Dowaust of TheWorld Bank FOR OFFICIAL USEONLY )it 2792 > Report No. 6584-OM STAFF APPRAISAL REPORT SULTANPTE OF OMAN THIRD EDUCATION PROJECT March 30, 1987 Education and Manpower Development Division Europe, Middle East and North Afrira Region This document has a restricted distribution and may be used by recipients only in the perfor.nance of the'r officialduties. Its contents maynot otherwise be disclosed withoutWorld Bankauthorization. Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized
Transcript
Dowaust of
The World BankFOR OFFICIAL USE ONLY
)it 2792 >
Report No. 6584-OM
STAFF APPRAISAL REPORT
SULTANPTE OF OMAN
THIRD EDUCATION PROJECT
March 30, 1987
Education and Manpower Development DivisionEurope, Middle East and North Afrira Region
This document has a restricted distribution and may be used by recipients only in the perfor.nanceof the'r official duties. Its contents may not otherwise be disclosed without World Bank authorization.
Pub
lic D
iscl
osur
e A
utho
rized
Pub
lic D
iscl
osur
e A
utho
rized
Pub
lic D
iscl
osur
e A
utho
rized
Pub
lic D
iscl
osur
e A
utho
rized
Pub
lic D
iscl
osur
e A
utho
rized
Pub
lic D
iscl
osur
e A
utho
rized
Pub
lic D
iscl
osur
e A
utho
rized
Pub
lic D
iscl
osur
e A
utho
rized
FOR OMCIAL USR ONLYSULTANATE OF OMAN
THIRD EDUCATION PROJECT
STAFF APPRAISAL REPORT
Table of Contents
Pase Nlo.
GLOSSARY ........................................ .. . . . . i
BASIC DATA ................................................ ii
LOAN AND PROJECT SUMMARY .......... ............................ iii-v
I. THE EDUCATION SECTOR .......... . .... ... . ....... ....... . 1Economic and Sector Background ...... ................ 1The General Education System .......E............... . 3Issues in General Education ....... .................. 6Government Policy and Sector Strategy ............... 6Bank Lending for Education .......................... 7Lessons of Experience ................................ 7
II. THE PROJECT ............................................. 9Project Objectives ................................... 9Project Scope ... .................................... 9Institutional Development ........................ . 10Teacher Training Colleges (TTCs) .. 13Primary and Secondary Schools ... 13
III. PROJECT COSTS, FINANCING, IMPLEMENTATIONAND DISBURSEMENTS .................................... 15Recurrent Costs ..................................... 17Project Financing ................................... 18Project Implementation .............................. 18Procurement ......................................... 19Status of Preparation ............................... 21Disburseme.its ......................................... 21Accounts and Audits . ....... .......... 22Monitoring and Evaluation ........................... 22
IV. BENEFITS AND R TSKS . . ..... ............................... 23Benefits . . ........................................... 23Risks . ....................................... . 23
V. AGREEMENTS REACHED AND RECOMMENDATIONS ................. 24
This report is b.tsed on the findings of an appraisal mission which visited theSultanate of Oman in October 1986. The mission comprised Ms. L. A. Dove(mission leader), Mr. G. Hadjicostas, Mr. D. Viens, and Mr. S. Mangum(consultants).
This document has a restricted distribution and may be used by recipients only in the performanceof their official duties. Its contents may not otherwise be disclosed without World Bank autnorization.
Table of Contents (continued)
Chart 1 Comparative Education IndicatorsChart 2 The Education and Training SystemChart 3 Organization of the Ministry of Education
and YouthAnnex I:
Table I Enrollment ProjectionsTable 2 Projected Primary Teacher Supply and RequirementsTable 3 Estimated Unit Areas and Unit Costs
of Project InstitutionsTable 4 Summary of Project Cost by Project Component
Annex II: Technicai Assistance Component - Terms of Reference
Annex III: Related Documents in Project File
MAP
SULTANATE OF OMAN
GLOSSARY
ICB: - International Competitive BiddingLCB: - Local Competitive BiddingMOEY: - Ministry of Education and YouthMOU: - Ministry of HealthMOSAL: - Ministry of Social Affairs and LaborOIB: - Omani Institute of BankingOJC: Oman-US Joint CommissionOTIC: - Oman Technical & Industrial CollegeTTC: - Teacher Training CollegeVTI: - Vocational Training Institute
CurrenceY Equivalents
I US Dollar ($) a 0.384 Rial Omani (RO)1 RO a US$2.60
Fical Year
January 1 - December 31
- ii -
SULTANATE OF OMAN
SECOND EDUCATION PROJECT
STAFF APPRAISAL REPORt
Basic Data
Country Data
Total Population (mid-1984) 1.1 million /aAnnual Rate of Population Growth (1973-84) 4.5X /bCrude Birth Rate (1980-85) 4.71 /aTotal Fertility (1980-85) 7.71 /aInfant Mortality (per 1,000)(1984) 110 /bLiteracy Rate (1982) 301GNP Per Capita (1984) US$6,490 /b
School Enrollment and Expenditure Data
Total Gross /c Female Enroll-General Education Enrollment Enrollment ment as S of
(1985-86) ('000) 1 Total Enrollment
Level and Age GroupPrimary (grades 1-6,ages 6-11) 175.5 89.0 44.2Lower Secondary(grades 7-9,ages 12-14) 32.7 41.9 33.8
Central government expenditure on eduration as a percentage 13.6of total government expenditure (198 ) /d /eCentral government expenditure on edu:ation as a percentage 3.2of GNP /dCentral government recurrent expendi;ures on education as 16.8a percentage of all recurrent exp#.nditures (1985) /d /eCentral goverrment development P:.penditures on education as a 6.4percentage of all developacnt expenditures (not including governmentcontribution to Petroleum Development (Oman) Ltd. (1985) /d /e
RO Million US$ MillionMinistry of Education expenditure (1985) /f 99.3 258.^
Development 16.2 4241Recurrent 83.1 216.1
/a World Bank projections 1986, Population, Health and Nutrition Policy andResearch Division.
/b World Bank Development Report 1986./c Includes repeaters and over-age students./d Statistical Yearbook, Development Council, Government of Oman./e Ministry of Economy and Financial Affairs./f Ministry of Education and Youth (MOEY).
- ili -
SULTANATE OF OMAN
SECOND EDUCATION PROJECT
Lan and Pro*ect Summars
Borrower: Sultanate of Osaan
Amount: US$13.8 million equivalent
Terms: Standard
Project D,Pcription: The overall aim of the proposed project is to developand modernize the school system, enabling it toprepare Omanis for modern sector employment. It wouldalso enhance the capacity of the Ministry of Educationand Youth (MOEY) to plan and efficiently manage arapidly expanding school system. Specifically, itsobiectives are to: (a) develop key education services(planning, matuagement and curriculum development) inthe MOEY; (b) train and upgrade teachers; and (c)increase access to education, particularly forchildren in rural areas and for girla. The projectwould address these objectives by: (a) providingtechnical assistance to strengthen planning,management and curriculum development capabilities inthe MOEY; (b) constructing and equipping three teachertraining colleges in rural areas, implementing anin-service teacher training program and developing newcurricula; and (c) constructing and equipping 30primary schools and 5 secondary schools.
Benefits: The proposed project would enhance the capability ofthe Ministry to manage the school system moreefficiently and to establish and operate neweducational services. It would also increase thenumber of qualified Omani teachers and help upgradethe quality of serving teachers. The pr( *ect wouldprovide access to gzneral education for over 9,000primary and 3,000 secondary students. This would helpalleviate the acute shortages of well-preparedgraduates from4 the school system to enter furthereducation, training or the labor market. In supportof the Government's policy of providing educationalopportunities for girls and increasinS femaleparticipation in the labor force, the project wouldprovide 2,000 places for females at primary and 850 atsecondary levels and 250 places for women in teachertraining.
- iv -
Risks: All project components are included in the MOEYinvestment budget under the Third Five-Year Plan1986-90. The principal risk is that given thescarct ty of qualified Omani staff in the MOEY,candidates for training through TA would not bemade available in a timely fashion. However,there is a firm commitment to manage the TAprogram cost-effectively. Moreover, staff to betrained have been identified and the timetable fortraining should not prevent Ministry services fromoperating normally. Finally, much training wouldbe short, intensive and in-:ountry, facilitatingcontinuity on the job.
Estimated Project Costs:
Local Foreign Total-- US$ Million …---------
A. Institutional DevelopmentPlanning and Management 0.I 0.4 0.5Teacher upgrading and CurriculumDevelopment 0.0 0.9 0.9
Subtotal 0.1 1.3 1.4
B. Teacher Training CollegesTTC for Women 0.6 1.8 2.4TTCs for Men 1.0 3.7 4.7
Subtotal 1.6 5.5 7.1
C. Primary and Secondary SchoolsRegional Primary Schools for 1.7 5.7 7.4Girls and Boys
Lower Secondary School for Girls 0.2 0.7 0.9Lower Secondary School foi Boys 0.4 1.1 1.5Upper Secondary School for Girls 0.6 1.8 2.4Upper Secondary School for Boys 0.9 3.1 4.0
Sub-Total 3.8 12.4 16.2
Total Base Line Cost 5.5 19.2 24.7Physical Contingencies 0.2 1.0 1.2Price Contingencies 0.4 1.4 1.8
1.01 On the accession of the present Sultan in 1970, the Government usedits oil revenues to promote rapid transformation of Oman's traditional economyand societl. Current policy is to diversify the oil-dependent economy,promote a wider geographical distribution of investment and social services,stimulate private sector growth, and encourage human resource development,with the specific goal of replacing foreign workers by Omanis. The economy,however, remains highly oil-dependent. In 1985, for exampie, oil provided86.5% of total Government revenue and comprised about 50Z of gross 4omesticproduct. With the decline in cil revenues since 1981, and particularly withthe sharp fall in oil prices in 1986, the Government has be3n obliged toreduce its investment targets. In particular, the Third Five-Year DevelopmentPlan (1986-90) was revised downward significantly and only a core investmentprogram has been retained. The impact of this austerity program on theeducation sector was discussed in detail with the appraisal mission, and aeducation investment program, consistent with limited financial resources, wasagreed upon (para. 1.14).
1.02 According to Bank estimates, the Omani population is small, (about1.1 million in 1985) and although growing rapidly (3.62 p.a. in 1986-90) willattain only some 1.6 million in 1995. It is also young: about 45% of thepopulation is under 14 years of age. Consequently, in order to implement itsdevelopment programs and diversify its economy, Oman has been obliged toimport foreign labor in significant quantities. Some 300,000 frreign workers,many accompanied by their families, lived in Oman during 1980-85, and theyrepresented about 602 of the labor force. The remaining 40X of the laborforce was made up of Omanis, who were concentrated in the public sector andthe traditional economy and mostly in jobs which require only minimaleducation and low skill levels (para. 1.04).
1.03 Given the small population base, GNP per capita remains high atUS$6,490 (1984). However, this statistic gives a false impressicn of Oman'sstage of development. Most of the physical and social development has takenplace in the capital city of Muscat. In rural areas living conditions arevery difficult indeed, similar to those in many IDA countries. For example,many areas are not served by schools and have no health facilities. Infantmortality is hi,,h (124 per thousand live births) and less than 452 of studentsin the primary age group complete basic schooling while only 12% of the age
group (net enrollment rate) is in secondary school. Such conditions arecomparable with Morocco and Botswana which have less than US$1,000 per capitaincome.
1.04 Labor Force. Given the drop in oil revenues since 19dU, theGovernment has endeavored to reduce -ts dependence on foreign labor. Manyforeigners have recently returned home, resulting in significant financialsavings. The exodus of qualified foreign workers thas enhanced the need todevelop a trained Omani labor force, not only to meet the shortages ofcritical skills, but also to give nationals a greater share in the country'seconomic a.tivities. At present, Omanis are concentrated in the public sectorand in the traditional economy, mainly in unskilled jobs. Few Omanis holdtechnical and professional positions and Omanis are particularly poorlyrepresented in jobs which require a science education. Even in skilled andsemi-skilled office jobs, normally requiring at least nine ,ears of education,Omanis account for less than half of those employed. Thus far, few Omanis areemployed in the private sector, where employers express reluctance to take onnationals, citing lack of educazion and poor work habits as the reason.Women, despite government commitment to educate and employ them, comprise only9% of the modern sector work force (1985); most of them are in public service,mainly in teaching. As in other Gulf States, female labor force participationin sectors other than traditional agriculture is closely linked to theirattainment of secondary and higher education. Consequently, continued growthof girls' enrollments in school is essential to further Government's policy ofutilizing indigenous human resources more fully in key modern sectoractivities. While girls' participation in primary schocling has improvedconsiderably (42% of primary enrollments in 1985), their enrollmel.t atsecondary level has not much improved (at about 30% of total enrollments) overthe last five years, 1981-85. This is attributable to the lack of secondaryschools close to their homes and to the absence of women teachers in ruralareas. If these barriers are removed, the number of female secondarygraduates will increase to parity with boys by 1996, enhancing theirparticipation in the labor force. Experience in neighboring Gulf countriesconfirms that, in addition to teaching and the civil service, modern sectorjobs for women are available in commerce, banking, and the health sector.
1.05 Outlook. Government projections (Table 1.1) suggest that the shareof Omanis participating in the labor force will increase slowly, mainly innon-technical middle-level jobs, and in skilled and semi-skilled officeemployment. The main factor constraining a more rapid Omanization of thelabor force is the underdevelopment of the education system which, whilegrowing fast, started from a small base, and the poor preparation of Omanisecondary school students in science and languages which prevents them fromentering technica' and scientific jobs. It should be emphasized, however,that the projected modest improvement in Omani labor force participation willdepend on the availability of secondary school places, improved educationaland vocational guidance, and better teaching facilities.
- 3 -
Table 1.1: PROJECTED SHARE OF OMANIS IN LABOR FORCE,BY SKILL LEVEL (1986-95) IN PERCENT
1986 1991 1995
Higher-level professional/technical(grade 16, university graduate) 27.0 30.9 42.7
Source: Preliminary estimates for ;,anpower Survey, Department of Labor,Ministry of Social Affairs and Labor.
The General Education System
1.06 Guided by the policy-making Council for Education, chaired by theSultan of Oman, the school system is operated by the Ministry of Education andYouith (Chart 2). It encompasses primary (grades 1-6), lower secondary (grades7-9) and upper secondary education (grades 10-12), as well as teacher trainingfor the primary grades. Secondary school teachers are trained at theautonomous Sultan Qaboos University's Faculty of Education (Chart 3).
1.07 Institutional Capacity. With the exception of the MOEY's ProjectsDepartment (responsible for supervising school construction), the centralservices of the Ministry lack trained Omani staff. The Educational PlanningDetartment is typical, where only two out of 17 staff are Omani. Thepredominance of foreigners in these cervices affects their quality, primarilybecause of their lack of continuity on the job. Performance is weak in suchvital areas as planning, budgeting, curriculum development and teachertraining. The impact on the system is adverse: schools have been locatedinappropriately or have seen their enrollments expanded beyond capacity;certain programAn are of poor quality (science and languages, for example) orunavailable (education and vocational counselling, remedial instruction,achievement testing and library services). The MOEY has recently set up anorganized system for selecting and training school principals and forupgrading teachers. Consequently, the training of Omani staff (in-country andvia intensive short-duration courses so as not to further weaken an alreadypoorly-staffed ministry) is a high priority. The Ministry plars to strengthenthis program during the Five Year Plan period. The Oman-US Joint Commission(OJC) is launching a comprehensive training program in 1987 for education
- 4-
sector staff with which the proposed Bank assistance is both complementary andcarefully articulated (paras. 1.17 and 2.04).
1.08 Expansion of the System. The school system has grown rapidly,particularly in the last five years (Table 1.2).
Table 1.2: RECENT ENROLLMENT EXPANSION IN GENERAL EDUCATION1980/81-1984/85
TOTAL 106,932 120,718 140,582 164,316 191,454 15.3
Source: MOEY Statistical Yearbooks.
The rapid growth of enrollments (Annex I, Table 1) has sev ely taxed thecapacity of the MOEY to plan and administer the system a. d operate theschools. Yet, despite this major development effort, much remains to be done:lower secondary educatioa, required for even lower-level office jobs, isseriously underdeveloped (only 352 of the age group are enrolled) and is themajor factor behind the very low enrollment rate (121 of the age group) inupper secondary school. This, in turn, is a major obstacle to access tomiddle and higher level occupations (para. 1.05), particularly for girls.While primary enrollments have improved dramatically (75% of the age groupwere enrolled in 1985) they mask serious regional disparities and the grimreality of overcrowded primary schools, many of which offer an incompleteprogram which does not establish permanent literacy or numerrcy, or housesecondary school grades without providing the specialized facilities(libraries, laboratories, workshops) necessary to provide good qualityeducation at secondary level.
1.09 Teachers. The availability of trained national teachers is a majordeterminant of the quality of basic education. Despite a major effort inteacher training, Omani teachers are a large minority (Table 1.3), and manyschools are operated entirely by foreign staff. This creates seriousproblems: foreign teachers come and go on short-term contracts; turnover ishigh and unanticipated gaps in supply occur when one foreign contract teacheris not immediately replaceable by another. While non-Omani teachers perform auseful service, the Government's objective in the medium term is to create anindigenous teaching force. The substandard teaching environment leads toirregular attendance jnd repetition of grades on the part of students who failto meet required test standards, (for example, 10% of primary students repeatgrade I and 201 repeat grade 4). These students take up scarce school placesrequired for new enrollees. Measures to improve school management and thequality of instruction are urgently needed in order to improve the efficiencyof the school system.
-5-
Table 1.3: TEACHNIG STAFF IN GOVERNMENT SCHOOLS, 1980/81-1984/85
1.10 Until recently, teaching was not a preferred occupation for Omanis.Conditions have changed, however, and further expausion of teacher training isfeasible. Enough Omanis graduate from the school system to pass the rigorousadmission requirements to teacher training programs. Consequently, wastageduring training is a low 21. Trainees receive stipends (which attractscandidates) and are bonded to serve for four years. The new two-year,post-secondary (grades 13-14) teacher training curriculum (1984) is welldesigned and includes adequate exposure to practice teaching. Finally,salaries are sufficient to retain Omanis in the teaching profession. Thereare only four Teacher Training Colleges (TTCs) in Oman which provide thetwo-year pre-service training program. Two more will be in operation by 1988(one provided under the Second Education Project-Loan 2419-OM). This networkof TTCs would bring enrollments to about 700, of whom 401 would be women.However, primary student enrollments generated by a recent birth rate of over3% will create a demand for teachers which will exceed the output of i.heteacher training program (Annex I, Tables 1 and 2). Also, progressively, someproportion of primary teachers (about 101) must be upgraded through furthereducation and re-training to serve in lower secondary schools.
1.11 The quality of the preuent teaching ;orce is inadequate. Manyserving Omani teachers (40%) are underqualified and the first generation ofqualified Omani teachers also had a weak formal education, having enteredtraining colleges after grade 9 under a pre-1984 secondary level trainingp,.ogram now phased out. These teachers are in the main young. Consequently,it is a sensible investment to upgrade their educational and professionallevels. MOEY's capacity for organizing and operating an in-service trainingprogram is limited (para. 1.07) and must be strengthened. Any new programmust also address the task of identifying and training primary schoolprincipals, of whom under half are Omani.
1.12 Facilities. While construction of new school buildings has beenefficient, the provision of school places has been handicapped by poor schoollocation planning (para. 1.07). The rapid expansion of the system during the1970s and early 1980s (para. 1.08), particularly at the primary level, hasbeen contained by the ad hoc addition of classrooms to existing, poorlydesigned schools. They have remained "incomplete," that is, not offering thefull six years of primary schooling which would enable adequately preparedgraduates to enter the next level of education, training or employment. Inother areas, where population growth has been rapid, schools are seriouslyovercrowded, and operate on two or, frequently, three shifts. This makes
school administration difficult and has a negative impact on the quality ofeducation. For example, it is difficult to establish coherent school-levelpolicies for instruction and it is especially hard to monitor student andteacher performance. In other cases, primary schools have had secondaryclasses annexed to them without the provision of specialized facilities(libraries, laboratories, workshops and administrative offices). Thesesecondary school annexes are incomplete and are administered by schoolprinc4.pals who lack the training and experience to operate secondary schools.
Issues in General Education
1.13 The overriding issue facing the Omani education system is the need toincrease the supply of educated a,id trainable youth required for thediversification of the economy and to meet. critical labor shortages (para.1.04). As a result of population pressuras, the school systcm is growingrapidly and its administration is stretched thin at all levels (para. 1.08).It is essential that Omanis be trained to plan nd manage the school systemand to ensure that cost-effective instructional programs are put in place,with the capacity to adapt them to changing needs. The MOEY's centralservices must therefore be strengthened to do this. At the same time, thequality of basic educacion--the indispensable foundation for further educationand training-- must be improved and maintained. The most important factorhere will be increasing the number of trained Omani teachers and principals(paras. 1.10, 1.11). Finally, while there is significant acceptance of moderneducation, even for girls, access to schooling, particularly in rural areas,is a major obsta.le (para. 1.12).
Government Policy and Sector Strategy
1.14 Medium-term policy objectives remain the same as in the previousdevelopment plans: increasing equitable access to general education for boysand girls, in urban and rural areas. in order to develop a pool of educatedand trainable youth to meet the manpower needs of an evolving economy. Thispolicy has support from the highest levels in government and is monitored bythe Council for Education (para. 1.06). Government priorities for the sectorcomprise (a) enrollment of all six-year-olds in primary schools by 1990,expanding access at the base of the system to rural children aud girls; (b)continued expansion of access to upper secondary education in rural areas, toraise the proportion of the age-group enrolled to 20% by 1990; (c) expansionof teacher training facilities in rural areas to provide about 1,000 trainednationals a year to rural schools from 1990; (d) improved, cost-effectiveplanning and operation of the school system through reduced repetition,increased teacher-class ratios and the introduction of school buildingmaintenance; and (e) better quality of schooling through the Omanization andupgrading of the teaching force, appointment of nationals to school managementpositions, and the introduction of services for student testing, remedialinstruction and curriculum programs in secondary science and language andvocational guidance. These measures are indispensable given theunderdeveloped character of the school system which must increasingly cater toan economy where human resources have become as important as natural resources
-7-
were in the past. The core investment program underpinning these objectiveswas designed in mid-1986 in response to falling oil revenues. The Bankappraisal mission assisted in its development and the proposed projectdirectly supports it. The allocated investments budget (US$50 million) isadequate for the Ministry to undertake the above measures. Recurrentexpenditures (RO 80 million in 1986) would rise by an estimated 752 over theperiod. However, as a proportion of total recurrent expenditures, the MOEY'sshare is currently modest (177 in 1985) and would rise to 28% in 1990, apercentage comparable with other countries still expanding their schoolsystems.
Bank Lending for Education
1.15 The First Education Loan (Loan 980-OM) for US$5.7 million wasapproved in 1974, only four years after Oman made the decision to establish anational school system. It supported the creation of the first teachertraining colleges in the country, introduced a diversified curriculum(practical skills, science) at the lower secondary level, and initiated thetraining of agricultural technicians. The Project Completion Report (October1981) and the Project Performance Audit Report (No. 3849, March 9, 1982) notethat the project helped lay the foundations of a modern education and trainingsystem and assisted the MOEY to design, plan and execute education programs.Technical assistance (TA), mainly in the form of long teim specialists, wasless successful because the MOEY lacked a cuifficient cadre of Omanis, obligingthe specialists to assume line duties at the expense of training loca'lcounterparts (para. 1.18).
1.16 The Second Educaticn Loan (Loan 2419-OM) for US$15 million wasapproved in 1984 and is scheduled to close in i990. The project provides forthe construction of a teacher training college, two general secondary schools(one for boys and one for girls) and a commercial secondary school for girls,together with TA to improve curricula and to assist the central services ofthe MOEY. After initial delays, implementation is now going aheadsatisfactorily and the ix.atitutions and TA program are expected to becompleted by the closing date, December 1990.
1.17 The proposed Third Education Project would consolidate previous Bankefforts to aid Government in its development of a modern school system. It isalso designed to promote the sustainability of sectoral development in thefuture, along the lines of the comprehensive strategy agreed with theGovernment (para. 1.14). Technical assistance under the project would beparalleled and complemented by a grant from the OJC of about US$1.5 millionfor in-country training and foreign fellowship (para. 2.04).
Lessons of Experience
1.18 The principal lesson of experience relates to the design andmanagement of TA. In the First Education Project, the design of experts'terms of reference and staff training programs failed to take into account thesevere shortages of trained and experienced Omani staff in the Ministry. Inthe absence of counterpart staff, specialists were thrown into lineresponsibilities at the expense of training. In addition, few qualified andwilling Omani candidates could be found to take up overseas fellowships.
-8-
During preparation of this proposed Third Project, there were extensivediscussions on all aspects of the proposed TA program, and the MOEY agreed ondraft terms of reference for specialists (Annex II) which specify themonitorable products or results expected of specialists. The OJC's overseasfellowship program for Ministry staff would complement the Bank's TA and in-cotntry training. While the MOEY's services are still underdeveloped (para.1.07), enough candidates with an adequate educational level have beenidentified who can profit from the OJC fellowships. Importantly also, thereis the comitment to rinage TA cost-etffectively.
I. THE PROJECT
2.01 The proposed project was identified and prepared by the Governmentwith the assistance of Bank missions in September 1985 and January 1986. Theproject was appraised in October 1986.
Project Objectives
2.02 The overall aim of the project is to develop and modernize the schoolsystem, enabling it to prepare Omanis for participation in the modern sectorlabor force. The project objectives are to:
(a) develop key services (management, planning and curriculumdevelopment) in the MOEY;
(b) train and upgrade teachers; and
(c) increase access to education, particularly for girls and for childrenof the poor ir rural areas.
Project Scope
2.03 The project would comprise the following items:
(a) specialist services and related in-country training for institutionaldevelopment of the MOEY;
(b) construction, equipment and furniture for three teacher trainingcolleges; and
(c) construction, equipment and furniture for 30 primary schools and fivesecondary schools.
2.04 Technical assistance would be provided in the form of short-termspecialists (Annex II). The TA packages would provide a wide mix ofspecialist skills permitting a flexible response to evolving MOEY needs,through both short- and long-term assignments. The TA for institutionaldevelopment would concentrate specialist assistance on specific operationalproblems such as the need for new procedures and services (for example,building maintenance and vocational counselling), on products (such as newoperational manuals and curricula), and on the training of Omani staff.Because trained teachers and instructional materials are known to be the mostimportant factors in improving educational quality, the TA emphasizes thedevelopment of training programs and materials, in particular, for in-serviceteacher and principal training. Time allotted for specialists to executetheir responsibilities was discussed fully with the Ministry, is adequate forthe tasks to be completed and is consistent with the absorptive capacity ofthe MOEY. The project-financed TA is designed to take into account theexistence of a parallel but free-standing comprehensive in-country trainingand fellowship program, based on a 1985 training needs assessment study, to beprovided by the Oman-US Joint Commission (paras. 1.07 and 1.17). This programprovides for some 700 staff-months of in-country training and a foreignfellowship program of almost 400 staff-months of which 160 are for
- 10 -
institutional development in educational planning and systems management, and240 for curriculum development in general education.
2.05 The number of student places to be provided is shown in Table 2.1:
Table 2.1: STUDENT PLACES
StudentProject Item Location Region Grades Places
A. Teacher Training Colleges
Teacher Training Ibri Dahirah 13-14 240College (women)Teacher Training Nizwa Dakhliyah 13-14 240College (men)Teacher Training Sohar Batinah 13-14 240College (men)
Total TTCs 720
B. Secondary Schools
Secondary School (girls) Quriyat Capital 7-9 420Secondary School (boys) Al Khuwair Capital(Baushar) 7-9 840Secondary School (girls) Ibri Dahirah 10-12 432Secondary School (boys) Rustaq Rustaq 10-12 432Secondary School (boys) Seeb Capital 10-12 840
Total Secondary 2,964
C. Primary Schools (30) Regions 1-6 9,280(Annex I, Schedule 4)
Total Primary 9,280
Institutional Development
2.06 The project would provide 105 staff-months of specialist services tostrengthen the capabilities of the MOEY Departments of Educational Planning,Budgets, Projects, Teacher Training, Curriculum Development and Research(Table 2.2). These departments execute the Ministry's developmental planning,management and program functions.
2.07 Planning. The Ministry would be assisted in updating its planningmethods and in developing alternative policy scenarios for the physical andstaffing requirements of general education. Twelve staff-months of specialistservices would be provided to organize seminars and technical workshops forthe Ministry staff ia the Planning and Teacher Training Departments and the
- 11 -
Directorate for Financial Affairs to help them prepare for the nextdevelopment plan. The school inventory and staffing data base for theefficient utilization of school facilities and teachers would be upgraded withthe participation of Regional Directorates. Technical training would beprovided in planning techniques and in the design and implementation ofsurveys and tracer studies.
2.08 Management. The MOEY is phasing in a computerized managementinformation system to serve the planning and management departments. In thiscontext, 12 months of system analysts' services would be provided to designreport formats, develop staff training manuals and hold workshops for staff.The analysts would also work with the budget and planning departments on: (a)the design of more detailed budget formats; (b) procedures for budgetmonitoring and review; (c) cost analysis, projection programs and projectprogramming techniques. This assistance would enable the MOEY to exercisebetter control over costs.
- 12 -
2.09 Maintenance of Facilities. School building maintenance is weakalthough ar. annual budget is provided and technical staff are available (para.3.13). The principal deficiencies relate to the planning and programming ofmaintenance services. Also, the maintenance service is handicapped by thelack of a school facilities data base (site plans, building characteristice,renovation and maintenance records) which would permit the forecasting oftasks and budgetary provisions. With 12 months of specialist services,regular building maintenance procedutes would be established in cooperationwith the Projects Department, through development of a facilities inventory,management manuals, service handbooks and related staff training.Headquarters and regional maintenance capabilities would be reviewed andprocedures for regular maintenance operations, including the scheduling oftasks and the allocation of budgets, would be established in collaborationwith the departments of planning and finance.
2.10 Curriculum Development. The project would assist the MOEY to improvethe quality of education through specialist services to develop and implementnew teacher upgrading programs and curricuia. Twelve months of specialistassistance would be provided to the Ministry, through its Teacher TrainingDepartment, to establish a long-term program for the in-service training ofOmani primary teachers and principals. As part of this assistance, ananalysis of the recurren. cost implications of teacher and school principalupgrading as well as a long-term projection of teacher salaries would becarried out. Personnel policies relating to teachers and principals wouldalso be reviewed. The benefits would be: (a) improved skills of servingteachers; (b) training of Omani principals in school management, which isknown to have a beneficial impact on overall school quality; and (c)strengthening of the MOEY's capability to analyse the cost and personnelimplications of its operations. As an important contribution towards improvedprimary school management, the Ministry would appoint trained Omani principalsto project primary schools in their first year of operation. In order toestablish achievement testing and remedial instruction, the project wouldprovide 18 months of specialist assistance to the Ministry's EducationalResearch Department to determine the causes of primary studentunder-achievement and to identify measures required to improve achievement'evels. At present, the Ministry has not yet organized the hard data which itis acquiring on what children learn in each grade and their ability to performacquired skills. Through testing, benchmarks on achievement can beestablished against which future gains and losses can be measured. Incollaboration with the Departments of Research and Curriculum Development, thespecialists would assist in developing diagnostic tests and remedial teachingmaterials, especially in science, and languages which are known to be theareas where student failure is most likely and which underpin other subjects.The establishment of testing and remedial instruction would upgrade studentachiavement, and better prepare them to enter the next level of education andtraining. The project would also address the concerns of the Government,employers and parents that Omani youth is insufficiently prepared for modernsector jobs. Fifteen months of specialist services would be provided toassist staff of the Departments of Curriculum Development and Teacher Trainingto establish a vocational guidance service for secondary schools together withtraining manuals for teachers and handbooks for pareiits and students. Thesemeasures to introduce educational and vocational counselling and guidancewould enhance the preparedness of Omani students for entry into the modernsector labor force. The project would provide 12 months of specialistservices to the MOEY, through its Curriculum Development and Educational
- 13 -
Research Department, for a review of secondary science equipment and itssuitability to the new science curriculum. It would make recommendations forteacher training including simple science teaching kits. Finally, ir. order toimprove student reading habits by developing their language and communicationskills, the ?roject would provide 12 months of specialist services to theCurriculum Development and Teacher Training Departments, to review secondaryschool library services, as well as student reading habits, prepare a trainingprogram for staff in the use of library resources including the use of gradedreading materials appropriate to students' ieading skills.
Teacher Training CoUeges (TlCs)
2.11 The proposed project would assist the MOEY to expand primary teachertraining capacity by constructing, furnishing and equipping three TTCs inIbri, Nizwa and Sohar. These would be the first TTCs in the rural regions ofDahirah, Dakhliyah and Batinah respectively and would train teachers from therural areas surrounding these three small towns to serve in local schools.The decentralization of teacher training together with provision for boardingwould ensure increased access for females. The TTCs would have a combinedcapacity of 720 student places (Table 2.1). Each one would have a capacity of240 students (grades 13-14), boarding for 160 students and a projected annualoutput from the two-year program of 115 graduates. The TTCs would becompleted in 1990 and, when fully operational in 1992, would provide about 350trained teachers a year (one-third fema.'e). These TTCs would also serve ascenters for short, intensive teacher and ;Lincipal upgrading courses. Thecurriculum is suitable and appropriate recruitment procedures are in place(para. 1.10). While appropriately qualified foreign trainers are currentlyavailable, they will be progressively replaced by master's degree holders ofthe Faculty of Education, beginning in the mid-1990s.
Primary and Secondary School
2.12 Primary Schools. The project would expand access to primaryschooling in rural areas by constructing and equipping 30 primary schools.This construction program represents about 202 of the Ministry's totalinvestme,nt program for primary education contained in the Third DevelopmentPlan (1986-90), the education sector component of which was developed in fullconsultation with the appraisal mission (para. 1.14). The schools wouldprovide basic education to children of the poor and females currently notattending school and would relieve pressures of overcrowding in existingschools and temporary facilities (para. 1.12). The schools would be builtaccording to a new economical and environmentally appropriate designrecommended by the mission and would serve as a model which the MOEY hasapproved for the country's primary schools. The capacity and location of theschools have been determined on the basis of a household survey which the MOEYcompleted in 1985. Each school would have between 6 and 10 classrooms and acapacity ranging from 240 to 400 students, a manageable size and consistentwith population densities in the localities where the schools would be sited.They would provide 9,280 places, 2,480 for boys and girls in co-educationalschools, 2,400 for girls in girls' schools and 4,400 for boys in boys' schools(Table 2.1j. Additional places by Region would be 3,280 in Dakhliyah, 2,280in Dahirah, 2,240 in Batinah, 760 in Sharqyah, 480 in Al-Wasta, and 240 in theCapital Region (Annex I, Schedule 3).
- 14 -
2.13 Secondary Schools. At the secondary level, schools are overcrowdedand incomplete (para. 1.12) and students in rural areas are often deniedaccess because schools are located in urban centers. The project would assistthe MOEY to expand capacity through the provision of two lower-secondary dayschools (grades 7-9) outside Muscat with a combined capacity of 1,200 places(Table 2.1): a proposed girls' school in Quriyat would have 432 places and aproposed boys' school in Al Khuwair would have 840 places. Both schools wouldbe sited in recently developed and rapidly growing zones of the Capital Regionwhere existing facilities are over-crowded and students are forced to travellong distances daily to Muscat to attend school. The project would alsoassist the MOEY to relieve critical shortages of upper-secondary school placesby constructing, equipping and furnishing three upper-secondary schools(grades 10-12) with a combined capacity of 1,704 places (Table 2.1). Thisassistance would include a boys' day school in Hail al-Awaamir (Seeb) (840places), a fast developing part of the Capital Region where there are no boys'upper secondary schools. The project would also establish two boardingschools for rural areas: a proposed girls' school would provide 432 studentplaces (including 232 boarding places) at Ibri (Dahirah Region) where about1,900 girls are presently accommodated in secondary classes attached toprimary and preparatory schools. The second rural school with the same dayand boarding capacity would be in Rustaq and would be the first comoletesecondary school in that region. The combined capacity of all five secondaryschools would be 2,964 student places (Table 2.1).
- 15 -
m. PROJECT COSIS. FINANCD!IG. IMPLEMENTATION AND DISBURSEMENTS
3.01 Project Costs. Project costs are estimated at R0 10.7 million orUS$27.7 million equivalent. Project costs include construction, sitedevelopment and professional services; provision of furniture and equipmentand specialist services for the project items shown in Table 3.1 and furtherdetailed in Annex I, Table 4.
Table 3.1 PROJECT COST BY 1TEM
(OMANI RIALS Million) (US$ Million) % Total----------------- % Foreign Base
Local Foreign Total Local Foreign Total Exchante Costs
t' There are no identifiable taxes and duties (para. 3.04).
NOTE: 1. Subtotals and totals may not add due to rounding.2. * denotes amounts less than 0.1
Doc 3976V
- 17 -
3.03 Basis of Cost Estimates. Construction costs in general have fallensharply since 1985 as a result of financial constraints and resulting intensecompetitiotn. Construction costs fer the T.Cs and upper setondary schools arebased on reviews of recently received bids for comparable institutions underthe Second Education Project. Construction costs for lower secondary andprimary schools are basea on review of recent contracts for comparableschools. Costs per square meter of gross construction area rarge from USi260equivalent for primary schools to US$312 for secondary Fchools and teachertraining colleges. Costs for professional services, at 6% of the cost ofconstruction, reflect the current fee scales of available architectural firmswhich are foreign. Furniture and equipment costs have been estimated on thebasis of existing, satisfactory lists. Base cost estimates reflect pricesprojected to the date of negotiations (March 1987).
3.04 Customs Duties and Taxes. No duties and taxes are included inproject costs. The amounts of duties paid on building materials imported bybuilding contractors are not accurately identifiable. Equipment and goodsimported for use by government ministries are exempt from duties.
3.05 Contingency Allowances. Project costs include a cotitingencyallowance for unforeseen physical additions (US$1.2 million), equal to 5% ofthe estimated cost of all project items including furniture and equipment.This allowance is modest because school designs would be based on existing andsatisfactory plans and no unusual aite problems are anticipated. Pricecontingencies between negotiations in March 1987 and the end of projectimplementation are estimated at US$1.8 million equivalent or 72 of base costplus physical contingencies. Total contingencies represent 12% of base cost.Annual rates of price increases have been applied to both local and foreigncosts and for all categories in US dollar terms at the following annual rates:3X 1987, 1% 1988-90 and 3.5% 1991-94.
3.06 Areas and Costs per Student. Area allocations for academic,communal, and boarding construction shown in Annex I, Table 3, are appropriateand similar to the Bank median allocations for such facilities. Total capitalcosts per student place for academic, communal and boarding facilities aresimilar to the cost of comparable institutions Bank-wide. Cost comparisonsare sziuwn in Annex I, Table 3.
3.07 Foreign Exchange Component. The foreign exchange component isestimated as follows: (a) construction 74%; (b) furniture and equipnment -901; (c) specialist services 95%. These percentages have been determined byassuming that (a) about 901 labor and 75% materials would continue to beimported, but that all construction contracts would be awarded to locallybased firms; (b) all furniture and equipment would be imported; and (c) allspecialists would be foreign. Including contingencies, the resulting foreignexchange component is estimated at US$21.6 million, or about 78% of totalcosts.
Recurrent Costs
3.08 Under the proposed project, increirntal recurrent costs woule begenerated principally by the recruitment of aL-Aitional teachers to staf theproject institutions. The project's incremental annual costs when fullyoperational (1993-94) would be about RO 6.1 million (1986 prica'. This
- 18 -
represents 72 of the 1985 MOEY budget and is appropriate and acceptablebecause project institutions would significantly increase access toeducational and teacher training institutions in a system which is stillexpanding from a small base. Annualized capital costs of the project itemswould be about RO 0.4 million in 1986 prices or about 0.5% of the MOEY'srecurrent budget in 1986. The revised investment plan and related budgetsmake provision for these costs.
Project Flumcing
3.09 The proposed IBRD Loan for US$13.8 million would finance 502 of totalproject costs equivalent to 64% of the foreign P:Lchange component of theproject. The Government would finance the balance of foreign costs and alllocal costs. ProjectJfinanrcing would be in accordance with Table 3.3 below.
Table 3.3: FINANCIAL PLAN
Category of ).xpend.iture Government IBRD Total X IBRD(US$ Million)
3.10 The Under-secretary for Educatio,, would have overall responsibilityfor implementing the proposed project (Annex I, Chart 2). Under his generaldirection the Directorate General of Financial Affairs, through its ProjectsDepartment, would be responsible for all aspects of day-to-day monitoring andimplementation, including construction and procurement of works, equipment andtechnical assistance, preparation of budgets, accounting, auditing,withdravals and liaison with the Bank. Coordination of the ir.stitutionaldevelopment, qualitative and physical aspects would be undertaken by a specialTA steering committee reporting to the Under-secretary of Education andcomprising the Directors of the Departmcnts of Curriculum De elopment,Educational Planning, Educational Research, Projects and Teacher Training.The Bank would conduct regular and systematic reviews of the preliminaryproducts and interim reports of specialists in collaboration with theCommittee and a comprehensive review of TA would be conducted mid-1990 and atproject completion. During negotiations the Government would be requested toprovide an assurance that current staffing levels in the above departmentswould be maintained together with appropriate support services.
- 19 -
3.11 Architectural Services. The overall responsibility for preparationof designs and supervision of construction is with the Projects Department ofMOEY. Architectural design work and supervision id carried out with theassistance of two experienced architectural firms already retained. Designsprepared under the Second Education Project for the TTCs and upper-secondaryschools would be used for the proposed project institutions followingmodifications already prepared and acceptable to the Bank. For thelower-secondary schools, designs recently used by the Projects Departmentwould be used in the preect. For the primary schools, a model design hasbeen accepted by the Ministry which would be used for the project and becomethe standard for MOEY primary schools (para. 2.12).
3.12 All project institutions would be on Government-owned land. Sitesurveys are expected to be completed for all institutions by September 1987except for the primary schools scheduled for construction in 1990 and 1991.
3.13 Maintenance. Adequate maintenance budgets are provided for schuolbuildings in Oman and maintenance personnel are available. The annual budgetfor facilities, furniture and equipment repair and maintenance was RO 369,000,(US$960,000) in 1986 or 2% of the investment budget. Under the investmentbudget of the Third Development Plan (1986-90), an additional total of RO 1.2million (US$3.1 million) has been allocated. There is, however, a need tostrengthen maintenance planning and management (para. 2.09).
Procurement
3.14 Bids for civil works would be invited separately under IC3 proceduresfor each of the three teacher training colleges and five secondary schools andhalf of the primary schools (15). Invitations to bid (ICB) on equipment wouldbe grouped into about ten packages, the contents of which could typically beprocured from one supplier. Items suitable for ICB would be procured inaccordance with the Bank's "Guidelines for Procurement under IBRD Loans andIDA Credits" (May 1985) and would acc:unt for about 90X of the total value ofequipment. The remaining l0O of the equipment value would be suitable forprocurement procedures other than ICB (para. 3.16).
3.15 About 80% of TA would be provided in two packages, one for planningand management support and the other for teacher upgrading and curriculumdevelopment. The Ministry would recruit individuals for the remainder wherespecialist expertise such as building maintenance would not be readilyavailable through a conventional TA supplier. A minimum of three technicalassistance suppliers would be requested to submit proposals for the two TApackages, following a short listing of suppliers acceptable to the Bank. Theprocurement of TA would be in accordance with principles and proceduresacceptable to the Bank on the basis of the "Guidelines for the Use ofConsultants by World Bank Borrowers and by the World Bank as ExecutingAgency". During negotiations the MOEY would submit draft bidding documentsfor procurement of the TA packages and confirm the draft terms of reference(Annex II) and implementation schedule (Table 2.2). Procurement arrangementsare summarized in Table 3.4:
- 20 -
Table 3.4: PROCUREMENT ARRANGEMENTSA'(Total Costs of Proposed Project Components
including Contingencies)
ICB LCB Other TotalProject Element (US$ Million)
Civil Works 16.9 4.2 0.0 21.1(7.1) (1.8) (0.0) (8.9)
Professional Services 0.0 0.0 1.2 1.2(0.0) (0.0). (0.0) (0.0)
Equipment and Furniture 3.5 0.0 0.4 3.9(3.2) (0.0) (0.3) (3.5)
Total 20.4 4.2 3.1 27.7Bank Financing (10.3) (1.8) (1.7) (13.8)
a/ Figures in brackets are the respective amounts financed by the Bank Loan.
3.16 The exceptions to ICB would be as follows:
(a) construction of half of the rural primary schools (15) which would beprocured in about ten packages costing less than US$0.4 millionequivalent each and aggregating US$4.2 million equivalent. Thesewould not be expected to interest foreign suppliers because of thelow contract values and because of the dispersed nature of the ruralsites. However, they are expected to interest small local firmsamongst whom competition is strong and could be awarded, using localcompetitive bidding procedures acceptable to the Bank; and
(b) sundry items not exceeding US$50,000 equivalent in each contract andaggregating a maximum of US$0.3 million equivalent which could bepurchased on the basis of the minimum of three quotations inaccordance with local procurement procedures.
3.17 In comparison of bids for equipment to be procured through ICB,domestic manufacturers would be allowed a preferential margin of 151, or theexisting customs duty, whichever is lower, over the c.i.f. prices of competingimports. Under ICB procedures, invitations to bid and the proposed award ofcontracts would be reviewed by the Bank prior to final award decisions. It isestimated that this review would cover about 90% of the value of all equipmentcontracts (US$3.8 million equivalent). The remaining 10% of equipmentcontracts would be subject to selective post award reviews.
- 21 -
Status of Preparation
3.18 The status of preparatiln is as follows:
(a) draft terms of reference for the TA have been agreed by the MOEY; and
(b) designs for all project institutions were reviewed and foundacceptable during appraisal.
During negotiations, the Ban:- reviewed documentation for construction,furniture and equipment and TA proposals.
Disbursements
3.19 Disbursements from the loan would be made against:
(a) 421 of total expenditures on civil works;
(b) 100% of foreign expenditures for directly imported furniture andequipment;
(c) 100% of local expenditures ex-factory, for locally manufacturedfurniture and equipment;
(d) 90% of local expenditures for locally procured items of furniture andequipment; and
(e) 100% of total expenditures for TA.
Disbursements under the proposed loan are expected to occur on average aboutsix months after expenditure is made. A disbursement schedule and profile,reflecting this and making a comparison with regional disbursement profilesare shown in Annex I, Schedule I. The loan would be disbursed over seven anda half years which is shorter than the standard regional profile for educationprojects (10 years). This is reasonable given the advanced stage ofpreparation of this project in comparison with earlier education projects inthe region. Further, the disbursement period of the proposed project isconsistent with experience on the previous two education projects in Omanwhich form a basis for this project. The completion date would be June 30,1994 and disbursements are expected to be completed by December 31, 1994.
3.20 Withdrawal applications against contracts for goods and servicesexceeding US$50,000 equivalent would be supported by normal documentation.Disbursements against contracts below that level would be made on the basis ofstatements of expenditure. The supporting documentation (invoices, evidenceof shipment and payment) will not be forwarded to the Bank. Documents will beretained by the Projects Department of the MOEY, will be audited byindependent auditors acceptable to :he Bank (para. 3.21) and will be madeavailable for review by Bank missions. To facilitate timely project
- 22 -
implementation, the Government would establish, maintain and operate, underterms and conditions satisfactory to the Bank, a Special Account with theCentral Bank of Oman to which the Bank would make an initial depositequivalent to US$0.75 million. The Special Account would be replenishedagainst monthly withdrawal applications as appropriate when the undisbursedbalance of the account falls below an amount equal to 30X or less of theamount of the Special Account. Withdrawal applications would be supported byappropriate documentation.
Monitoring and Evaluation
3.21 Overall monitoring and evaluation of the project would be theresponsibility of the Project Director, with the assistance of the Chairman ofthe TA Steering Committee (para. 3.10). Specific tasks would include: (i)preparing semi-annual progress reports covering achievement of quiantative andqualitative objectives, and measuring implementation progress againstmonitoring indicators to be prepared by the Projects Director; (ii)undertaking a mid-project review and (iii) preparing a project completionreport which would be submitted to the Bank no iater than six months afterClosing Date of the Bank Loan. Guidelines and criteria for project evaluationwere discussed with the Government during negotiations. The Government wouldkeep the Bpnk informed of progrese made in the attainment of projectobjectives and furnish progress reports to the Bank semi-annually until sixmonths after the Closing Date.
Accounts and Audits
3.22 The Projects Department would establish a separate project account aswas done for the First and Second Education Projects. Project accountsincluding the Special Account (para. 3.20) would be audited in accordance withthe Bank "Guidelines for Financial Auditing of Projects financed by the WorldBank", March 1982. During negotiations the Government provided assurancesthat within six months of the end of each fiscal year the Bank would beprovided with an audit report of such scope and detail as it may reasonablyrequest, including a separate opinion by the auditor on disbursements againsta certified statement of expenditures.
- 23 -
Iv. BENEFITS AND RISKS
Benefits
4.01 The proposed project would enhance the capability of the Ministry ofEducation and Youth to plan and manage the education system and to establishand operate new educational services.
4.02 A major contribution of the proposed project to the quality ofschooling would be the provision of 720 additional primary teacher trainingplaces, increasing the annual output of trained Omani teachers by 350 from1991. The management and performance of existing schools would be enhancedthrough in-service training of school principals and teachers.
4.03 The project would significantly improve access to primary educationfor over 9,000 students in rural areas, reducing overcrowding in existingschools. These improvements in basic education would better equip studentsfor further education and training.
4.04 By increasing access to secondary education (some 3,000 places), theproposed project would assist in alleviating critical shortages of Omaniskilled manpower by increasing the supply of well-prepared graduates fromgeneral education into higher education, professional and technical trainingand the skilled labor market.
4.05 In support of the Government's equity objectives, the project wouldprovide 2,000 places for females at primary level, 850 in secondary and 250 inteacher training. It would also provide access to education for the childrenof the rural poor, 832 of places at primary and secondary level being providedin rural areas.
Risks
4.06 All project components are included in the MOEY investment budgetunder the Third Five-Year Plan 1986-90. The principal risk is that given thescarcity of qualified Omani staff in the MOEY, candidates for training throughTA would not be made available in a timely fashion. However, there is a firmwill to manage the TA program cost-effectively. Moreover, staff to be trainedhave been identified and the timetable for training should not preventMinistry services from operating normally. Finally, much training would beshort, intensive and in-country, facilitating continuity on the job.
- 24 -
V. AGREEMENTS REACHED AND RECOMMENDATIONS
5.01 During negotiations, the status of implementation of the proposedproject items was updated, including bidding documents for projectinps:itutions and for technical assistance, and implementation and monitoringschedules for the technical assistance.
5.02 During negotiations, the Government provided assurances that:
(a) the borrower would use its best efforts to appoint trained Omaniprincipals to project primary schools no later than the end of theirfirst year of operation (para. 2.10);
(b) Staffing levels in the MOEY Departments of Curriculum Development,Educational Planning, Educational Research, Projects and TeacherTraining would be maintained with appropriate support services (para.1.07); and
(c) the Government would open and maintain a special account on terms andconditions satisfactory to the Bank (para. 3.20); that accounts wouldbe audited each year by independent auditors acceptable to the Bankand in accordance with appropriate auditing principles; and that theBank would be furnished within six months of the end of each fiscalyear with certified copies of the audit report (para. 3.22).
5.03 Subject to the above conditions, the project would provide a suitablebasis for an IBRD loan of US$13.8 million equivalent to the Sultanate of Oman.
Aul -It I I aqvt of xqtof to -- --- --- 46-11 " .1 Ott' I q, 9 I bi 1`1311121012A
AIOO'i I ... Note qtt - 54601 96 --- --- --- ov., 6 It ON't G,t at A"WIM
VI 19 6V islot ot 16 16 So Or It eV 441,6 448 'It ofi'c I'l IT 'WA I alcioiluACV VI t 11 6C 0 116 61 % It Of 6 I S I is C 191 I'( 00o, I 9,01 of niiu
0.110 z I t I 94 a T 'E II ri c I lps of I I c 9 llfpf at , I ot f I C,( 6 1 AVON d
iqi t squi 141 olit '(461 -- AVI66 qzo i I et I wiv Aqell Z Ano:s 4"t I qe-l ei VW.V
la( qtt W xqso tobof. 40:, Role. I qg pi vnwmixot T N,I I Os to CS 14, to if 6c 91? go A t O" f of 001 zu
00's it I I 66 09 84 SO 06 or t It ic ilti f19 oll'i I's of nivwrAVOII 61 W? on 111117I '419 44K "Go 09 861 61 I art ARE It I qg 't 096 Olt II eviam
volu ii et see 0161 It of Of qt t 9 6 59 40611 '11 Ott qo-i of ILI"
A400'f ... Axq66 ... 449C "Q" 440 It I qI I Ogg 110 tj VnAAD
406.6 Agg I dvqi 1 69 Ads Imoll qv It I Ati 'I ofoll uq II V711ou"D
Aq,Wd Aqit AX01 I t 61 it 4sq1t tl it I to 441 IC t Aq'P 't ove 0 It I A MVAIIVI is
DOW el it 90 9111 9; - ioi it of I( 6t ilot dD -9 011:1, 0,11 09 1110111111133
00,411 ti of 0 tlt 6i 1 t ol q" zr I t 61 U1( I &It oc 0 (It Os Idiv M INIMO
Aqto,61 GI Avqli 96 -- q9 I 114 'Now to 0111 all - 1111 14 M.1
00,101 A I A I 63 c I A I c 4 06 t t i t at III( ft It qoll' I 41'r Os "IV VILIOD
A10,01 (.1 i It - It OS #I Irv or of ft 0161 C :C 4001', 4011 Of VI am"O.7
.qQ6, I I iqot AIR% S Aq*C Auq4I I -- --. - - qo-cI Altc 06s'l 6,01 41 slim,)
Rt O' Z I Atti A141 fit ot'lp AWC I Ar( I 91 9 I - is clo 1111 oillf 6,9 I I 64 iliv"
AVQ't I --- AS I - --- got A It I c 9 .- ... - 94,01 All 'V 066 V1 of VIAIIN
--- ADZ Ali 966 06,61 Al t 966 4001 qGG 941 oil of It ef 11 ""O .1 clooll 1,0 1i SCSI I
61 Si iG 'Pt 96 16 q16 if of tt 1141 I Is oii It z,O 64 rvwvw"
00,11 I it to if r6 60 40 Sol pli et t 6101 1.1 011"Pskliks lb
AqOg'l 409 laqzt Is Olft AqVS 0 U of Olt 141 got bi'tt "bi; - 9 009 VI? III oom
.*OV,0 it IKI 90 0-st It - aLt SI -- - -- qO,*I qoV OS? I I imm vnwl I
votlz 't t 091 061 olor tv 65 Is It 961 oic 499 Olt? qo-i Oft tv IVDDOII
K It ot ft IV i 161 4K oi Ef ot c I 0191 41., qmi 4916 (I VIM. loi
Oslo ez 9 It 01110 ot of 6t ti ot St ot olit Olt oot I's qpo VIDIP.
it 'r CZ 6 ot O7% it oll 91 Ri I sz c It CC 6,91 i :6 RM 49'1 I( TINVIIWVW
AIO$'C I I I OR 4191 99 09 ol 01 I I it n et 'It IC t 061 40'i it I"N
061f Of it ti olut SI It is ot Vt it Et 9161 0.1 Olt "I of ving3i
#II,I ot RZZZ 6v 0161 It 6i U '94C I oil is 1119 cli ori 41,6 ct ANAI
stpo I I 6 z t I S I *90,01 et ot tc oz set got ost - deq , 1 06Z I It I I 1111-Inv
I t A2419t - - All Z - Anqli Ri 'S I AD -1 00" c it t I VNM
it Amqli 014 ei'VII Aqiz so# A40V qoi V9 rst It qi'o AWC Ott 910 ii VIM"
ApOll't AVAI "tv A I/ , ri Alli '( ott'i 9,0 ii low"
AUM "? A411 lqti Agi'it AA90'6 00 SIT II oami
A'OZ'O 11 AsE it 4t Si li-iz W - t oll tlt 9L avuz
Ap"i 'O 'WO - -- Aw9'OZ AW( ovz 71? 6i .1.1.1
0117 vt Et --- 06 461 IS ol oz et (I - WE Olt L"o I 91 movarf2
fWV iz c *I t"I'l is St 91 6 It Gt ft ill? Al:t 011 S'9 LB Vhlxvno
06 0191 99 at it qli S lz c It 016t od I qott 41't ti KIM"
W319aw Nutim
SI to oloz 61 S6 06 olit 9 it Eq 6161 I's Rooi q�,e it RA v wiz
0611 zz 91 41 oltv tv of S6 491 it Et 1111 I'll A '9 q"s qi'� of vifwz
oolz et it Ov olit ot it -11 I,# s 01 - - It 1U i'4 Roiz 49'6z IV "IV?
(010 El S It -- VI to 01 11V qOt qi( %Et A1,91 - *00C qq"l 09 loollvDn
oclo w c Rol olit to It oto qc 91 ol iv ilil I., 09? slif of V71OPM4VI 61 of 0111 It 06 Et 469 61 V( is 1. 4do
of 041 ROV6 4i 'Q El ONVIll"s
IS W916 IC "' 64 99 loft qz,61 of xmns
uo:;, 4" 40 Rot Q" qzc qm 1. qit 4" '.1 OS t ill it viivwps
- it 901 OLE VV( vv'tt 1.6 OW I 4,(,. 61 9"13113AAIC
etlo S 6 olli ot ot So qii ft 91 Ti tliz 91t voor"vit 01. 001 clil te ti to qoe I of 9-t olot C., 44(olli,
(1011 I., sn I I I wlvk
ul't It 9 11 bli Si it zt qSz St It I n VIII I., qotz 4114 IV IPWITO
.qul't CZ 11 K 016 rA i cc XROG Os 61 of (S olvz AD., OLE SI$ II IV.4,VMVWul'i It it tv 111 99 :V 9911 oti 9t ti vt 6101 t's 49(t V'I to (XUMVI
- of el U 1101 n (II 4111 11 91 69 41,01. WA's tort 411il tv VAND
64p,;, 19 91 9(6 (161 If o(A tt it oz St it 1:11 46:z qolpf 410'zt Ill VIdPIND
61 1.1 Olf Clio 01 to it ot ... ot ST 6 11 0 C ovi .. , lot 14pnol m
b, O( it -- 61 010 9i 69 iz 61 Gqp OM #-( I'll qf�'(- to $0106duD
Dr.1 II VA ti Mt it SC *61 it it Ot (t 0161 R,.I W z.1 to loonime
alli It ot ol olot It II 001 Olt zi V( TO 0-tt 0.9 4016 0 -1 El WVUL-- p nu"lToll
ANW-( ABOI goi 001 6161 fol 001 266 qp A I 01 It t'll 016 ott'ri I't 64 0imiAs
oww1t Si to 001 9111 VI 001 001 *66 St It iE *,(I 'd., 41.0,9 It 't (VI 01WIM A30i
o-Ill (I to 64 C161 it SG 96 4460 ST St ot I's 411 OGV,0I ("ti 6L N*ylkftLili
ISMUTM 1110CATION COWLE?tOn RomwAsm0 IOWATIN RICUUM INAT ItAn FOR UNIT coolt mmussiod
GOP pga AS rg� simbiTUM LITUACT Itumv Pt uuv PIWAST 101116411T RATS FKI SRCWDMV 09COMMAT ill,miqgas POP. CAPITA 198= OM "T" CBN"AL ALUICATID TOi Ulg 9MLL. SCOK 619RESTE IMATION PRIMARY TO INKL- ITU09M ENROLL,TRAI Nlui. (U") mvme To A . Pti $Be RI (1) RATIO CTCU FBI AS PtlCgNT 89= 01fily RATIO PU AATW
.. b S Ill. 1.1 is 40 22 10 7 IINOMSIA S I 150.36 $20 2.1 9.) 70 A 4 326 6 1 3 1 1 1.0 F4 .16 WOcow 43 39 20. 6 34 36 1 1 1 , ts 4 3 19.0 Is 64 is 11.60PALA" [A IS I 1: 71 6, 16.7 3111 4 p I p ; 0 gym eV 30 I 1. SM is 72 2 , 4.5oPANA N.C. 1) ). 04 W S.& 19.0 40 I 1 3 3 - 60 Ila Ila 13.0 I Sam IF$ 1.00P"ILIPPINIRS Pt 44.36 690 2.00 16.0 14 Id, - F96 44 61 3 I 7.1 51 16 21.0041WAPON so 2.6 4.420 2. F W " 60 16 93 ol 42 31 4.4 H 55 .12 4. oilSOLOM ISL. 62 ').lb 640 6. Om 19.0b 4 1 34 20 I I 78 so a ? 10.1 40 20 1 a 2.50TuILAND I a 69.0b SW ).4 20.3 it I a I 0 66b l(it 66 2 I 9.30 44 4 6 1 S 4.00
WMAMIola= I 1 91.36 90 1. ip to. ley I I I ? 20 alb 6 V - 3 1.6 1 4 1 1 1.41IM&A ba 1.3 so 3.6 11.0 -- - - 10 1 2tROIA ?7 659.6 210 J.W 9. VW - - - 16 Ila - 4 1 21A 6.30owqgp" $2 15.06 lob 1.4 - - 19 70 - 34 a 1 2 1 3. ?OdFALISIAN as 47.16 )SON, 2.0 7.0 is 30 24 23 so 4 1 30 5.9 $6 2 I I I 3.00
M ew IIJ49, 'P I'll 1.7 4 1 to I 5 1 2 Itby Go )7. - 62 a albip 1.00FALM IA 79 is 3 [.;Io 3-1110 12.) 340 268 Zia Z. a v 498 37 T. ol SO I 26 maytoy" 02 43.34 6106 4.0 7.9 316 3 p 268 44 75X Sao 1144 9. so �11a 4 p I 94 17.00am 76 9.3 4.140 2.0 10.66 3 2 36 I I - orby lob 6.21 108 209, 1Y.4067tam 79 34.0 . - 1. 78Y 14.167 - - - SO 10482 336 46as 244 warIBM 7 9 12.6 2.?IO 4.361, 6. py low is 454Y 2"IULAAID a 1 3.46 4,480 6. 30ty I.01P to a I 1 4 00- - -- 94 ol it .:"XR&O 61 2.2b 1,4206 4'. p 10.2 1 9 446 1 8 706 I I as it 57 3s -0.90698"M II 2.1 - - 14.664V 961 Li 46a -- 21.1047m m p p 1 14 21.06 6704 A. (PP 22.9 34 4 1 I 9 31 Sys 9 3 I 19.1 144 is S..$
ow I 5 I. ab 6.400 1.1 I 2. ISO -- - -- 30, ?low 610 Ild - to IRM 144 ...POITUS" 79 9. sb 2.060 3.6 32.2 so 26 1 1 U 9 ? 20 110 12.4 sea 432 174 $JORNW IA 74 22. I 2,100 I. 07 6.2y - FE 106bx -- 236 - j4bz lib 10.0bySPAIN ?6 31.0 4,920 2. IF I6.SY - - geby - 20 60Y - 24'. iobyOULA 71 1.6 1.110 6.4p 10. 3 39 lo 26 56 $?by so W is 41by 21b 12.69TWI$14 79 6.4 1,130 7. OP 19.0 4 2 39 I I 61b 10009 so I2.S IO w 110 4.00TUUET I ) 47.S I,j)O ).) 16.2 W I 3 26 73b Ila 7 7 6.0 5 9 2 6 1 1 4.00TIM A.R. so 6.6 420 1. VW 12.0 04 I 7 Ilb I ? 120 1 v 67.0 a I 3 20 1.10OM P. LA. a I Z. ob 4206 7.6 9.7 011 164 so 5 3 6 1 114 2 5 22.04 46 1 ? 20 2. so
fim ".1 onr COUMIul Re 93 70 of 67 SI 92 66 S 65 is II RI 85
qaartileas upper, 1.6 21.7 51 36 22 01 so 43 20 07 41 26 11.04�414al 4.0 16.1 43 is it 53 11 61 35 IF 45 26 22 F. ILomrs 3.01 1110 Is 31 I 3 29 60 35 24 9 40 14 I 9 1.0
Qm&MLO 110.164,Lamv I. Z 5.6 6.5 7.5 4.1 28.0 19.0 22.9 110 5.6 23. 5 16. I 3.3 5.0
N"sl 6.4 17.0 46 as is 53 76 St 36 16 62 31 1) 6.9
ftaodofd bvlatloes 1.0 S. I Is to 7 29 IF 24 1 1 1 3 II 23 y 1.6
obdians 4.0 16.0 43 is It S3 43 61 33 1 3 65 26 12 1.1
roovuevmOATM UMIAIL4M A-DATM NIOR TO Sale Yao 5 - MIX1101111 OF IWJCATIM (NOE) OKIMANITUM NIL 08 111041LIGISLA 9- 100111 MM RgCgn TIM BASI TUA T - mm AMO $Wt amimpm, OWL,aim 90"100"W 0 - CUUM ft[Clo v - MLIC UMINTURg ONLItwwm PAIT-Ttiell MMM I- MT 9N11OUA11PT Ulto I - tWWM OTWA41 STUMM
P- �S 9MWLUMT RATIO T - Dot= SOURMP - GW
Col� 1 Sad is world seek mias Sir idouttee *octet timid 14"Ie".Colowe I to 141 Wrid mak segAmajoa "agog Minimum. owerim," S""" sOd/fe &IND Oks"o katioti"l Warbook.
coweett" idwation 0119& arm a (St is the evelmatios of vansims edua"im eyet� VW milatrots of relative et"�Lrtef. NPM"r. me Lb� basis" WS Of Od"969100101 "9*100�t bOLMON &riftsof %be pro"" d&CS, cowari"o skold be sppfoaemd W"h orse& cougim. Data PFOSOK*d to the above tabLe havebfta "AL"gad Istom,y bV MM gdoggaing erm gomgvgma 0"M�1 geo SWA,, ,, staff *4timt" ge data ftes, owto. atecte %eve been so" Lo stmadoestsedatimitt� 4mw. uttkis ILGA..... to 41hook gio 6telf"? WI tlW 4494. ObWOrLhOi"i. Such date are still I"Ortect in so"raL gboesegg and the book ig mrkigg toIMTO" tbft P"Gf"ft"lf 08 990 Otgodled, Of 990 operstleacti week. 10 thO WS Of &114144 6444. LIND IOIIOWAMN 0118eld bM kept lo *Jodi
(1) '1664stles' SO "ttoW to the table lowledw all education anif trslsAd4, both tonot and ase-fonol.
(2) 'PirtMI7, odegatim raten to od""Cloo as Lao first le"l OW 'Soommild", odutati" reform ts sit odecatles at the "coWary level regardless of type(e.g. Senegal. toeb"cal,
(3) 'LAtersty istoo' (col, 6) are 0too obtalmd free country cowumes. to may tougktfloo they age only spIlregisattoms sad St to doubtteL that any uniform44114ittom of 'Ittersts' has bwo fattened comistentLy.
(4) 'Pobile expeaditare Is odoolitles' (ceLe. 4 sod 1) reform to &JA capital md recarrest expeodttvree devoted to oddesti" by public one quest-pubLicagemigo.
(1) 'gersilmot ratio�' (cola. 7, 12 and 14) rgtet c. school year arA 4eG LPA POrCORtGgG Of attfi.14 Cktift*ft IRCOL194 tuLt-ttes tm LM appirogrtats schoot,P"Iic sod private by level. 1%ey 4ft siten mobject to o vtdo wrote of orror ifi the de.eloplall comtries oving to -artatioal 9-k the accurac, of basicdata 0.e.. 84"pmlfie pepmlstioo 4ow .0trolLmsts). larotimfkt fieve" frequaRtly art htfMf them Lhe Rubber Ot GLOdOOtl OCLO4111 [R #Chool.ovair-fted st"ooto my be lectuded to the" figue" Sad C" Lariats tko rect".
-27-
Chart 2
It . .. .
I ~~~~~~~~~~~~DGs
O s~~eesO @e ®®
O z #0wee
SULTANATE OF OMANTHIRD EDUCATION PROJECT
STAFF APPRAISAL REPORT 2 M_ |
Office
Ministry of Education and Youth AffairsOrganizational Chart -|_ |
I Ohni / Total N*er of Teachers 23.2Z 27.21 32.11 36.7t 42.71 50.11 59.21 68.62 77.71 96.51
- - -
- 31 - Annex ITable 3
Table 3(a): ESTIMATED UNIT AREAS OF PROJECT INSTITUTIONS
Teacher Trainins Secondary Preparatory PrimaryType of This Bank f/ This Bank This Bank This BankFacility Project Median Project Median Project Median Project Median
a/ Including circulation areas and walls.b/ Excludes dining facilities.c/ Includes covered area for physical education and multipurpose use.d/ Based on local standards designed for extreme climate conditions.e/ Reflect small capacity of TTCs. Second Education Project averaged 12.2
sq. m. per studentf/ FY81-83 projects.
Table 3(b): ESTIMATED UNIT COSTS OF PROJECT INSTITUTIONS'/I/(US$)
Estimated Cost per Student Place (1986 prices)Capital Costs
Type of Building per StudentFacility and Site Furniture Equipment Total Bank Median
Al po Um 0.2 01.4 5A. 2 32. .4 04 1.4 1.0 10.1 4.0 0.5
t 0.2 0.4 0.0 14 . 6 .1 0.0 1.4 0.3 404 04
No IuSaLa oai ?esaLa Sm, s aid im is t,~1ag.
- 33 -
SULTANATE OF OMAN ANNEX ITHIRD EDUCATION PROJECT SCHEDULE 1Staff Appraisal Report
Schedule of Disbursements
WSS=======_== =======5========= === …== -====
I B R D I Disbursements Disbursement ProfileFiscal … ----- : This RegionalYear & : Quarter Cumulative : Project AverageQuarter ----- US$ Millions ------ -------- … - ------------
First 0.1: 13.7 99.31Second 0.1 1 13.8 1 100.0 ' 83.0 1ThirdFourth I 6 I I
SULTANATE OF OMATHIRD EDUCATION PROJECT
IMPLEMENTATION SCHEDULE
FY 19"1 1909 1990 4991 19 1993 1994 1995
QUARIE ]jR 123 4 'I 2l3 123 d J 2pEJ4 111 311
CML WCRKS
Construction Dwrvngs
Bid Docurnents .
Bidding cand Contract Awards
Construcion __.__
Guarantee and Liability
FURNI*URE AND EQUIPMENT
Final Lists _
Bid Docurnents
Biddwig and Contract Awards
Manutactunn. Delvery aond
Installtion _ _
Guarantee and Liability
Effectiveness Date
CGomeion Date
Closing Date
fEn
I'- Bk4
World Bank-31017
-35 - Annex ISchedule 3
PROJECT PRIMARY SCHOOLS(Grades 1-6)
Class/ Enrollment Est. AnnualProject Item Location Region rooms Sex Capacity Output
D.1. Al Hamira Shinas Batinah 8 C 320D.2. Liwa Liwa Batinah 8 C 320D.3. Sohar (A) Sohar Batinah 8 M 320D.4. Sohar (B) Sohar Batinah 8 F 320D.5. Saham Saham Batinah 8 C 320D.6. Al Khaboura Al Khaboura Batinah 8 C 320D.7. Al Suwaiq Al Suwaiq Batinah 8 C 320
Sub-total 2,240 320
D.8. Bahla (A) Bahla Dakhliyah 9 F 360D.9. Bahla (B) Bahla Dakhliyah 9 M 360D.10. Seihl Ma'ashi Bahla Dakhliyah 10 C 400D.ll. Wadi Quriyat Bahla Dakhliyah 6 C 240D.12. Samail (A) Samail Dakhliyah 7 M 280D.13. Samail (A) Samail Dakhliyah 6 M 240D.14. Nizwa (A, Nizwa Dakhliyah 6 M 240D.15. Nizwa (B) Nizwa Dakhliyah 8 F 320D.16. Mafaa Daris Nizwa Dakhllyah 8 F 320D.17. Izki (A) Izki Dakhliyah 6 M 240D.18. Izki (B) Izki Dakhliyah 7 F 280
Sub-total 3,280 468
D.19. B.B.B. Ali B.B.B. Ali Sharqyah 6 M 240D.20. Al Ashkhara B.B.B. Ali Sharqyah 6 M 240D.21. Bilad Sur Sur Sharqyah 7 M 280
Sub-total 760 152
E.22. Ibra Ibra Al-Wasta 6 M 240E.23. Sinau Al Mudhaibi Al-Wasta 6 M 240
Sub-total 480 96
F.24. Al Hiyal Ibri Dahirah 9 M 360F.25. Kahnaat Ibri Dahirah 9 M 360F.26. Al Buraimi (A) Al Buraimi Dahirah 10 M 4GnF.27. Al Buraimi (B) Al Buraimi Dahirah 9 M 360F.28. Al Buraimi (C) Al Buraimi Dahirah 10 F 400F.29. Alaya Dhank Dhank Dahirah 10 M 400
Sub-total 2,280 325
G.30. Fins Quriyat Capital 6 C 240 35
Total 240 9,280 1,396
F = Female; M = Male; C = Coeducational
- 36 -Annex IIPage 1 of 18
SULTANATE OF OMAN
THIRD EDUCATION PROJECT
STAFF APPRAISAL REPORT
Technical Assistance Component
A. INTRODUCTION
The Government of the Sultanate of Oman has concluded a loanagreement with the World Bank in support of the Third Education Project. Theoverall aim of the proposed project is to develop and modernize the schoolsystem, enabling it to prepare Omanis for modern sector employment. It wouldalso provide the Ministry of Education and Youth (MOEY) with the capacity toplan and efficiently manage a rapidly expanding school system. Specifically,the project's objectives are to: (i) develop key education services (planning,management and curriculum development) in the MOEY; (ii) train and upgradeteachers; and (iii) increase access to education, particularly for children inrural areas and for girls.
The project would assist in financing technical assistance (TA)consisting of 105 months of specialist services related to the aboveobjectives. The education system in the Sultanate has expanded rapidly from asmall base over the last fifteen years. The MOEY is continuing its schoolconstruction in parallel with a curriculum development program and theupgrading of teacher training. TA would thus operate in a context of a rapiddevelopment of the education system which, however, is constrained by severeshortages of trained nationals in both the central Ministry and in theRegional Directorates of Education. In particular specialists would bereqLired to:
(a) collaborate closely with counterpart staff to tackle ongoing problemsand issues facing the Ministry in managing the system, upgrading thequality of education or preparing for the Fourth Five-YearDevelopment Plan 1991-95, and provide specific products in the formof training manuals, policy-oriented studies or technical papers,which would have sustained impact cn the Ministry's capabilities;
(b) visit the country for periods of time appropriate forfamiliarization, in-country training and follow-up activities, andprepare products at their home country headquarters;
(c) collaborate with other specialists to provide a mix of skills andappropriate on-the-job training of Ministry personnel in formal
- 37 -Annex IIPase 2 of 18
training workshops and seminars and informally in daily participativeteamwork. Training would take place both centrally and in RegionalDirectorates and specialists would be expected to take an active partin their organization. In this context specialists will collaboratewith the Oman-US Joint Commission which will provide foreignfellowships and some local training for Ministry staff in educationalplanning, management, teacher training and curriculum development; and
(d) assist the Ministry in its overall management and monitoring of Bankprojects by preparing initial and mid-term progress reports and finalreports for the special MOEY TA steering committee which reportsdirectly to the Under-secretary of Education. These reports willform the basis of joint mid-term and completion reviews with the Bank.
B. Technical Assistance ImAplementation Schedule
The specialist services forseen under the TA component include thefollowing:
Evaluation Specialist8. Building Maintenance Specialist 12 Oct. 89 - Aug. 90
TOTAL 105
Terms oi Reference for the above specialist services are as follows:
- 38 -
Annex IIPage 3 of 18
C. Terms of Reference
Post No. 1 - Education Planner
Duty Station: Muscat, Oman, with frequent visits to Regional Directoratesof Education
Duration of Appointment: 12 months
Starting Date: October 1, 1987
Description of Duties
The specialist will be assigned to the MOEY's Education PlanningDepartment, working under the direction of the Department's Director. He willcoordinate his work with the TA steering committee which has representationfrom this department and which reports directly to the Under-secretary of theMOEY. The specialist will be responsible for advising and assisting theeducation planning department in its preparation for the Fourth Five-YearDevelopment Plan (1991-95) and for the design and introduction of a managementinformation system to include a school inventory data base and cost accountingprocedures. He will also train national counterpart staff in such duties:
In particular, the specialist will:
(a) review and evaluate existing planning, management and budgetingsystems;
(b) design an improved system for planning and management;
(c) identify data requirements for the revised system;
(d) prepare a plan of action to introduce the new system;
(e) review the action plan with the Director of the Planning Departmentfor approval by the TA steering comittee;
(f) assist local staff in implementing the action plan;
(g) prepare data collection instruments, procedures and guidelines;
(h) conduct specialized training workshops for local staff as required;
(i) train local staff in the performance of the above tasks, and
(j) prepare a final report on the status of education planning andmanagement in MOEY with recommendations for its further development.
- 39 -
Annex I IPane 4 of 18
Qualifications Required
A higher degree in education. Broad practical experience in theplanning of educational systems including experience in developing countries.Knowledge and experience in compiling and analyzing education. statistics,education finance and cost control. Experience in computer applications foreducation planning and management.
Language
A sound working knowledge of English is essential. A workingknowledge of Arabic would be a distinct advantage.
- 40 -Annex IIPage 5 of 18
Post No. 2 - Planner (Teqcher Training)
Duty Station: Muscat, Oman, with frequent visits to Regional Directoratesof Education
Duration of Appointment: 12 months
Starting Date: October 1, 1989
Description of Duties
The specialist will be assigned to the MOEY's' Teacher Training andDepartment, reporting to its Director. He will collaborate with the Planningand Educational Research Departments and coordinate his work with thecommittee TA steering which reports to the Under-secretary of Education andhas representation from the above departments. The specialist will beresponsible for assisting the Ministry in conducting a tracer study ofprimary and preparatory teacher training graduates which will be used forestimating future teacher requirements and planning teacher supply.
In particular, the specialist will:
(a) review current policy, planning and the training system for teachers;
(b) identify required improvements and key research questions ofinterest to policy makers;
(c) design a tracer study including detailed methodology, samplingframe, survey instruments, budget and staffing requirements;
(d) submit the study design and survey instruments to the TA steeringcommittee for review and comments, incorporate any changes requiredand prepare and submit a plan of action for committee approval;
(e) arrange training for the tracer study team;
(f) establish a system for data tabulation and analysis according to theapproved action plan;
(g) assist in conducting the study and supervise the data tabulation,analysis and preparation of the study report;
(h) assist in estimating future trained teacher requirements and developa technical manual for staff training in projection techniques; and
(i) prepare a final report on teacher supply and requirements withrecommendations for its future development.
- 41 -
Annex I IPage 6 of 18
Qualifications Required
At least a master's degree in applied social sciences. Experiencein designing and conducting field surveys. Work experience in educationplanning in a developing country, preferably with computer applications.
Languase
A sound working knowledge of English is required. A workingknowledge of Arabic would be a distinct advantage.
- 42 -
Annex IIPase 7 of 18
Post No. 3 - Inservice Teacher Trainina Specialist
Duty Station: Muscat, Oman, with freqvent visits to Regional Diroctoratesof Education
Duration of Appointment: 12 months
Starting Data: December 1, 1987
Description of Duties
The specialist will be assigned to the MOEY's Department of TeacherTraining and will work under the supervision of its Director. He will workin close collaboration with the TA steering committee which reports to theUnder-secretary of Education and has representation from the Departments ofEducation Planning, Teacher Training, Curriculum Development, EducationalResearch and Projects. The specialist will be responsible for advising andassisting in the preparation and implementation of a program for in-serviceteacher training and professional development.
In particular, the specialist will:
(a) review and evaluate current pre-service and in-service teachertraining programs and the professional development structure forteachers;
(b) prepare a report on the current professional development status ofprimary and lower-secondary teachers, programs for teacherupgrading, organizational arrangements for training, costs andresources available;
(c) prepare a report on future development needs with recommendationsfor a long-term development program, institutional framework,resource utilization and implications for personnel administrationand financing. The recurrent cost implications should behighlighted in the report;
(d) assist the Ministry in the organization of and participate in aseminar to review and discuss the findings of the reports and toprepare a plan of action, for approval by the TA steering committee;
(e) assist in implementing the plan of action, and
(f) prepare a final report on in-service teacher training withrecommendations for its future development.
- 43 -
Annex IIPase 8 of 18
Qualifications Required
Post-graduate qualifications in teacher training and curriculumdevelopment. About ten years of experience in the administration of teachertraining. Familiarity with instructional programs at all levels butparticularly in primary education. Training and/or experience in educationalplanning desirable. At least three years' work experience in developingcountries.
Language
A sound working knowledge of English is essential. A workingknowledge of Arabic would be a distinct advantage.
- 44 -
Annex IIPage 9 of 18
Post No. 4 - Vocational Guidance Soecialist
Duty Station: Muscat, Oman, with frequent visits to Regional Directoratesof Education
Duration of Appointment: 15 months
Starting Date: October 1, 1988
Description of Duties
The specialist will be assigned to the MOEY's Department ofCurriculum Development. He will work under the direction of the Department'sDirector, collaborate with the Teacher Training Department and cooperate withthe Ministry's TA steering committee. The specialist will be responsible foradvising and assisting the Ministry to develop an educational and vocationalguidance program for secondary schools and for training national counterpartstaff.
In particular, the specialist will:
(a) review and evaluate existing guidance procedures, taking intoaccount as appropriate the relevant plans and activities of theManpower Planning Unit of the Ministry of Social Affairs and Labor,the Chamber of Commerce and other representatives of industry andlabor;
(b) design a study to update the Ministry's previous work on theeducational and vocational aspirations of students in secondaryschools;
(c) prepare data collection instruments;
(d) train local counterpart staff in data collection;
(e) review study design, including methodology, sampling frame, surveyinstruments, budget and staffing requirements with the CurriculumDevelopment and TA steering comittee and prepare an action plan forstudy implementation;
(f) establish a system for data tabulation and analysis;
(g) assist local staff in conducting the study;
(h) prepare an interim study report with recommendations for avocational guidance service including outlines of training manualsfor teachers and handbooks for students and parents and budgetingimplications;
- 45 -
Anzex IIPage 10 of 18
(i) assist in the preparation of teacher training manuals and handbooksfor students and parents;
(j) assist in implementation of the guidance program including trainingworkshops for teachers;
(k) prepare a final report on the educational and vocational guidancewith recommendations for its further development.
Qualifications Required
At least a master's degree or equivalent in counselling. Experiencein designing and conducting social science research and in working withemployment authorities and employers. Previous work in developing countriesis desirable.
Langagie
A sound working knowledge of English is required. A workingknowledge of Arabic would be a distinct advantage.
- 46 -
Annex IIPage 11 of 18
Post No. 5 - Science Education Specialist
Duty Station: Muscat, Oman, with frequent visits to Regional Directoratesof Education
Duration of Appointment: 12 months
Starting Date: October 1, 1987
Description of Duties
The Specialist will be assigned to the MOEY's Curriculum DevelopmentDepartment. He will work under the directions of the Department's Director,coordinate his work with the Teacher Training Department and cooperate withthe TA Steering Committee which reports to the Under-secretary of Education.The Specialist will be responsible for assisting the Ministry in in.provingsecondary science teaching, including, in particular, the utilization ofsecondary science equipment, and for the training of national counterpartstaff.
In particular, the specialist will:
(a) review and evaluate the current science program including curricula,teacher training, facilities and equipment;
(b) prepare a report on the current status of the science program withrecommendations, including budgeting requirements, and a plan ofaction for its improvement;
(c) review the report and plan of action with the Departments ofCurriculum Development and Teacher Training, for approval by the TAsteering committee;
(d) assist the Curriculum Development Department with the implementationof the plan of action;
(e) assist in the preparation of teachers' guides and specifications forsimple science kits to help science teachers prepare basicdemonstration experiments and involve students in laboratory workfor physics, chemistry, biology and general science;
(f) assist in designing and conducting short training courses forscience teachers in practical science work;
(g) train local staff in conducting the above short training courses, and
(h) prepare a final report on science teaching with recommendations forits further developmer.t.
- 47 -
Annex IIPage 12 of 18
Qualifications Required
At least a master's degree in science education and ten years ofexperience in science teaching and science curriculum development.Familiarity with science teacher training in developing country contexts isessential.
Language
A sound working knowledge of English is required. A workingknowledge of Arabic would be a distinct advantage.
- 48 -
Annex IIPage 13 of 18
Post No. 6 - Library Science/Communications Specialist
Duty Station: Muscat, Oman, with freque.nt visits to Regional Directoratesof Education
Duration of Appointment: 12 months
Starting Date: October 1, 1987
Description of Duties
The Specialist will be assigned to the MOEY's Curriculum DevelopmentDepartment. He will collaborate closely with the Teacher TrainingDepartment and will cooperate with the TA Steering Committee which reportsto the Under-secretary of Education. The specialist will be responsible forassisting the Ministry in developing secondary school libraries, includingreviewing students' reading bkills and habits, library management and relatedteacher training, and in preparing and implementing a program to improvestudents' language, communication and study skills. He will also traincounterpart staff.
In particular, the specialist will
(a) review and evaluate current library management and book inventories;
(b) conduct a study of students' reading habits and levels.
(c) prepare a mid-term report for review by the Director of theCurriculum Development Department;
(d) prepare a plan of action for improved library management, includingrecommendations on reading materials and related school principaland teacher training, including budgetary implications, for approvalby the TA Steering Committee;
(e) assist counterpart staff in preparing school principal and teachertraining courses and participate in the development of trainingmaterials;
(f) train local staff in conducting the above courses; and
(0) prepare a final report on library usage with recommendations fortheir further development.
- 49 -
Annex IIPage 14 of 18
Qualifications Required
At least a Master's degree or equivalent in instructionalresources/technology with qualifications and experience in applied libraryscience. Qualifications in language teaching in a developing country wouldbe a distinct advantage.
Language
A sound working knowledge of English is essential. A workingknowledge of Arabic would be a distinct advantage.
- 50 -
Annex IIPage 15 of 18
Post No. 7 - Education Measurement and Evaluation Specialists
Duty Station: Muscat, Oman, with frequent visits to Regional Directoratesof Education
Duration of Appointment: 18 months
Starting Date: October 1, 1987
Description of Duties
The Specialist will be assigned to the MOEY's EdL..ation ResearchDepartment and will work under the direction of the Department's Director.He will work in close collaboration also with the Curriculum Development andTeacher Training Departments and coordinate his work with the special TAsteering committee which reports to the Under-secretary of Education. Hewill liaise with external institutions with significant experience indeveloping national assessment systems. The specialist will be responsiblefor assisting the Ministry in conducting a study on primary studentachievement, which would include norms to serve as national benchmarks forpreparing materials for diagnostic testing and remedial instruction atprimary level. He will also train counterpart staff.
In particular, the specialist will
(a) review and evaluate existing student testing and evaluationprocedures;
(b) design a study to assess primary student achievement, includingmethodology, sampling frame, assessment instruments, budget andstaffing requirement;
(c) review study design develop an action plan for study implementationto be reviewed by the TA steering committee;
(d) establish a system for data tabulation and analysis;
(e) train local staff as required;
(f) assist local staff in conducting study, in analyzing data and in thepreparation of the study report;
(g) based on study findings, prepare a proposal and action plan for thedevelopment of teaching materials for diagnostic testing andremedial instruction;
(h) review the proposal with special committee and develop action planfor implementation;
- 51 -
Annex IIPase 16 of 18
(i) assist local staff in implementation of the action plan and with thedevelopment of materials to improve study skills and for diagnostictesting and remedial instruction;
(j) conduct short counterpart workshops as required; and
(k) prepare a final report with recommendation for the furtherdevelopment of diagnostic testing and remedial instruction.
Qualifications Required
At least a master's degree in educational evaluation with workexperience in educational testing and measurement. Work experience indeveloping countries ard participation with international research in thefield of educational evaluation would be an advantage.
Language
A sound working knowledge of English is essential. A workingknowledge of Arabic would be a distinct advantage.
- 52 -Annex IIPage 17 of 18
Post No. 8 - Building Maintenance Specialist
Duty Station: Muscat, Oman, with frequent visits to Regional Directoratesof Education
Duration of Appointment: 12 months
Starting Date: October 1, 1989
Description of Duties
The specialist will be assigned to the MOEY's Projects Department,and will report directly to the Director of the department He willcoordinate his work with the TA steering committee which has representationfrom other concerned departmentR including Planning and Budgets. Thespecialist will be responsible for advising and assisting the ProjectsDepartment in institutionalizing a maintenance program for the Ministry'sschool buildings.
In particular, the specialist will:
(a) review the current status of school building maintenance;
(b) prepare a comprehensive report on his findings which would includerecommendations for an improved maintenance program, an action planfor its implementation, a maintenance management system, quality andservice standards, and guidelines for planning, programming,budgeting, execution and evaluation of the maintenance function;
(c) following review and discussion of the specialist'a report with theDirector of the Projects Department and his supervisor, the DirectorGeneral for Financial Affairs, the recommendations and action plansfor implementation of the new maintenance system will be submittedto the Under-secretary of Education for approval;
(d) prepare training materials, including management manuals and servicehandbooks, and conduct training workshops for local staff in themanagement and implementation of the maintenance system; and
(e) prepare a comprehensive final report on the status of themaintenance system with recommendations for its further developmert.
- 53 -
Annex IIPace 18 of 18
Qualifications Required
University degree or equivalent in civil engineering or building.At least ten years experience in the construction industry and experience inbuilding maintenance. Experience of working in developing countries.Experience in preparing training materials and conducting training workshopsfor building maintenance managers.
tanauage
A sound working knowledge of English is essential. A workingknowledge of Arabic would be a distinct advantage.
Doe. 3970V
- 54 -
Annex III
RELATED DOCUMENTS IN PROJECT FILE
I. Development Council, Quarterly Bulletin on Main Economic Indicatorsfor 1985.
2. Development Council, Socio-Economic Atlas for 1985.
3. Development Council, Statistical Yearbooks for 1982, 1983, 1984.
4. MOEY, The Internal Efficiency of the Omani Educational System (1984).
5. MOEY, Statistical Yearbooks for 1984, 1985, and 1986.
6. Ministry of Informatior., Oman (1985).
3 97 SV
lIED 19101
O M A -NTHIRD EDUCATION PROJECT Islamic Republic of Iran
