub-project includestechnical assistance to help the Agency establish its mandate, recruit core staff and define a work program for itsactivities in the first year. Fellowships would be provided for professional development of research staff. Theactivities could be aimed at strengthening the National Task Force for Coordinating TVET.

3.13. Creating a Capacity for HRD Policy Analysis (II.A.2) (Proposed Outlay: $300,000). The sub-projectwould create a capability to design and manage HRD policy research through a policy research fund. The aim isto derive human resource policies from economic strategies, policies and scenarios in order to provide criteria forthe effective allocation of resources to the development of TVET. The sub-project would finance fellowship trainingin policy research management and a fund for policy research. The research fund would be available to the PolicyCoordination Agency, which would define priorities for policy analysis -- including prospective studies on promisingsectors - and call for proposals from the Jordanian research community to carry out the research.

B. Rationalize VET Pro2rams and Management

3.14. Feasibility Study to Consolidate VET Programs/Management (IL.B). (Proposed Outlay: $94,000) Thejustification for maintaining two separate systems in a country of Jordan's size needs to be re-examined. Benefitscould be obtained by rationalizing the system. These include increased relevance of training, more effectivemanagement and scale economies and greater efficiency in the use of resources. The Action Plan recommends anumber of changes, including separating vocational curricula from the existing secondary curriculum, refocussingthis training to concentrate on preparation for work; consolidating both VET systems under one management,redefining the residual role of the MOE as pre-vocational education and developing various bridging courses. Afeasibility study is recommended to examnine the costs, benefits and feasibility of these proposals, identify possiblealternatives to rationalize the system and work out specific implementation plans.

C. Enhance Accountability and OutDuts

3.15. Decentralize Authority to Managers of Training Institutions (II.C. 1) (Proposed Outlay: $34,000) Controlof TVET at present tends to be highly centralized, leading, inter alia. to lack of incentives by local managers toadjust the supply to local labor markets. The sub-project proposes a comprehensive analysis of ways to decentralizefunctions to institution level, both in vocational training and technician training. Expert services would studyexisting legislation and regulations that impede decentralization, design mechanisms for increased decentralizationand review budgetary changes. Specific issues for review include ways to increase autonomy at institution level forselection of student intake, adaptation or change of specializations, financial incentives for finding local markets,and increased financial autonomy in terms of retaining income generated by sale of services.

3.16. Train Manaeers of TVET Institutions (lI.C.2) (Proposed Outlay: $395,000). Increased responsiveness ofTVET depends on decentralization of authority to local managers of institutions. Carrying increased responsibilitiesrequires training. Based on a task analysis of the roles of managers in a decentralized system, the proposed sub-project would develop management programs in cost controls, marketing, and development of teaching programs.Expert services and fellowships would be used to train trainers.

Annex 3APage 9 of 10

3.17. Reform Exit Examinatioos (II.C.3). (Proposed Outlay: $30,000) The MORE controls private and public

community colleges in three ways: (a) accrediting the institution, (b) approving in detail each additional new course,

and (c) through managing the "comprehensive' final examination. This degree of control is excessive and tends

to stifle innovation. The comprehensive examination has come in for criticism in not testing well the priority

elements of the teaching programs. The purpose of the sub-project is to improve the final examination in terms of

the relevance of what it tests and the validity of the testing and thereby relax the need for accreditation of individual

courses. The result is expected to be the allowance of additional space for innovation in course content and methods

of teaching. Expert services would be provided to review the content and procedures for preparing the exit

examination, and also the purpose and methods of course accreditation to introduce more flexibility.

D. Restructure the Role and Management of Community Colleges

3.18. Develop Strate2ic Plans and Planning Processes (II.D.1) (Proposed Outlay: $4.2 million). The TVET

component of HRDSIL I is designed to improve the differentiation between the various providers of training

programs, the diversification of program offerings and the linkages with employers and the labor market. A

strategic planning capability is needed for community colleges in the technically sophisticated technician training

level. Such capacity would assist in rationalizing the mission and mandate of technical colleges and build a sustained

capacity to initiate demand-driven programs. The proposed sub-project would build such strategic planning capacity

through development of a strategic planning model, generation of a strategic plan with policy options, convening

of a private sector forum, professional development of MOHE staff and implementation of two demonstration pilot

projects. CIDA is providing assistance for this sub-project through the Association of Canadian Community

Colleges.

3.19. Establish Ind_e dent Community College Govemance (II.D.2). (Proposed Outlay: $50,000) Present

governance arrangements for community colleges rest with the Higher Education Council, in which community

colleges represent only two of 17 votes. The Board is thus dominated by academic concerns related to degree level

education. This governance structure does not provide a requisite window on industry, business, public receptivity

and community response. The proposed sub-project would finance a study to explore the merits, cost, governance

and alternate structures for an independent community college board. The aim is to enhance the overall direction

of the system so as to improve the relevance and responsiveness of community colleges. Issues and options to be

addressed by the study include whether a subcommittee of the existing Board would suffice, an independent board

for the entire system vs. individual college boards, regional boards or sectoral boards; board mandate and functions;

membership, legal requirements and terms of service.

E. Improve Resource ManaFement

3.20. Improve Policy. Plannine and Capacity to Manage TVET Financial Resources (II.E. 1) (Proposed Outlay:

$90,000) TVET tends to be expensive in relation to general education and indications of inefficient use of

resources, including uneconomical school or class sizes and low use factors for specialized facilities. The sub-

project seeks improved resource management through (a) a micro-analysis of costs, (b) development and

improvement of cost norms, (c) training of central and institutional managers in cost management techniques, and

(d) installation of improved resource management procedures.

Annex 3APage 10 of 10

III. OUALITY IMPROVEMENT (3 Sub-projects)

A. Upgzrade the Practical Experience/Traininn of Instructors

3.21 Provide Practical Training Programs for Teachers and Instructors (II.A.) (Proposed Outlay: $1,948,000).One of the major wealnesses of the TVET system in Jordan is the low qualifications of the instnrctors and teachers.The main objective of the sub-project is to improve teacher and instructor capabilities through provision of industrialwork experiences, upgrading of practical skills and teaching qualifications. Three alternative means arerecommended to improve the skills of teachers and instructors: a teacher and instructor upgrading fund; hiring ofpart-time instructors and use of expatriate instructors as role models. The proposed sub-project would finance sixtypes of programs: (i) funds to sponsor instructor training; (ii) support for trainers to spend time in enterprises; (iii)financing for foreign instructors to the country; (iv) a competition for scholarships abroad; (v) staff developmentprograms for teaching institutions; and (vi) broader staff development programs of the key TVET agencies.

3.22 Increase the SupRly of Teaching Materials (Proposed Outlay: $1,209,000) Rapid changes in technology andjob content in a variety of occupations indicate the need to review skill training programs and the availability ofrelevant teaching materials. There is a particular dearth of teaching materials at the technician level of training.The proposed sub-project would provide finance for: (a) review of existing teaching materials, (b) identify relevantmaterials available elsewhere, (c) enhance the local system to generate new materials and (d) purchase new teachingmaterials. It will, in particular, allocate some low-cost materials to institutions on request and would provide forcompetitions for more expensive equipment. Three sources of financing are envisaged: the Canadian EDTS project,normal budgetary processes for part of the sub-project and project financing for the competitive part of the LearningMaterial Enhancement Fund.

3.23 URfrade the SuRRly of Teaching EquiRment (Proposed Outlay: $8,740,000). Each of the authorities currentlyproviding TVET faces similar problems in upgrading of teaching equipment and machines. These requirements stemfrom the introduction of new curricula, the effort to keep pace with changes in technology, the need to replace agingand unsuitable equipment. The objective of the sub-project is to improve the relevance and quality of TVET throughthe upgrading of teaching machines and equipment in workshops. The sub-project would finance equipmentprocurement, local and foreign expert services for specifying and selecting equipment and local and foreign stafftraining and use of new equipment. Applications for assistance under this sub-project would be supported bydocumentation to justify (a) occupational analysis and demonstrated labor market demand, (b) course developmentstrategy covering amendments to teaching programs, (c) staff training proposals, (d) cost analysis in terms of usefactors and cost per student, (e) installation and maintenance plan. Proposals would be reviewed by the TechnicalUnit of the Intermediary using expert assistance. Assistance for new equipment should first be screened for possiblerepair or redesign and rebuilding.

Annex 3BPage 1 of 3

Criteria for TVET Sub-project AnRraisal

I. RELEVANCE OR EXTERNAL PRODUCTIVITY (i.e. should the sub-project be done?)

A. Relationship to reform yoals

- What is the extent of the relationship of the proposed sub-project to the to the agreed strategy andpolicies (refer to Annex 3A, pagel) as well as to the objectives of improving TVET in terms of(a) relevance to priority economic and labor market requirements; (b) effective systemmanagement, including more efficient use of resources; and (c) quality of final results?

- What is the priority of the sub-project in the overall TVET reform?

- To what extent does the proposed sub-project relate to important social goals, e.g. integration offemales in the labor market in non-traditional occupations as set by national authorities?

B. Relationship to the labor market

- What is the justification of the sub-project in terms of overall employment demand and how hasthe demand been estimated?

- What is the justification for the specializations to be provided in terms of local and nationaldemand?

- To what extent are the contents of teaching programs closely related to the kinds of slills actuallyrequired in an analysis of the occupation?

- To what extent would the sub-project facilitate (a) better information about labor market demands,and (b) more rapid training supply responses?

iI. EFFECTIVENESS IN ACHIEVING STATED OBJECTIVES (i.e. is the sub-project well designed toachieve the intended outputs?)

A. Sub-project desien

- To what extent is the sub-project design clear and well thought through?

- To what extent will the inputs, if provided, lead to the desired outputs, i.e. are there any gaps inthe proposed inputs?

- To what extent are targets identified and quantified with milestones established for theirachievement?

B. Technical content

- To what extent has the strategy been carefully crfted to include all the inter-related inputsnecessary to achieve intended outputs, i.e. policy changes, investments, etc.?

- Is the educational strategy (explicit or implicit) in the sub-project the best way, under thecircumstances, to achieve the trining goals?

Annex 3BPage 2 of 3

- Does the sub-project involve appropriate expert services (within Jordan and from abroad)necessary to achieve its objectives?

C. Evaluation

- Has a satisfactory plan been prepared for monitoring and evaluation of the sub-project andcorrection for deviations during execution?

m. FEASIBILIT (i.e. can it be done?)

A. Availability of inputs

Are sub-project inputs likely to be available as and when required?

- instructors;- teaching programs;- teaching materials;- qualified students (e.g. in sparsely populated areas will there be enough students?);- administrators;- expert services (local and external);- building sites;- availability of counterpart financing;- recurrent budgets;

B. Imolementation capacity

- Does the sub-project management have sufficient experience in implementing similar sub-projects?

To what extent has the sub-project implementation organization adequately identified the staffingimplications of sub-project execution and assigned the necessary technical and managerial capacityand expertise to carry out the sub-project effectively?

C. Sustainability/Reolicability

- Are the projected recurrent costs of the sub-project financially sustainable over the medium term,i.e. does it generate sufficient revenue to become reasonably self-sufficient, or does it requiresufficiently modest resources that are likely to be available from public sources?

- To what extent is the sub-project a model that could be afforded and replicated on a wider scale?

D. Repayment

- To what extent can the applicant demonstrate a capacity to repay the project (for private sub-borrowers only)?

IV. EFFICIENCY IN USE OF RESOURCES (Can the sub-project be done at reasonable cost?)

A. Least-cost approach (i.e. consideration of alternative means to achieve program objectives that costless.)

Annex 3BPage 3 of 3

- Has the proposed sub-project made use of already existing facilities and training resources

of other training establishments in the area, i.e. made use first of available spare

capacity?

- Can economies of scale be realized by combining training sub-projects into larger

institutions, e.g. is it socially acceptable in the particular region to combine rather than

separate training by gender?

B. Norms and standards

- Have proposed capital and recurrent unit costs (i.e. costs per trainee) been identified

accurately, are they reasonable and do they conform to national and regional norms?

- Have proposed utilization rates3 for physical facilities and equipment been identified, are

they reasonable and do they conform with national norms?

Have staff utilization rates3 been projected, are they reasonable and do they conform with

desirable optimum norms?

Is the proportion of recurrent expenditures on overhead (administration and services)

reasonable in relation to expenditures on delivery of training?

V. SUMMARY

What are the key project risks and what has been, or should be, done to minimize them? After

these actions, to what extent are the risks (e.g. waste of scarce resources) within tolerable levels?

Is this a priority, sound and implementable investment for scarce national resources?

On what specific conditions should the sub-project be recommended for financing?

3 Defined as the acwl number of teaching periods used per week divided by the thcoreticAl maximum.

I

Annex 4Page 1 of 7

SAMPLE FORMAT FOR PREPARING SUB-PROJECTS

A sub-project may be prepared in various forms for submission to the Intermediary, but whichever form

is used it must include certain key elements that will be sought out in the appraisal process. These key elements

are incorporated in this sample format outline.

1. Heading information

(a) Date, preparing entity, person to be contacted for questions or additional information

(b) Statement of sub-project endorsement by steering committee of entity or authorized official (i.e.,

Secretary-General)

2. Justification for investment being proposed

(a) Problems and issues sub-project will address(b) Expected outcomes

3. Sub-project objectives

Objectives should be stated concisely and demonstrate a link to the general and specific objectives

of the Educational Reform Program

4. Brief (one paragraph) description of the proposed sub-project

5. Required inputs for sub-project implementation

(a) Staff1. Professional2. Support3. Full-time4. Part-timeS. Qualifications

(b) Equipment(c) Buildings and/or sites

1. Rented2. To be constructed

(d) Materials(e) Technical assistance

1. Type required2. Selection process3. Contract duration

(f) Transportation(g) Other

Annex 4Page 2 of 7

6. Staff development plan (if needed)

(a) Assessment of needs(b) Plan for developing training programs(c) Entities that will conduct training

7. Management arrangements for implementation

(a) Responsible person(s)(b) Supervision plan(c) Planning(d) Financial management

1. Accounting2. Procurement

(e) Coordination (internal/external)(f) Monitoring system based on performance indicators

1. Quantities (number trained, constructed, printed, distributed, contracted, enrolled, etc.)

8. Sub-project costs

(a) Costs, including unit costs, by sub-project component, and total cost(b) Incremental recurrent cost

9. Implementation schedule, showing each component

10. Sub-project evaluation plan, linked to objectives and the cumulative data compiled by the supervision andmonitoring system.

Annex 4Page 3 of 7

SAMPLE FORMAT FOR SUB-PROJECT APPRAISAL REPORTS

1. Sub-project justification and objectives

(a) Briefly summarize both(b) Indicate their relevance to the Educational Reform Program(c) Cite deficiencies, if any(d) Recommend revisions, if necessary

2. Summarize sub-project description

(a) Analyze conceptual and technical design(b) Analyze its congruence with objectives and reform(c) If deficient, provide recommendations

3. Assess adequacy and appropriateness of inputs

(a) Qualitative and quantitative aspects(b) Cost effectiveness(c) Control mechanisms(d) Timeliness of provision(e) Recommendations

4. Assess staff training program, if applicable

(a) Training plan(b) Clear definition of needs(c) Acceptability of the training entity(d) Recommendations

5. Assess adequacy of management arrangements

(a) Responsibility factor(b) Supervision of implementation activities(c) Planning process(d) Financial management(e) Procurement procedures and accountability(f) Implementation coordination(g) Implementation monitoring(h) Recommendations

6. Assess sub-project costs

(a) Check for accuracy(b) Request supplemental information when necessary(c) Determine cost effectiveness(d) Recommendations

7. Assess schedule of implementation

Annex 4Page 4 of 7

(a) m= its faibility(b) Rc ations

8. Amu fasibility and appropriatenes of evaluation plan

9. Rcom_andation to the Policy Council.

Annex 4Page 5 of 7

GENERAL CRITERIA FOR SUB-PROJECTPREPARATION. APPRAISAL. AND APPROVAL

1. The general criteria, together with the specific criteria, will form the basis for sub-project preparation by

the beneficiary institutions, appraisal by the Intermediary's Technical Unit (incorporated in NCERD), and approval

by the Intermediary's Policy Council.

2. The general criteria consist of four elements:

(a) Relevance to the objectives of the Education Reform Program: Should it be done?

(b) Technical quality: Will the sub-project inputs produce the desired output?(c) Implementation capacity: Can the sub-project be implemented effectively?(d) Cost efficiency: Can the sub-project be implemented at reasonable cost?

It is recognized that the weight assigned to each criterion would vary among sub-projects.

Relevance to the Reform Objectives

3. The relevance of a given sub-project would be assessed on the basis of its expected contribution to the

overall goals of the Education Reform Program as a whole, and to those of the action plan to which it belongs.

Some examples are given below for illustration purposes.

(a) Curricula and instructional materials. Whether sub-projects to introduce new curricula and

instructional materials (textbooks, audio-visual aids, and other teaching aids) would be expected

to improve the acquisition of basic knowledge and skills, increase student critical thinking,

problem-solving skills, creativity, resourcefulness, and involvement in the classroom, school, and

community activities.

(b) Teachers. Whether sub-projects for in-service programs are suitable for increasing teachers'

academic and pedagogical qualifications (including resourcefulness, initiative, and leadership), and

whether this would result in a more effective use of curricula, instructional materials, and mediato realize higher student achievements.

(c) Educational research and development. Whether the proposed sub-projects would help to improve

the effectiveness of existing reform programs (through monitoring and evaluation feedback);

support new program and policy initiatives (through major studies of sectoral and sub-sectoral

issues or institutions); and promote excellence or institutionalize innovations (through research and

testing of promising new pedagogical, technological, or institutional developments in Jordan or

other countries).

Technical Ouality

4. Each sub-project application would be assessed to ensure that its design and targets would address quality

improvement issues. The analysis would consider:

(a) Desi2n and targets. Whether the design is in line with the action plan objectives, design, and

targets; it is well defined; whether the targets are identified and quantified to the extent possible;

whether achievement dates are specified; and whether there are measures to monitor the

achievement of specified targets.

Annex 4Page 6 of 7

(b) Norms. standards. and utilization rates. Whether construction, maintenance, furnishings,equipment, and teacher utilization ratesfstandards are specified; and whether they are inconformity with those agreed upon for the action plan.

(c) Monitorine and evaluation. Whether there is a clearly defined monitoring and evaluation programwhich identifies goals and responsibilities, defines activities to be monitored and evaluated, andprovides strategies and instruments for assessing the financial progress of the sub-project; andwhether the sub-project includes evaluation feedback that will facilitate any needed modificationin subsequent activities.

IMslementation C#MaiIX

S. The analysis would use the following criteria to determine whether the applicant beneficiary institution canimplement the sub-project:

(a) Assessment of staff. Whether the implementing unit has the necessary technical and managerialcapacity and expertise to carry out the sub-project effectively; whether the sub-project identifiesstaff by sub-project implementation responsibilities, indicates their qualifications, and identifiesspecific actions to remedy staff shortfalls or losses.

(b) Assessment of the sub-uroject implementation coordinator. Whether the individual assigned istechnically and managerially qualified; whether his/her responsibilities and accountabilities areclearly specified.

(c) Coordination within the sub-uroject. Whether the sub-project has been prepared in coordinationwith the various departments responsible for the areas covered by the sub-project.

(d) Coordination with other sub-Drojects. Whether the sub-project implementation program has beencoordinated with related sub-projects under the same action plan or under other action plans.

(e) Availability of funds. Whether the counterpart financing requirements for the sub-project areavailable.

CQstLEfficiency

6. Sub-projects would be assessed to determine whether they can be implemented at reasonable cost withoutjeopardizing timely delivery or quality. This would involve consideration of the following:

(a) Unit cost. Whether sub-project capital and recurrent unit costs are in line with estimates used forcost calculations for similar activities proposed in the relevant action plans; and whether costs arebased on national standards or Bank experience.

(b) Utilization rat. Whether facilities and equipment utilization rates are in line with those used inthe design of action plans; and whether the intensity of use of sub-project outputs has beendocumented and is used to determine priorities.

(c) Staff utilization. Whether staff will be efficiently utilized; and whether staff trained under the sub-project will maximize the gains to be derived from their improved qualifications.

Annex 4Page 7 of 7

Chart 1: Flow Chart for Generating and Processing Sub-projects

START

pwepafeSub-praled

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|~ ~ ~~e A4Zs |- e . ccepi Acep Apria Reor

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Annex 5Page I of 14

MONITORING AND EVALUATION INDICATORS4

Overview

The monitoring and evaluation indicators have been developed in collaboration with the counterpart teams to provide a tool for monitoring theeffectiveness and efficiency of the various action plans. The indicators will provide a means for supervision missions and the Government to assess theprogress in, and effectiveness of, the implementation of project activities, identify any shortcomings, and define appropriate solutions to the constraintsidentified. For presentational purposes, the indicators are grouped by action plan, although a number of the action plan activities are closely linked. Allcomponents of the project will be reviewed by the Bank and Borrower during the mid-term review (scheduled during Year 3 of the project).

Action Plan/ Input Process/Output Indicators Timing Status/Sub-Component Comments

In-service Basic training program:teacher training 5000 grade 11 teachers to be trained Number of teachers trained Year 1

1500 secondary vocational teachers to be Number of teachers trained Year 2trained5000 grade 12 teachers to be trained Number of teachers trained Year 25000 additional teachers to be trained Number of teachers trained Year 3

Teachers implement key ideas presented in Yearlyin-service training programQuality of content, methodology and Yearlyinstructional materials of CDTP improved

Enrichment and specialized training1ro2tam:1200 teachers to be trained Number of teachers trained Year 22000 teachers to be trained Number of teachers trained Year 24000 teachers to be trained Number of teachers trained Year 310000 teachers to be trained Number of teachers trained Year 410000 teachers to be trained Number of teachers trained Year S

Teachers implement key ideas presented in Yearlyin-service training programTraining adapted to level and background of Yearlytargeted teachers I _

4Nsot This list of monitoring indicators wilH be supplemented by the specific monitoring and evaluation criteria to be included in the sub-projectproposls submitted to the Intermediary for apprasl during project implementation.

Annex 5Page 2 of 14

Action Plan/ Input Process/Output Indicators Timing Status/Sub-Component Comments

Evaluation: Training programs to be Steady improvement in quality of training Yearlyevaluated annually by the Intermediary and programmodifications or revisions will beincorporated in the following year's program _

Training the Train a total of 925 trainerstrainers 605 trainers to be trained Number of trainers trained Year 1

80 new field trainers to be trained each year Number of trainers trained Yearly duringthereafter Years 2-5

Trainers applying key ideas presented in in- Yearlyservice training program l

Evaluation: Yearly internal evaluation of the Yearlytraining program by the ETCExternal assessment at the end of Year I July 1996

Training Train a total of 250 high-level administrators Number of administrators trained Yearlyeducational (50 administrators per year)administrators/ Train a total of 1100 educational counselors Number of counselors trained Yearlycounselors 300, 200, 200, 200, 200 counselors to be Educational counselors are able to answer Yearly

trained respectively in the 5 years teachers' questions regarding the appropriateuse of new material and pedagogyCounselors evaluate teachers on criteriaconsistent with the teacher behaviors Yearlyencouraged within the education reformprogramCounselors provide instructional supervisionto teachers

Evaluation: Yearly internal evaluation of the Yearlytraining program by the ETCExternal assessment at the end of Year I

July 1996

Annex 5Page 3 of 14

Action Plan/ Input Process/Output Indicators Timing Status/Sub-Component Comrnants_l

Training school Train a total of 400 academic schoolprincipals and principalsassistants 200 principals to be trained gagh year Number of principals trained Year I and 2

Train a total of 1000 assistant principals100, 100, 200, 300, 300 assistant principals Number of assistant principals trained Yearlyto be trained respectively in 5 yearsTrain a total of 100 vocational schoolprincipals50 principals to be trained each year Number of principals trained Year I and 2Train a total of 500 technical coordinators invocational schools50, 50, 200, 100, 100 technical coordinators Number of technical coordinators trained Yearlyto be trained respectively in the 5 years Principals provide instructional supervision Yearly

to teachersPrincipals are able to answer teachers' Yearlyquestions regarding the appropriate use ofnew material and pedagogyPrincipals evaluate teachers on criteria Yearlyconsistent with the teacher behaviorsencouraged within the education reformprogram

Enrichment training program for 500 Principals are up-to-date Yearlyprincipals per year

Evaluation: Yearly internal evaluation by YearlyETC in coordination with other directorates

l_____________ Yearly extenal assessment

Annex 5Page 4 of 14

Action Plan/ Input Process/Output Indicators Timing Status/Sub-Component Comments

Pilot school- Train a total of 600 educational staff to use Educational staff trained Yearlybased in-service cooperative methods in planning, School-clusters developedtraining project implementing and propagating new ideas in Self-driven transfer to other schools

the context of local conditions (60 Enhanced capacity of ETC to providesupervisors, 60 principals, and 480 teachers school-based integrated and cooperative in-in all governorates). Develop 20 school- service trainingclusters as models for other schools to learnfrom

Evaluation: Yearly internal evaluation by YearlyETCYearly external assessmentImpact assessment during Year 3 Yearly

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ~~~~~~~~ ~ ~~Year 3 _ _ _ _

Aligning the Establish Standing Committees to coordinatecontent and and monitor development of the sample testsobjectives tested Standing Committees to be established Standing Committees established By Dec. 1995by the GSSCE Chairpersons to be trained Number of Chairpersons trained By Dec. 1996with the new Tables of specifications to be prepared and Tables of specifications June 1997curricula published New assessment techniques, including Yearly

GSSCE examination, place more emphasison cognitive skills

Evaluation: Formative evaluation by GDEE YearlyYearly external assessment

Annex 5Page 5 of 14

Action Plan/ Input Process/Output Indicators Timing Status/Sub-Component Comments

Developing Selection and appointment of two supervisors Appointments made with a commitment for Year 1classroom-based (one in Math & one in Arabic) to head the training and follow-up assignments.diagnostic testing diagnostic development teams.for remedialinterventions Training of two supervisors abroad (3 month Training completed satisfactorily. Year 1

each)

Recruitment of consultants (8 staff months) Appropriate consultants recruited. Year 1

Selection and training of teachers from Selection and training completed and test Years 1 + 2cooperating schools, formation of teams and development started.start diagnostic test development

Completion & production of test materials Completed. Years 2,3,4,5

Disseminating diagnostic approaches to Dissemination carried out. Years 3,4,5teachers in cooperation with ETC

Evaluation of changes in classroom practices Diagnostc approaches and remedial Years 4,5interventions applied in the classroom.Improved student achievement; reduced ratesof repetition and drop-outs.

Evalation: Extent of dissmination of diagnosticYearly internal evaluation approache asssed as well as impact on YearlyMid-term extnal assessment achievement and efficiency Year 3Impact study Year 5

Annex 5Page 6 of 14

Action Plan/ Input Process/Output Indicators Timing Status/Sub-Component Comments

School-based MOE and NCERD to prepare guidelines, Guidelines, procedures and arrangements by Novemberinnovations procedures and organizational arrangements developed and agreed 15, 1995

Random selection of initial districts, Selection completed and orientation by March 01,orientation programs for supervisors programs implemented 1996followed by principals

Brief concept papers from schools and their Brief concept ideas of innovative activities Process to bescreening. received, screened and selected schools completed by

invited to present detailed proposals May 14, 1996

Allocating grants to schools with selected Selected schools notified and first Notification byprojects for implementation within the installments paid June 15, 1996.following 18 months First phase

projects to becompleted byDec. 31, 1997

Continuous evaluation of process which will Evaluation results utilized to introducebe repeated yearly improvements and adjustments

Successful experiences disseminated for Assess results of dissemination. Year 3,4,5wider adoption.

Evaluating of the pilot activity and Final evaluation completed. Year 5recommendations for further action.

Annex 5Page 7 of 14

Action Plan/ Input Process/Output Indicators Timing Status/Sub-Component Comments

Technical and Develop mechanism linking economic and Results of policy paper and mechanism Year Ivocational HRD adopted.educationtraining (TVET)" Develop mechanism for tracer studies. Mechanism adopted and experimental Years 1, 2: Relevance to Establish central institution for coordination, implementation in a region initiated.Market Economy processing and analysis of tracer studies.

Develop mechanism for employer Mechanism adopted. Year Iparticipation.

Develop short-term and bridging programs Programs implemented. Years 2-5for TVET

Develop new technical courses for CCs. Courses introduced in program. Year 2

Develop training materials in Training materials adopted. Years 1,2,3entrepreneurship

Design system/facility for loan provision to Launch loan provision to private CCs which Years 3-5l______________ private community colleges. submit qualifying proposals.

* The list of TVET monitoring indicators is not exhaustive and will be supplemented by specific monitoring and evaluation indicators to beincluded in the sub-project proposals to be submitted for appraisal and approval.

Annex 5Page 8 of 14

Action Plan/ Input Process/Output Indicators Timing Status/Sub-Component Comments

Effective TVET Develop system for policy coordination. Policy coordination body established or Year ISystem National Task Force for Coordinating TVET

strengthened.

Training to improve policy analysis capacity. Number of staff trained; relevance of Years 1, 2training

Research in HRD and policy analysis Research performed and results utilized. Yearly

Training of TVET institution administrators. Number of TVET institution adminstrators Years 2-5trained.

Develop procedures to make CC exit exam Procedures adopted and implemented. Year 3more relevant to TVET.

Develop governance structure for an Structure adopted and board established. Year 1independent CC board.

Develop a system for micro analysis of cost System developed and utilized. Year 1in TVET institutions.

TVET Review modular manuals for training Results of review adopted and implemented. Years 3-5improvement

Training of staff, provision of equipment (Approved sub-projects properly Years 2-5and civil works as per sub-projects to be implemented).processed.

Evaluation: Internal evaluation by MOE, Adjustments made on the basis of evaluation. YearlyMOHE, and VTC

External evaluation guided by strategy and Modification/adjustments made after Years 3, 4policies approval of Policy Coordinating Body I_I

Annex 5Page 9 of 14

Action Plan/ Input Process/Output Indicators Timing Status/Sub-Component Comments

Learning Phase A: Construct 2 LRCs in each ofresource centers Amman and Balkaa and renovate Karak

LRC. Upgrade 6 LRCs: training,equipment. and suplies.Deflning sites and ownership Sites and ownership defined March 1995Finalize plans and bidding documents Plans and bidding documents finalized July 1995Invitation to bid prepared Invitation to bid prepared Oct. 1995Bid evaluation and contract award Contract awarded Feb. 1996Completion of construction Construction completed Dec. 1996

Learning resource centers provide qualitysupport to teachersPerceived usefulness of training program byteachersTeachers better able to use educationaltechnology in the classroom

Evaluation: External evaluation June 1998 l

Phase B: Renovate and develop LRCs in Implementation dependent on results of Starts JulyKarak and Zarkaa and construct LRC in evaluation. 1998Tafilah l

GDCET Extend distribution system to regional Reduced loss of books due to more efficientComputerization warehouses: tracking system, and reduced spoilage due to

Amman 1 and 2 warehouses better warehousing and distribution systemsDetailed system design for distribution Dec. 1995system to be completed and approved by Increase management control over publishingMOE/Intermediary processSystem to be operational April 1997Irbid and Zarkaa warehousesDetailed system design for distribution Dec. 1997system to be completed and approved byMOE/IntermediarySystem to be operational April 1999

Annex 5Page 10 of 14

Action Plan/ Input Process/Output Indicators Timing Status/Sub-Component Comments

Allocation and Develop a mechanism for the allocation ofdistribution of instructional materials and library booksinstructional Detailed allocation and distribution system to Detailed allocation and distribution system Oct. 1995materials and be completed and approved by completed and approved bylibrary books MOE/Intermediary MOE/Intermediary

System operational System operationalAdequate supply of essential instructional June 1997materials and library books found in allschoolsInstructional materials and library books

_______________ _____________________________________ actually utilized

Textbook Develop desk-top publishing capacity of theproduction GDCET

System specifications to be developed and Improved overall quality of textbooks Nov. 1995approved by MOE/ IntermediarySystem operationalAutomate manuscript preparation Oct. 1996System specifications to be developed and Manuscript preparation process operating August '97approved MOE/Intermediary effectivelySystem operational April 1998

Reduce unit cost of productionIncrease cost recovery

Produce textbooks and teachers' guides YearlyTextbooks and teachers' guides produced ontime

GDCET Deliver textbooks to schools on time The weekdistribution All schools to be provided with appropriate All schools receive needed textbooks prior to before schoolnumber of textbooks beginning of their distribution/lending/sale to starts, orstudents earlier, eachReduce stock wastage year

Annex 5Page 11 of 14

Action Plan/ Input Process/Output Indicators Timing Status/Sub-Component Comments

Trialling and Evaluate textbooks and teachers' euides Textbooks and teachers' guides are relevant, Yearlyevaluation Textbooks and teachers guides evaluated appropriate to the grade level, clearly

presented, and conform to realizing thereform objectives

Strengthening Construct or secure facility for GDEEadministrative Decision about new construction or available Premises meeting the required criteria Duringand feedback facility available on schedule appraisalsystems for the If a new facility is to be constructed:GSSCE Designation of lot of land and indication of (To be defined

ownership duringFinal plans and bidding documents appraisal)Invitation to bid preparedBid evaluation and contract awardCompletion of construction

NCERD's EMIS Equipment Procurement (i) Hardware Equipment in operation at NCERD and April 30, 1996(ii) Software concerned offices

Assessment of MOE and Regions data needs Assessment completed Oct. 31, 1995

Review of annual cycles of data collection, Report and recommendations on cycles Oct. 31, 1995planning and budgeting completed

Development of NCERD Local Area L.A.N. in operation April 30, 1996Network

Development of an Executive Info. system System in operation Jan. 31, 1998

Update data entry, processing and retrieval Data system update completed Oct. 31, 1997l _______________ system I

Annex 5Page 12 of 14

Action Plan/ Input Process/Output Indicators Timing Status/Sub-Component Comments

Sample-based Identification, orientation, preparation of Instrumentation and pilot testing completed Jan.-July 1995national pilot test forms and administrationassessment

Preparation and development of instruments Instruments developed Aug. 31, 1995

Sample selection, finalization of All arrangements completed and Nov. 1, 1995-administrative procedures, and preparation of instruments/tests ready March 31,administration manuals and final designs of 1996instruments and tests

Test administration Performed without problems May 2-15,1996

Tabulation, scoring, interpretation of results Completed May-Dec. 1996

Dissemination and discussion of reports Feedback to influence textbook or Jan-Marchcurriculum revision, teacher training and 1997classroom practice.

Process repeated periodically Details in Action Plan (PIV)

Facility for Construct or secure permanent facility for Premises meeting the required criteria July 1997NCERD NCERD available on scheduleIdentification of site and indication of itsownershipFinal plans and bidding documentsInvitation to bid preparedBid evaluation and contract awardCompletion of construction

l

Annex 5Page 13 of 14

Action Plan/ Input Process/Output Indicators Timing Status/Sub-Component Comments

Project Evaluation: Intermediary prepare semi- Reports are complete and submitted in a Semi-annuallymanagement annual technical-financial report timely fashion

Project accounts audit report prepared Audit report is complete, accurate, and Within 6annually submitted in a timely fashion months after

the end of theGovernment'sfiscal year

For the mid-term review, the Intermediary Report is complete, accurate, and submitted By Decemberprepares a detailed report covering all in a timely fashion 31, 1997aspects of the projectProject Implementation Report prepared Report is complete, accurate, and submitted No later thansummanizing overall project implementation in a timely fashion 6 months after

closing of theloan

School Develop and agree on new design New design developed, reviewed and agreed July 31, 1995construction andexpansion Selection of type of construction (extension Sites and types of construction decided July 1995

or new) on the basis of developed and agreed according to criteriacriteria.

Construct schools Rented schools replaced with MOE owned Yearlyschools and double shifting reduced

New student places provided Yearly

Facilities are properly utilized (e.g. students Yearlyhave regular access to library, teachers uselaboratory) Upon

utilization ofnew space

Review organization and management Revised organizational and management Year 3functions of the GDPSB structure developed and adopted IlI

Annex 5Page 14 of 14

Action Plan/ Input Process/Output Indicators Timing Status/Sub-Component Comments

School Identifying schools that need structural 843 schools identified for structural repairs Alreadyrehabilitation repairs and sanitary units and 285 for sanitary units. As much as identified.possible, bidding and contracts integrated Spot checkingwith school construction. needed.

Rehabilitate schools following yearly Adequate rehabilitation completed on Yearlyschedule. schedule

Equipment for Equip schools constructed or expanded under Schools properly equipped Beforeschools the project with appropriate equipment beginning ofTeachers and students using equipment school yearappropriately following the

completion ofconstruction

School building Develop sustainable school facility School facility maintenance program adopted Yearlymaintenance maintenance program and maintenance carried out

Annex 6Page 1 of 4

TECHNICAL ASSISTANCE AND FELLOWSHIP SUMMARY

Not: Unless otherwise indicated, the technical assistance to be provided under this project would be considered technical assistance for Institutional Development

(as defined in OD 8.40). As such, the technical assistance would build sustainable domestic capacity either within the targeted institutions or on a national,

sectoral, or functional level.

Action Plan Technical Assistance Specialization Staff-Months Equivalent Comments

/Fellowships (by FY)

96 97 98 99 00 Total

In-Service Teacher Technical Assistance Specialists in training 1 2 1 4 4 persons' for 0.5 staff-

Training (Foreign) and in production of month each and 2

training materials persons for 1 staff-month each

Training the Trainers Technical Assistance Specialists in designing 1 1 2 persons at 0.5 staff-

(Foreign) training courses; month eachdeveloping materials;supervising, andevaluating trainingprograms l

Fellowships Training methodology 4.5 4.5 6 persons for 0.75staff-month each

Training Educational Technical Assistance Specialists in educational 1.5 1.5 2 persons for 0.75

Administrators and (Foreign) leadership training staff-months each

Counselors_ Fellowships Leadership training 5 5 5 persons for one staff

methodology month each

Aligning the Content Technical Assistance Subject specialists to 21 24 9 54 3 persons' for 7 staff-

and Objectives Tested (Foreign) assist in developing tests month each, 4 persons

by the GSSCE with for 6 staff-months

New Curricula each, and 3 persons for3 staff-months each

This does not necessarily mean that the persons are different. The same person may make more than one visit.

Annex 6Page 2 of 4

Action Plan Technical Assistance Specialization Staff-Months Equivalent Comments/Fellowships (by FY)

96 97 98 99 00 TotalTechnical Assistance Subject specialists to 3 3 6 3 persons for 2 staff-(Local) assist and follow-up on months each

test development

Fellowships For chairpersons of the 36 36 72 40 chairpersons of theExainination ExaminationCommittees: gain Committees for 1 staff-practical experience in month each and 16development of test chairpersons of thespecifications, test Item Constructiontypes, and test Teams for 2 staff-management; for months eachchairpersons of the ItemConstruction Teams:gain practical experiencein item construction.

Developing Technical Assistance Specialist in diagnostic 6 3 3 12 1 person for 12 staff-Classroom Based (Foreign) testing and remedial monthsDiagnostic Testing for interventionsRemedialInterventions Fellowships Diagnostic test 6 6 2 supervisors for 3development staff-months eachTechnical and Technical Assistance 13 13 13 13 12 64Vocational Education (Foreign)and Training* Technical Assistance 129 129 129 129 130 646

(Local) _l__________________ Fellowships 68 68 68 68 65 337Learning Resource Fellowships 4 4Centers

* Preliminary estimates

Annex 6Page 3 of 4

Action Plan Technical Assistance Specialization Staff-Months Equivalent Comments

[Fellowships (by FY)

96 97 98 99 00 Total

GDCET Technical Assistance Specialists in 3.75 0.75 1 1.5 7 1 person for I staff-

Computerization (Foreign) distribution system month (distribution

development, desktop systems); I person forpublishing, 0.5 staff-monthadministrative systems (desktop publishing); 1

design, computerization person for 1.5 staff-

of trialling and months (administrativeevaluation systems, systems); 1 person for

management; and 0.5 staff-monthresearch methodology (trialling and

evaluation); 1 personfor 2 staff-months(management); Iperson for 1.5 staff-months (researchmethodology)

Textbook Production Technical Assistance Specialists in 2.5 2 1.5 0.5 6.5 2 persons for 2.5 staff-

(Foreign) computerization, months eachtypesetting, and (computerization and

production support typesetting); I personfor 6 staff-months(production support)

Technical Assistance 1.5 1.5

(Local)

Distribution Technical Assistance 2.5 1 0.75 0.75 5

(Foreign)

Technical Assistance 0.25 0.5 0.5 0.5 1.75

l _ _ _ _ _ _ _ _ _ _ _ _ _ _ (Local) I I I I_I_ __

Annex 6Page 4 of 4

Action Plan Technical Assistance Specialization Staff-Months Equivalent Comments/Fellowships (by FY)

96 97 98 99 00 TotalTrialling and Technical Assistance Specialist in 1.5 0.75 0.75 3 1 person for 3 staff-Evaluation of (Foreign) development of monthsTextbooks evaluation targets;

methodology, and datacollection instruments

Technical Assistance 4 6 10(Local)

Strengthening Technical Assistance Specialist in computer- 1.5 1.5 3 1 person for 3 staff-Administrative and (Foreign) based testing and OMR monthsFeedback Systemslfor the GSSCE Fellowships Computerized testing 4 4 2 persons for 2 staff-and assessment months eachEMIS6 Technical Assistance Specialist in 4.25 3.25 7.5 1 person for 7.5 staff-(Foreign) management information months

systems lSchool Building Technical Assistance Specialist in 8 6 4 18 1 person for 18 staff-Management (Foreign) organization and months

management _ l

School Facilities Technical Assistance Development of 8 6 4 18 1 person for 18 staff-(Foreign) maintenance program . _ months

6 This technical assistance activity could be classified as technical assistance for policy support because the education management informationsystem would be used considerably to monitor the impact of the education reform program.

Annex 7Page 1 of 2

KEY STATISCAL INDICATORS

A. General Country Data Year

1. GNP per capita (US$)2 1,240 19902. Area (in thousands of square kilometers) 893. Average annual population growth rate (9 4.9 1980-924. Population (million) 4 1992

5. Population projections2 (million)a. Year 2000 5+ 2000b. Year 2015 7.5 2015

6. Urban Population as a percentage of total 51 1970population 69 1992

7. Life expectancy at birth 70 1992a. Females 72 1992b. Males 68 1992

8. Infant mortality rate (per 1,000 live births) 28 1992

B. Education Sector

1. Government expenditures: 7.6 1980Percentage of Government expenditures 12.9 1992on educationPercentage of Government recurrent budget 19 1992expenditures on educationPercentage of Government investment 8.6 1992expenditures on education

2. Percentage of Government expenditures byeducation levelBasic 49.5 1992Secondary 10.1 1992Tertiary 39.3 1992

1 Data arc Wodd Bank eslimat., (World Develooment Renort 1994).

2 Ha}haemt} Kingdom, Jodan Poventy Asseumne (Vol. 1). PHR Divison, MENA, Tbe Wodid Bank, 1994.

3 *EdAtion and Taining in Jordan: A Decriptive and Fnaacial Survey', Lynn loo and Hiaham AI-Daje'h, NCERD,

July 1994 (unpubliabed)

Annex 7Page 2 of 2

3. Gross enrollment rates

a. Basic (grades 1-10)(i) Overall 96.3 1988/89

86.8 1991/92(ii) Girls 97.4 1988/89

86.9 1991/92(iii) Boys 95.3 1988/89

86.7 1991/92

b. Secondary (grades 11-12)(i) Overall 61.3 1988/89

52.4 1991/92(ii) Girls 62.5 1988/89

53.3 1991/92(iii) Boys 60.2 1988/89

51.6 1991/92

c. HigherOverall 25 1991

4. Adult literacy rate (%)'a. Females 77 1993b. Males 91 1993

5. Pupil/teacher ratio'Basic (Grades 1-10) 24 1991/92Secondary (Grades 11-12) 18 1991/92Students per Class

Basic 33 1991/92Secondary 28 1992/92

4 Depanm of Statiuics (panilct), Jordan, 1994.

5 NCERD Education Indicator. 1994. pp.147-49

Annex 8Page 1 of 3

EDUCATION REFORM PROGRAM

Objective J Achievements by end of I Expected Achievements Under_HRDSIL I I HRDSIL II

Restructure the school system by:

Extending basic education from 9 to Completed based on

10 years and reducing secondary temporary Education Law of

education from 3 to 2 years 1988; finalized in April 1994

Restructuring the secondary cycle by Comprehensive secondary Complete preparation and production of

universalizing the comprehensive curriculum, academic and textbooks and teachers' guides.

system to cover all MOE secondary vocational, with a common Computerize textbook production

schools and provide major streams to core of basic subjects both

address diversified abilities and leading to GSSCE, and an

interests. applied stream developed.

Expanding vocational training Vocational Training Rationalize TVET, improve its quality,

capacity under the VTC and broader Corporation (VTC) centers make it more relevant to market needs,

specializations constructed; VTC needs and involve the private sector.

assessment surveycompleted; startedconstruction of a tradetesting center.

Revising the examination system Policy on promotion to Align content and objectives of GSSCE

secondary based on with the new curricula by introducing

performance in grades 8, 9, items on higher cognitive skills;

and 10 implemented in 1989; strengthen administrative and feedback

administrative changes in systems for the GSSCE.Develop

GSSCE exam introduced in classroom based diagnostic approaches

1990/91 whereby candidates for remedial interventions in grades 1-6.

are judged per subjectinstead of pass/fail of thewhole exam.

Realigning the curriculum to New curricula for basic and

emphasize development of higher secondary developed and

cognitive skills approved.

Producing new textbooks according New textbooks for basic Complete preparation and introduction

to new curriculum cycle completed; textbooks of secondary textbooks and teachers'

for grade 11 will be guides.introduced in 1995/96.

Annex 8Page 2 of 3

Objective Achievements by end of Expected Achievenents UnderEIRDSIL I HRDSIL II

Requiring a university degree for Higher Certification College Certification program will continue at aentry into teaching. Raising abolished after evaluation slow pace without direct projectpracticing teachers qualifications and program restricted to support.through implementation of special universities. 6268 teacherscertification program. certified, 2300 teachers

enrolled in certificationprogram.

Establishing pre-service teacher Program started and three Improve progran and continue In-training program to prepare teachers faculties of education are Service Teacher Training Project forof basic cycle at Universities. being constructed and 16500 teachers in the CDTP and 27200

equipped. teachers in the enrichment andspecialized training programs; introducetraining program for 1350 educationaladministrators and counselors; trainabout 925 trainers; develop a pilot in-service training program.

Upgrading existing teachers through Basic school teachers Improve and continue training programin-service training introduced to new curricula for 2000 school principals and

and textbooks. assistants, and vocational trainingcoordinators.

Upgrading qualifications of 310 supervisors, principals, Upgrade 6 existing LRCs and establishsupervisors and school principals and assistant principals 2 more (pending positive evaluation);through certification or diploma trained. Facilities for 175 develop and adopt mechanism for theprogram schools upgraded; Learning allocation of at least JD 1 million

Resource Centers (for annually to ensure availability ofteachers to learn about adequate library books, materials, andeducational technology) consumables; develop a mechanism toexpanded support school-based innovative

programs on a pilot basis.

Improving quality of facilities by Constructed and equipped Civil works program would provideproviding labs, libraries, etc. new schools to accommodate about 95,000 student places

150,000 student places (abouthalf to replace rentedfacilities)

Eliminating use of rented facilities Reorganize and streamlineand accommodating increasing responsibilities of GDPSB.demands for student places.

Annex 8Page 3 of 3

Objective Achievements by end of Expected Achievernents UnderHRDSIL I HRDSIL II

Conducting education finance study S t u d y completed; Implement cost saving measures (e.g.for cost reduction and recovery recommendations under reassessing the school design and

discussion. developing a sustainable maintenanceI _____________________________ ________________________ program ).

Enhancing capacitv to sustainreform by:

Strengthening capacity of Technical Technical Unit established; Continue to support IntermediaryUnit to appraise and monitor sub- evaluated positively. functions of NCERD.projects of the reform program

Establishing NCERD to conduct NCERD established. Improve and expand EMIS; supportresearch and monitor implementation Technical Unit functions implementation of samplebased nationalof reform integrated under supervision assessment by NCERD; construct or

of Intermediary Policy acquire permanent facilities for NCERDCouncil. EMIS established. to enable them to cater to increased

demand.

Institutionalizing curriculum reform Textbooks for grades 1, 5, Improve trialling and evaluationand 9 reviewed and revised mechanism for textbooks.

Institutionalizing textbook Textbooks for grades 1-10 Computerize textbook publishing;development thrugh establishment of and teachers' guides expand textbook distribution system toTextbook Publishing Unit. developed; Textbook district level.

Publishing Unit established;textbook storage anddistribution systemdeveloped; central warehouseconstructed.

Annex 9Page 1 of 1

ESTIMATED DISBURSEMENT SCHEDULE

IBRD Fiscal Year and During Semester Cumulative Percentage of

Semester Ending Disbursement Disbursement Total Loan

(USS million) (%)

Year I (FY96)December 31, 19951 4.0 7 7

June 30, 1996 4.0 13 7

Year 2 (FY97)December 31, 1996 6.8 25 11

June 30, 1997 6.8 36 11

Year 3 (FY98)December 31, 1997 7.9 49 13

June 30, 1998 7.9 62 13

Year 4 (FY9)December 31, 1998 6.8 74 11

June 30, 1999 6.8 85 11

Year S (FYOO)December 31, 1999 4.5 93 8

June 30, 2000 4.5 100 8

Note: Numbers may not add up to totals due to rounding.

I Includes initial deposit into Special Account.

Annex 10Page 1 of 1

SUPERVISION PLAN

IBRD Fiscal Year and Activity and Focus Skill Requirements StaffApproximate Dates WeeksYear 1 (FY96) Proiect Launch Mission: Preparation Education Specialist/Task Manager 6June-July 1995 for implementation through a project Procurement/disbursement Specialist

launch workshop including a review Engineer/Architectof the counterparts the functions ofproject entities; the interrelationshipof sub-project activities;procurement; and implementationschedules

July-Dec.95 Desk supervision 4January 1996 Supervision Mission: Education Specialist/Task Manager 2Jan-June 1996 Desk supervision 4Year 2 (FY97) Supervision Mission: Education Specialist/Task ManagerJuly 1996 Engineer/Architect 4July-Dec. 1996 Desk supervision 4January 1997 Supervision Mission: Education Specialist/Task Manager 2Jan-June 1997 Desk supervision 4Year 3 (FY98) Supervision Mission: Education Specialist/Task ManagerJuly 1997 Engineer/Architect 4July-Dec. 1997 Desk supervision 3January 1998 Mid-Term Review Mission: The Education Specialist/Task Manager

mission will review all project Engineer/Architectinputs, operations, and outcomes Evaluation Specialist 6with relevant authorities. Specificproposals for improvedimplementation will be defined andtimetables for implementation ofremaining activities will be

Jan-June 1998 prepared. Desk supervision 6Year 4 (FY99) Supervision Mission: Education Specialist/Task Manager 3July 1998July-Dec. 1998 Desk Supervision 3January 1999 Supervision Mission: Education Specialist/Architect 4Jan-June 1999 Desk supervision 3Year 5 (FY00) Supervision Mission: Education Specialist/Architect 4July 1999 Desk supervision 3January 2000 Supervision Mission: Education Specialist/Architect 4

Desk supervision 3Year 6 (FY01) Proiect Completion Mission: Education Specialist/Architect 4July 2000 Preparation of Project Desk follow-up 8

Implementation Report

Annex 1Ipog lof I

ONUANIZAMONAL CHART OF THE MINSTRYglsl OFEIA7O

THE HASHEMITE KINGDOM OF JORDAN

Second Human Resources Development Sector Investment Loan (HRDSIL-II)

OOCANIZATIOML ChAR? Or 'it HINISMY OF UXrTIatN

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T.~~~~~~~. a ANS.N.d Po" OAW.Rt" LtapI

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Annex 12Page 1 of 7

NATIONAL CENTER FOR EDUCATIONALRESEARCH AND DEVELOPMENT

Backgyround

1. The institutional framework developed for the educational reform in 1989 called for two essential

functions to be housed outside of the Ministry of Education (MOE):'

(a) The processes of appraisal and allocation of investment funds for sub-projects of thereform program along with monitoring and coordination of their implementation (i.e, thedevelopment function).

(b) Policy-based and other large-scale sectoral research aimed at (i) maintaining themomentum of the reform, (ii) identifying potentially useful and cost-effective innovations,and (iii) conducting a longitudinal evaluation of the reform program (i.e, the policy

research function).

2. In order to accomplish the development function, a Technical Unit (TU) was to be established

within the Higher Council of Science and Technology (HCST). The policy research functions were to

be conducted by the newly established National Center for Educational Research and Development

(NCERD).

3. In practice, both the development and policy research functions (except functions of the

Intermediary Policy Council) were assumed by NCERD, to which a third function was added:

dissemination of the findings of the policy research, monitoring and evaluation work along with training.

Regional cooperation, mainly with Arab countries, began in 1991 and has intensified since. Consolidation

of the development and policy research functions in one institution is justified on grounds of efficiencies

of scale and the synergy gained from the cross-fertilization between the two.

4. NCERD's activities (including those of the Technical Unit) aim at improving the education system

through: (i) analysis and evaluation of current and alternative approaches to education administration and

management in Jordan; (ii) promoting coordination and cooperation among all stake holders in the

education system, including external donors; (iii) setting investment priorities and performing the

appraisal and monitoring functions required under HRDSIL; (iv) developing and disseminating a

computerized educational management information system; (v) research training for MOE staff; and (vi)

organizing overseas study programs and technical assistance for MOE.

5. The World Bank's Mid-Term Review of HRDSIL P concludes that these functions have been

progressing satisfactorily and that HRDSIL posed no major implementation issues.

1 According to the World Bank Staff Appraisal Report (SAR) for the First Human Resources Developmnrt Sector Invedment Loan

(HRDSIL 1), Report No. 7641-JO, May 22, 1989.

2 Mid-Term Review Report, November 1993.

Annex 12Page 2 of 7

6. NCERD's development strategy for long-term sustainability includes the following elements:

(a) Continuity of its small core professional staff through fluid and loosely-structuredinvolvement in both functions of development and policy research (see paras. 7-9);

(b) A core, minimal growth budget provided by the Government (see para. 23); and

(c) Income generating activities resulting from regional cooperation activities (para. 18).In recent years, annual income from these activities has amounted to about 48 percent ofGovernment-provided resources.

Organization and Capacity

7. Govemance. NCERD was created by the HCST and became operational in early 1990. It hasfinancial and administrative autonomy under the HCST, which is presided by the Crown Prince andwhose day-to-day operations are directed by its secretary general. NCERD's Executive Committee's (itsgoverning body) composition3 and responsibilities4 remain as stated in the SAR for HRDSIL-1 (ReportNo. 7641-JO, May 22, 1989, pages 81-82).

8. Management and organization. NCERD has a relatively flat management structure that obviatesthe need for complex organizational arrangements. Both the development and policy research functionsare accomplished by the Center's professional staff. This has implications for the relative distributionof the professional staff's time in that the work load for the development function is concentrated in theearly years of project implementation. The high degree of integration between the two functions in theprofessional staff's work load makes it difficult to differentiate with precision the time spent on one orthe other. Overall, rough estimates of the amount of the professional staff's time spent on thedevelopment function is estimated as follows:

Year Percentage of professional staff time on development work

1991 50 percent1992 45 percent1993 25 percent1994 35 percent (attributable to preparation of HRDSIL-2)

9. The integration between the development and policy research functions - not foreseen at theinception of HRDSIL - has encouraged economies of scale over time and has had a synergistic effect.Involvement in sub-project appraisal has allowed NCERD's staff to be kept abreast of MOE's operationsand in-touch with the reform processes in ways not possible through exclusive reliance on monitoring andevaluation results. This, in turn, has helped NCERD to define research needs. Also, given the

Composed of representatives of the HCST, MOE, MOHE, Vocatioal Training Corporstion (VTC), Jordan's universities andcommunity colleges, a member of NCERD's rearch stff, and, on an ex officio basis, NCERD's president.

NCERD has full responsibilities for: its budget and personnel policies and practicer; its work program; development of researchconulatncies; and ub-project appraisal.

Annex 12Page 3 of 7

"seasonal" nature of the development-related work load (with work bunching up in the early years), thispolicy has enabled long-run staff continuity and lessened the Center's dependence on project-related work.

10. Sff. Table 1 shows the distribution of staff from 1990 to 1994. In addition to the President(Ph.D. in science education), all research staff possess Ph.D.s in the areas of: educational psychology(1); evaluation, statistics, measurement and methodology (2); and teaching methodology, curriculum andinstruction (1). Two of the professional researchers are on leave from university positions and one fromMOE. In addition to the full-time research staff, NCERD has identified a network of Jordanianuniversity faculty members (mainly in the areas of educational psychology and curriculum and instruction)from whom it receives a total of about 16 person/months of services per year. The research assistantscurrently include 2 engineers (for the appraisal and management of construction sub-projects), 2 dataanalysts, 1 educator, and 2 specialists in planning, administration and the economics of education. Thesupport staff currently includes an administrative unit of three (manager, administrator and accountant),one public information specialist (for library management, dissemination, printing), plus 5 secretariesand 3 drivers.

TABLE 1: NCERD stafring by category (1990 - 1994)

Category 1990 1991 1992 1993 1994

Researchers (President 4 6 6 6 5included)

Research assistants 2 4 5 8 7

Support staff 6 9 12 13 12

11. Eguipment currently includes 15 DOS-computers for data analysis, eight Mackintoshes for wordprocessing and desktop publishing, two photocopying machines and three vehicles. The computerfacilities have an adequate supply of peripherals and software (SPSS, spreadsheet programs, databaseprograms, word processors, geographical information system, etc.)

12. Facilities. After two years in rental space in a commercial building, NCERD presently has atenuous hold on the 1250 sq.m. of temporary space that belongs to HCST which, at times, has forcedmini-moves on NCERD and currently claims part of that space for its own needs. In particular, thecomputer facilities are in space that lacks ventilation with no windows, there is no library/documentationcenter, office space barely accommodates core NCERD staff and there is no room for training andconference activities related to NCERD coordination and implementation activities for Government andother donors (UNICEF, UNESCO, Canadian CIDA, British ODA, the European Union).

Sub-project Appraisal (The Development Function)

13. Table 2 presents an overview of the sub-projects that have been appraised during implementationof HRDSIL I, along with date of approval and the current implementation status of these sub-projects.Chart 1 (Annex 4) shows the process by which sub-projects are generated and appraised and therespective institutional responsibilities of the development (NCERD) and the implementing institutions

Annex 12Page 4 of 7

(mainly MOE). The approval process has been somewhat streamlined during the course of the project.'There is a high degree of integration between NCERD staff activities for sub-project appraisal andresearch, and NCERD staff have cooperated with MOE in the generation of sub-projects.

Policy Researh

14. In addition to development of an Educational Management Information System (EMIS) that isused extensively by MOE in school improvement projects, NCERD's production of policy research hasproven useful in the on-going evaluation of the reform and the identification of policy issues.Recommendations contained in the studies have led to a number of policy measures implemented byMOE.

15. There is no formal process associated with the initiation of research activities. Issues areidentified in collaboration with MOE. Research proposals are discussed with higher level staff at MOEand, in particular, with staff of the concerned MOE general directorate as well as MOE's research unit(MOE Department of Planning, Research and Development).

16. The EMIS system has been constructed from several different sets of regularly collected MOEdata, each housed in different MOE directorates or divisions (school statistics, personnel management,facilities maintenance). Some training of central and field MOE personnel has occurred and NCERD hasheld workshops on this system for foreign parties. It has been used extensively for identification ofschools to be included in sub-projects on the basis of agreed criteria and has been important in guidingpolicy, educational research, and evaluation and monitoring of the reform. It has also been used ingenerating data about students, schools, teachers, etc. to assist MOE general directorates in preparingtheir sub-projects and action plans.

Dissemination

17. This includes two sets of activities: (i) disseminating reports and (ii) organizing workshops andseminars.

(a) Print runs of research reports vary from about 400 to 2,000. There is a coredissemination list of about 230 that includes MOE higher level staff (secretary general,directors-general, directors and field directors), the MOE documentation center, alluniversity education faculty members, members of the Board of Education, universitylibraries and members of the donor community. In addition, copies are sent to allconcerned by the topic of the report (e.g., for a study on training, all members of theTraining Center receive a copy; schools sampled receive copies). Copies are alsoavailable upon request to concerned researchers and practitioners. Most reports containnon-technical summaries.

As conpVred to the flow chart on page 34 of the SAR for HRDSIL.

Annex 12Page 5 of 7

(b) NCERD systematically presents research findings to MOE and the Board of Education.6

Presentations are also made in the form of seminars. The main target group for theseactivities consists of officials of MOE, the Ministry of Higher Education, the Ministryof Planning and relevant university faculty. The EMIS, in particular, has been the objectof a number of workshops directed at central MOE and at regional offices. About 5-10percent of NCERD's Ph.D. staff time is devoted to these activities.

Regional Cooperation

18. This includes three types of activities:

(a) Study visits to NCERD, mainly from education policy-makers and professionals fromArab countries. There were about six visits during the past year.

(b) Seminars and workshops. There is about one regional seminar every year attended byrepresentatives of 8-12 (mainly) Arab countries. The seminars of the past four yearshave focused on: the role of research and development centers in improving basiceducation (in collaboration with UNESCO); higher education in the Arab world (WorldBank collaboration); enhancing national capacities in research and evaluation (UNESCOcollaboration); and monitoring learning achievement (UNESCO and UNICEFcollaboration).

(c) Technical assistance and commissioned research to other countries and agencies. Inrecent years this has included work in/with: (i) Oman (an assessment of its educationsystem and development of their national action plan for reform; assistance forconducting an International Assessment of Educational Progress study; and monitoringlearning achievement); (ii) UNRWA for realization of an IAEP study in its schools ofPalestinian refugees in Lebanon, Syria, Gaza, the West Bank and Jordan; and (iii) Syriafor work on the IAEP study. In addition, discussions are underway with Sudan, Algeriaand Tunisia for NCERD assistance in research and database management.

19. Seminars/workshops, technical assistance and commissioned research are income-generatingactivities. NCERD's longer-range strategy is to use the experience and technical assistance it hasreceived in order to serve as a regional source of expertise in the sector.

Coordination

20. NCERD's activities include implementation/coordination responsibilities for both nationally andinternationally financed programs. Mobilization, coordination and/or implementation of internationallyfinanced programs include (in addition to the HRDSIL project): (i) a Japanese technical assistance grantadministered by the World Bank and implemented by NCERD; (ii) a European Union project that focuseson technical assistance and scholarships for university faculty involved in teacher education; (iii)coordinating implementation of a Canadian CIDA project for vocational/technical education; (iv)implementing USAID-funded activities aimed at developing the EMIS, organizing MOE study visits to

a ec President of NCERD is r menber of the Board of Education.

Annex 12Page 6 of 7

teacher training institutions, and a study on vocational/technical education; (v) mobilizing UNICEF fundsfor MOE to support teacher training activities based on recommendations of an NCERD evaluation ofin-service teacher training; and (vi) a British ODA scholarship fund for Ph.D. training.

21. NCERD's ongoing/emerging responsibilities for nationally financed activities include organizationof: (i) a post-doctoral fellowship program for university faculty in the area of teacher education; (ii)recruitment of short-term consultants in teacher education who will join Jordanian universities for shortperiods of time; and (iii) an assessment of the attainment levels of graduates of Jordanian universities.

22. These activities are financed by the participating institutions, through direct contributions toNCERD's budgetary resources and/or through temporary provision of qualified personnel to NCERD.NCERD provides the space, facilities and the autonomous institutional environment needed for theseactivities.

Budget

23. NCERD receives resources from Government and income generated from regional cooperationactivities. An overview of budgetary resources from the Government, shows that these contributions havefluctuated over the years and have increased (in terms of current JDs) at an average annual rate of 7.8percent and have declined from 1993 to 1994. At present, resources from non-government sources(mainly from regional cooperation activities) amount to about 48 percent of the government-providedresources.

Annex 12Page 7 of 7

TABLE 2: OVERVIEW OF HRDSIL-I SUB-PROJECT APPRAISALAND IMPLEMENTATION EXPERIENCE

Current status andDate of final expected completion

Sub-project appraised approval date (as of 8/94)

Arabic textbook publication 3/30/91 88%; 8/94

Islamic textbook publication 3/30/91 87%

Math textbook publication 3/30/91 88%

Science textbook publication 3/30/91 89%

Social studies textbook publication 3/30/91 88%

Art education textbook publication 3/30/91 92%

Vocational education textbooks publication 3/30/91 15%

Physical education textbook publication 10/13/91 84%

English language textbook publication 3/30/91 100%

Textbook distribution (warehouses) 3/30/91 100%

School facilities improvements - 1 3/30/91 99%

School facilities improvements - 2 3/30/91 97%; 12/94

Educational technology 10/13/91 90%; 12/94

Amman Standard Testing and Training Center 10/13/91 100%

Yarmouk University Testing and Training Center 4/19/91 65%; 11/94

Muta' University Pre-service Teacher Education Center 4/19/91 80%

Tafileh Vocational Training Centers 7/28/92 50%; 11/94

Irbid Vocational Training Center for girls 7/28/92 50%

School facilities improvements - 3 9/92 35%; 6/95

New textbooks trialling and evaluation 4/19/92 40%

Teacher training (classroom and field teachers) 5/24/92 75%

Training trainers of trainers 5/24/92 95%

School principals training 5/24/92 90%

University of Jordan pre-service teacher education 4/19/92 65%

Music education materials rejected __._l

Annex 13Page 1 of 1

IMPLEMENTATION VOLUME

- Table of Contents -

1. Introduction

2. Detailed Action Plans

3. Supervision Plan and Monitoring IndicatorsOverall Project Monitoring IndicatorsSub-project Monitoring Indicators

4. Mid-term EvaluationExternal evaluation of LRCOther external evaluation

5. Impact Indicators of the Project as continuation of the Reform Program

6. a) Cost tablesb) Procurement tablesc) Disbursement tables

7. Equipment Lists

8. Agreed Documents for

* .Management of GDBSC- Rehabilitation- UMaintenance

9. Review of Technical Assistance Procurement

10. Aide Memoires

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