Documentof The World Bank

FOR OFICIAL USE ONLY

Repw No. 7010-BlIU Public Disclosure Authorized

STA"F APPRAISALREPORT

BHUTAN

Public Disclosure Authorized PRIMARY EDUCATIONPROJECT

February 29, 1988 Public Disclosure Authorized

Populationand Human ResourcesDivision Country DepartmentI Asia RegionalOffice Public Disclosure Authorized

Thi documenhas a resictedda*do andmay be usd by oedpenlyInthe perfomance of thdrofficid duode itscontes may o othewisebe dicosed Word Bank autwohftln& BhutaneseNgultrus (Nu) 100 Chetrum US$1 (at appraisal, Nu 12.80 (OffLcialand July 1987) Free Market Rate)

WEIGHTSAND MEASURES

Metric System

ABBREVIAIO

DEO - District (Dzongkhag) EducationOfficer DOE Departmentof Education DSC - DevelopmentService Center ECR - ExtendedClassroom FTE - Full time equivalent ICB - InternationalCompetitive Bidding LCB - Local CompetitiveBidding NAPE - New Approach to Primary Education NIE - National Instituteof Education PIU - Project ImplementationUnit PWD - Public Works Department RGOB - Royal Governmentof Bhutan SDC - Swiss DevelopmentCooperation, representing the Governmentof the Swiss Confederation SPBC School Planning and Building Cell SSR Student to Staff Ratio TTC - Teacher Training Center UNDP - United Nations DevelopmentProgramme UNESCO - United Nations Education,Scientific and Cultural Organization UNICEF - United Nations Children'sFund

GLOSSa Dzongdag District Officer Dzongkha - National language Dzongkhag - District

FISCAL YEA

April 1 to March 31 (At present)

July 1 to June 30 (StartingJuly 1, 1988) FM OFmCIALUS ONLY

PRIMARY EDUCATION PROJECT

STAFF APPRAISAL REPORT

Table of Contents

Pa&2 No

BASIC DATA ...... iii

CREDIT AND PROJECT SUMMARY ...... iv

I. PRIMARY EDUCATION IN BHUTAN ...... 1

A. Introduction ...... 1 B. The Education System...... 1 C. Problems and Issues...... 2 D. Government Plans and Programs...... 4 E. External Financing of Primary Education ...... 6 F. Rationale for IDA Involvement in the Sector and Lending Strategy ...... 7

II. THE PROJECT ...... 8

A. Project Objectives ...... 8 B. Project Scope and Content ...... 8

III. PROJECT COSTS. FINANCING AND IMPLEMENTATION...... 14

A. Costs ...... 14 B. Financing ...... 15 C. Implementation...... 17

IV. BENEFITS AND RISKS ...... 22

A. Benefits ...... 22 B. Risks ...... 23

V. AGREEMENTS REACHED AND RECOMMENDATION ...... 23

This report is based on the findings of an appraisal mission to Bhutan in July 1987. Mission members included Messrs. Thomas Schmidt (Mission Leader), Eid Dib and John Lubbock (Consultants), James Lynch (UNESCO), Uri Trier (SDC), and C.T. Crellin and P.N. Dave (UNICEF). Ms. Paula Valad assisted in the preparation of this report.

This document has a restricteddistribution and may be used by recipientsonly in the performance of their officialduties. Its contents may not otherwisebe disclosedwithout World Bankauthoization. - ii -

Pag2 No.

Tablei-_i the Text

3.1 Cost Su ary ...... , ...... 14

3.2 FinancingPlan Sumary .16

3.3 ProcurementMethods .20

Annex 1 Primary Enrollment,1982-1986

Annex 2 Primary Female Student EnrollmentRatios by District.1986-87

Annex 3 OrganizationChart of DOE Functions Annex 4 ComparativeOutlay for Fifth and Sixth Plans

Annex 5 TechnicalAssistance to be Providedby Visiting Specialists and throughFellowships and Placements Annex 6 ProjectedOutput from AcceleratedTeacher Training Program with Mixed One- and Two-Year Courses Annex 7 AdditionalProject Staff

Annex 8 Terms of Reference for Project-RelatedStudies

Annex 9 Detailed Project Costs

Annex 10 Detailed Project FinancingPlan

Annex 11 ImplementationSchedule

Annex 12 EstimatedSchedule of Disbursements

Annex 13 OperationalAction Plan

Annex 14 Selected DocumentsAvailable in the Project File

IBRD 19961 Primary EducationProject - Location of Schools and Teacher Training Colleges - iii X

PRIMARY EDUCATIONPROJECT

BAIC DATA

Official Estimate (1985) . 1.24 million Average Annual Growth Rate (1973-83). 1.9% Average Density (1985) . .25 per sq km Adult LiteracyRate (1986) . .15% GDP per capita (1985) . .US$160

Enrollment(ADril 1986):

Priuary and SecondaryPrograms: Total Male hele I Female Primary (Pre-primary,Classes I-VI) 49,485 32,173 17,312 35 Lower Secondary (ClassesVII & VIII) 2,202 1,639 563 26 Upper Seconday (Classes IX & X) 764 630 134 18 Total 52.451 34 442 18Q009 Average 34

EnrollmentRatios:

Primary 19.6% Secondary 2.6%

Intermediate,DiRloma and Degree Programs:

Junior College (ClassesXI & XII) 261 216 45 17

Degree College (ClassesXIII-XV) 165 140 25 15

Teachers Colleges: National Instituteof Education,Samchi 112 66 46 41 Simtokha Rigney 33 33 0 0 Paro Teacher Training College 27 16 11 41 Technical and VocationalColleges Royal TechnicalInstitute 313 310 3 1 Royal Bhutan Polytechnic iu 0 060° Total 1 071 94 Q Average 12 Expenditures

Proportionspent on educationof:

GNP 4.0% Central Governmentexpenditure 10.8% Central Governmentcapital expenditure 7.5% Central Governmentrecurrent expenditure 16.5% - iv -

WEAn PRIMARYKDC<IOtI PIljEcT

Credit and ProjctSmr borro ar: Kingdom of Bhutan

jn fieiar: Departmentof Education (DOE) Lawaut: SDR 3.1 uillion (US$4.2million equivalent,including retroactivefinancing of US$400,000for expenditures after appraisalon design, site surveys and soils tests under the IDA-financedportion of the project).

Terms: Standardwith 40 years' maturity

Coinancie.rs: United Nations Children'sFund (UNICEF)will provide a grant equivalentto US$1.5 million, administerits portion of the project, and follow its own guidelines for procurement and employment of consultants. The Governmentof the Swiss Confederation(Switzerland) will provide a grant equivalentto US$5.9 million and delegate administrationof its portion of the project to IDA, which will follow its own procedures. Project Description: The project will support the Government'sdevelopment plan for primary educationand will raise the quality of educationand student achievementand lower unit costs of primary schooling in Bhutan. Specifically,it will: (a) increasethe number and quality of primary schools; (b) increasethe number and effectivenessof primary teachers;and (c) strengthenadministrative and educational support servicesof the DOE. These objectives will be achieved by; (a) building 12 primary schools with an enrollment capacity of 5,400 students, includingboarding facilities,in underservedareas of the Kingdom; (b) more than doubling the enrollment capacity of the primary school Teacher Training Centers (TTCs) from about 170 to about 400 and improvingthe quality of teaching in these institutions;and (c) improving the quality of educational administration at the central and district levels, particularly in the areas of curriculum development, student assessment, personnelmanagement, and education sector planning. The project will consist of three specific components: (a) primary school development,(b) teacher training institutions,and (c) educationaladministration. In addition to financingthe constructionof school and teacher trainingfacilities, the project will finance 8.4 staff-yearsof technicalassistance and 17.8 staff- years of fellowshipsand placements,as well as some vehicles and equipment. -V.

Riaku Project benefits will be: improved and more equitable access to primary education, greater capacity in the DOE and increased efficiency in the primary education system. The main project risks are that the Government may overreach Lts capacity to staff and finance the primary education expansion program. With respect to staffing, the risk of teacher shortages has been reduced by lncreased pay and improved service conditions for teachers and an accelerated teacher training program. The risk of insufficient staffing for construction trades has been reduced by the phasing of construction over five years. Financing risks have been reduced by introducing controls on recurrent expenditures such as: instituting a conservative 6% per annum enrollment growth policy, raising student to teacher ratios from 28:1 to 36:1 during the life of the project, reducing dependence on expensive foreign teachers, and increasing efficiency through reduced dropout and repeater rates.

ProijectCost: Local Foreign Total --- (US$ million) ---

Primary School Development 3.1 2.9 6.0 Teacher Training Institutions 1.0 1.1 2.1 Educational Administration 0.9 1.2 2.1

Base Cost 5.0 5.2 10.2

Physical Contingencies 0.3 0.3 0.6 Price Contingencies 1.8 1.0 2.8

Total Project Cost 7.1 6.5 13.6 la

Financing Plan: LOCAl FoXegB Total --- (US$ million) ---

Government 1.9 0.1 2.0 UNICEF 0.5 1.0 1.5 Switzerland 2.6 3.3 5.9 IDA 2.1 2.1 4.2

Total 7.1 6.5 13.6

Estinated

IDA FY 89 90 21 92 93 94 95 96 ------(US$ million) ------

Annual 0.3 0.1 0.4 1.0 0.9 0.8 0.6 0.1 Cumulative 0.3 0.4 0.8 1.8 2.7 3.5 4.1 4.2

EconoaLc ate of Return; Not applicable

La Net of taxes and duties (US$0.2 million). PRDIMRYEDUCATION PROJECT

1. pIMANY EDUCATIOW IN BHUTAN

A. I &todct

1.01 The Kingdom of Bhutan in strikinglydifferent from its regional neighbors. Its low populationdensity makes the pressure on land, food and housing far less than elsewhere in South Asia. The cotuntry has good natural resources, sound econosic management and balanced development priorities, all suggesting that it has the potential to achieve relatively high per capita income withoutundue sacrifice of the rich traditional way of life.

1.02 Sixty percent of the population,officially estimated at 1.2 million in 1985, is concentratedin the relativelylow southern and eastern regions in only six of the Kingdom'seighteen districts. Like most developingcountries, the age structureof the population is skewed toward youth, with an estimated40% of the populationbelow 15 years of age. The bulk of the populationlives in rural areas, with less than 60,000 in the eighteen urban centers.

1.03 About half of Bhutan's estimatedGDP of US$200 million in the period 1981-1984originated from agriculture(including livestock) and forestry. Services accountedfor about one-third. Constructioncomprised about 13% of GDP, but has dropped to 9% as large developmentprojects have reached completion. Manufacturing,mining and electricityaccounted for less than 5% of GDP prior to 1986, but is increasingrapidly due to completion of the large Chukha Hydropowerproject. GDP growth in the 1980's has been good, amountingto about 6% annually.

1.04 The Royal Governmentof Bhutan (RGOB) considers that expansionand improvementof the effectivenessof the country'sbasic institutionsand human resource base are imperativefor future development. At the same time, it wishes to minimize social dislocationand contain costs. Consequently,its policies call for developmentto proceed so that (a) educated people are employed; (b) recurrentexpenses are limited as far as possible to current revenues;and (c) modernizationis regulatedto provide for a gradual impact on the traditionalculture.

B. The EducationSystem

1.05 Until 1961, access to formal schoolingwas availableonly to children who were able to be educated outside the country. After 1961, enrollmentsin state primary and secondaryschools began to rise as a result of increasedinvestments in education introducedin the country's First Five-YearPlan. Since then, Bhutan has made considerableprogress in establishinga formal educationsystem at the primary, secondaryand tertiary levels. However, the official literacy rate of 15% and the official enrollmentrate at the primary level of about 20% of primary age children and secondarylevel of about 3% are the lowest in the South Asia region and among the lowest in the world. Caution should be used in interpretingthese enrollmentrates as they are based on population estimates in a country that has never had a formal census. There is some evidence that enrollment rates may be much higher. Recent surveys to establish the number of primary age children in school catchment areas show current enrollment rates on a dzonghag (district) by dzonghag basis to be almost twice as high.

1.06 The RGOB is providing free primary education and considers a main objective to be the improvementof numeracy and literacy in both Dzongkha (the national language)and English (the medium of instruction). Primary educationconsists of a Pre-primaryClass and Classes I throughVI. At the end of Class VI, an examinationis held to determineaccess to secondary educatijn. Access rates are determinedfrom the National Manpower Plan and have been averaging about 50% of those who sit for the examination (1980-84).Lower secondaryschooling (juniorhigh school) comprisesClasses VII and VIII. Upper secondaryschooling (high school) includes Classes IX and X. The Junior SecondarySchool Certificateand the SecondaryEducation Certificateexaminations are held at the end of Classes VIII and X. Junior college (ClassesXI and XII) as well as degree level educationin the humanities,general science and commerce (ClassesXIII-XV) are provided at the SherubtseDegree College in Kanglung and the Bachelor of Education degree at the National Instituteof Education (NIE) in Samchi. Vocational training in engineeringto the certificateor diploma level is availableat the Royal Polytechnicin Deothang. Lower level training is availableat the Royal Technical College in Kharbhandi. The two-year primary teacher training course is provided (for those with the minimum qualificationsof an eighth grade examinationpass) at the NIE in Samchi and at the Teacher Training College (TTC) at Paro. Training for the Dzongkha language teachers is given at the SimtokhaRigney School.

C. Problems and Issues

1.07 In recognitionof the central role educationplays in improving the welfare of its citizens,the RGOB has begun to invest in an exemplary program of sectoral developmentdesigned to improve the quality of primary educationand increaseaccess. Its long range plans are well conceived and practical (para 1.15). It has begun to put in place the stronger administrativestructures and improved support services for teachers necessary to the achievementof its reform objectives. However, despite these actions, the DOE has not yet overcome a series of long standing problems exacerbatedby continuedshortages of trained manpower and inadequatephysical facilities. In consequence,serious problems and issues remain. The shortage of trained technicaland administrative prsn~mnel is the most seriousproblem affectingdevelopment in every sector. The administrativecadre in the Department of Education (DOE) in the Ministry for Social Services is hard working and competentbut seriouslyunderstaffed. Teachers at the primary and secondarylevels are in such short supply that the RGOB has been forced to hire expatriateteachers from India at a cost 50% to 75% higher than for nationals, and in such numbers that 36% of the primary teachers and 57% of the secondary teachers are expatriates. The RGOBrecruits some untrained teachers usually on a temporarybasis. These recruitmentmeasures resulted in enough teachers to fill positions,but reduced the quality of instruction,weakened the capacity of the schools to transmit the rich cultural heritage of the -3- nation and raised the costs of education. Recent changes (para. 1.17) have made the education sector more attractiveto potentialteachers and administrators,and the number of enrollees in the TTCs has just begun to rise.

1.08 The shortageof primary school facilitieshas prevented the RGOB from meeting the increasingdemand for primary education. In 1986, there were 49,485 primary students in Bhutan (Annex 1). Growth in the number of students over the last decade has been rapid, with an increase of over 200%. However, the rate of increasehas been beginning to slow, falling to below 5% per annum between 1984-85 and 1985-86 for the most part because of lack of adequate facilities. The quality of educationhas been adversely affected by the rapid increase in enrollmentsthat now outstrips available facilities. In addition to the overcrowdingof facilities,other physical problems (such as leakingroofs due to poor constructionor poor maintenance)have been plaguing the primary system. The past RGOB policy of meeting high demand for primary educationby encouraginglocal voluntary constructionof schoolswith little effectivesupervision has been resulting in low quality school construction. Maintenanceof school facilitieshas been very poor, due in part to inadequatebudgets for maintenanceand scarcity of appropriatelytrained personnel in the districts,adding to the difficultiesof providingadequate classroom space.

1.09 The very low quality of educationis primarilydue to the lack of adequately trained teachers. The DOE has been forced to import from India large numbers of teachers for primary schoolswho have been trained only in secondaryeducation. This practice has been made necessarybecause most primary trained teachers from India lack the necessaryskills in English to be able to teach in Bhutan. While 80% of the Bhutaneseteachers have receivedpre-service training, there has been no regular provisionfor in- serrice training or sufficientguidance and supervisionby headmastersand distvict staff. In rural areas, this situationhas been made worse by the isolationof primary teachers from professionalstimulus. Even well trained teachershave been encounteringdifficulties in maintaining acceptablestandards of instructionunder these adverse conditions.

1.10 The RGOB's decentralizationprogram is an attempt to address this issue by placing qualifiedand experiencedDistrict EducationOfficers (DEOs) in 11 of the larger districts. But energeticDEOs have been hampered by the need to travel long distances on horseback or on foot in mountainousterrain to reach the schools in their districts. In recognitionof the importanceof teacher training,an increasingnumber of in-servicetraining courses have been sponsoredby the TTCs and the DOE. These have been appreciatedby the teachers,but the numbers served are still quite limited.

1.11 The low auality of the curriculumfor primary schooling is explainedby the excess number of subjects and over-concentrationon content. As a result, studentshave been asked to memorize large numbers of unrelated facts, which hinders their capacity to practice and become competentin basic skills. Early primary educationalso has been characterizedby the demand on many students to learn two languages. One of these is English and the other is Dzongkha,which is estimated to be the mother tongue of only 25% of the population. Recognitionof this sevare - 4 - earlydemand has been absent from the curriculum,thus adding to the pressures on students to master excessivecontent. Recently the RGOB has begun to develop the Now Approach to Primary Education (NAPE),which addressesthe overcrowdedcurriculum, is more appropriatelyoriented to the developmentalneeds of young primary students,and emphasizesapplied knowledge. This program is still in the pilot stage, but already has made a positive impact throughoutthe Kingdom. After evaluation in 1990, It is planned that the program will be expanded to all primary schools.

1.12 Th very low efficiencyof the primary system is directly attributableto the overcrowdedand poor facilities,inadequately prepared and supervisedteachers and difficultiesof the DOE in providing support services. An analysis of 1984 enrollmentstatistics and dropout and repeater rates indicatesthat if conditionsremain unchanged only 45% of an entering Pre-primaryclass will ultimatelycomplete the seven-yearprogram (currently,only 7% of a Pre-primaryclass can be expected to complete primary education in seven years). Since it is doubtfulwhether many of the dropouts will have achieved literacy,this lost educationalpotential contributesto higher unit costs and greater inefficiencyin the education system.

1.13 The under-regresentationof female students in primary schools is evident from a review of enrollment,which shows that femalesmake up only 35% of the enrollees. While there has been an encouragingupwaid trend in attendanceof female students (from 27% in 1983), there is currentlya great variation among the districtsranging from a low of 17% in Pema Gatshel to a high of 46% in Thimphu (Annex 2). Additional informationis required to explain these regional disparities(para 2.28).

1.14 The low managementcapacity of the educAtionsystem is another seriousproblem. Responsibilityfor the education sector lies with the Ministry for Social Services and its DOE, which administersone of the fastest growing sectors in Bhutan. The size and complexityof the sector make it impossiblefor the limitednumber of managers and techniciansto address all the issues effectively. Some management responsibilitiesfor primary educationhave been delegatedto the districtswhere the Dzongdag (DistrictOfficer), with the assistanceof the newly appointedDEOs, manages the recurrentbudget and intra-districttransfers of teachers. This policy provides a limited start in moving decisionsaffecting primary educationaway from the central governmentand closer to the field. Secondaryeducation, teacher training and technicaleducation are still administeredcentrally. An organizationchart showing DOE functions is in Annex 3.

D. GovernmentPlans and Programs

1.15 The Sixth Five-YearPlan (FY88-92)identifies the education sector as a priority area and focusesupon the resolutionof two major difficulties: (a) a severe inequity of access to educationfor some childrenby virtue of geographicisolation and a traditionthat has tended to provide greater access to the urban elites, and (b) an acute personnel shortage in nearly every skill brought abnut by rapid national development in the past decade. In recognitionof these two issues, Sixth Plan objectives for primary education include an increase in primary enrollment by 6% per annum, improvedaccess for the underserved,increased efficiency of primary schoolingby reducing dropout and repeater rates and enhanced relevance of educationalcontent. For secondaryeducation, the objectives include a 10* per annum onrollmentincrease to meet immediatemanpower requirementsand enhancedequity of access. For higher education,degree level courses will be expandedto reduce dependenceon foreign institutions,and administrativecapacity to coordinateall post-secondary educationunder a universitysystem will be developed. To accomplishthese objectives,the RGOB plans to increasethe educationsector's share of public expenditurefrom 8% under the Fifth Plan to 11% (4% of GNP) under the Sixth. The Sixth Plan financingof the sector and its program priorities are soundly conceivedand built appropriatelyupon Fifth Plan experience. In the past, developmentof post primary educationhas been hampered because of quantitativeand qualitativedeficiencies in the primary sub-sector. The RGOB's decision to address these deficiencies through the proposed primary educationproject helps assure productionof the necessary number of higher quality primary graduates for post primary education and training in essential development skills. The RGOB's planned allocation of approximately 42% of sectoral development expenditure (up from 16% in the Fifth Plan) to primary educationreflects RGOB's priority for primary education in the Sixth Plan (see Annex 4).

1.16 To improve equitableaccess to primary education,the RGOB plans to construct13 DevelopmentService Center Schools (300-600enrollment) in newly planned DevelopmentService Centers (DSCs). These DSCs are designed to deliver developmentinputs, particularlyprimary education,health and agriculturalservices, to underservedareas of the country. The RGOB expects the DSCs to become growth centers that will provide attractive alternativesto urban areas. The DSC schoolswill include boarding facilitiesfor children in Classes 1V-VI. Boarding is essentialto serve remote populationsin widely scatteredsettlements. In addition,the RGOB plans to construct six peripheralschools, similar to those in DSCs, but located in populationcenters that do not have a DSC. Four urban primary schools and two project schools will be constructedas well in areas where developmentprojects have increasedthe population. Thirty-fourschools will be renovatedand 174 classroomsadded to existing facilities. To assure better coverage in remote areas, Extended Classrooms (ECRs)will be provided to deliver multi-gradeeducation at the level of Pre-primary through Class III. Teachers will be sent by the RGOB to selected communitiesthat can provide school facilitiesand assure a minimum of 100 students. Studentswho successfullypass Class IT. will be able to attend DSCs as boarders. The ECRs will be administeredby the nearest full primary school. The RGOB believes the enrollmentof female students in the primary schoolswill be improved through the ECR system by avoiding the need for boarding girls in lower grades.

1.17 The RGOB is addressingthe acute personnelshortage in education by developingpolicy initiativesto assure the supply of a sufficient number of candidates for teacher training. The project will assist the further developmentand institutionalizationof these policies. The past difficulty in recruitingsufficient candidates for the TTCs appears to have been overcome. Applicationsfor the 1987 entering cohort totalled approximately180, triple the number of the previous year. The institutionsaccepted 47% of the applicants,of whom 75% were Class X completers. Centralizationand improvedtiming of the application procedureswere partially responsiblefor the surge in applications. In - 6 - addition, and more importantfor the long run, the decision of the RGOB to form a special teaching cadre with its associated salary and promotion benefits contributedto an improvementin the esteem accorded to the educationprofession. The RGOB has provided assurancesthat the cadre policy will become operationalby July 31, 1988.

1.18 Further support required for the teachingprofession includes: (a) strengtheningof the PersonnelUnit within the DOE; (b) introductionof explicit criteria for teacher deploymentand promotion, (c) developmentof staffing plans and patterns for all schools and colleges,and (d) continued refinementof recruitmentprocedures including increased publicity, regularizationof educationcareer days in the secondaryschools, classroom teaching experience for prospectivecandidates, and improvementof conditions in the TTCs.

1.19 In recognitionof the high personnelcosts and scarcity of trained teachers, the RGOB has begun to address options designed to provide a more efficientpattern of teacher deploymentin the schools. It has agreed to implementa teacher deploymentpolicy designed to raise the student to staff ratio (SSR) from 28:1 to 36:1. The RGOB will train teachers assigned to the ECRs in multigrade teachingto keep the SSR as high as possible. In addition, ECRs will send their graduatesto DCS schools as boarders, thus improvingthe utilizationrate of the upper primary grades. The DOE has agreed to consider reducing the staffingpattern of the schools to one teacherper section (includingDzongkha language teachers)and to keep standby teachers at an absoluteminimum. During negotiations,the RGOB provided the Associationits teacherdeployment plan designed to approach a SSR of 36:1.

1.20 An additionalaction of the RGOB to increase teacher supply and reduce costs has been the developmentof the accelerated teacher training program designed to double the output of the TTCs (para. 2.08). The ROOB also has been experimentingwith the provisionof lower salaried teacher aides who, after a successful term of service, will enter the TTC for training and admission as regularprimary teachers.

E. External Financingof Primary Education

1.21 The RGOB has received assistancefor primary educationfrom a number of multilateraland bilateral sources. One of the largest contributorshas been the World Food Programme,which has provided about US$6.0 million since 1980 for mid-day meals in about 90% of the schools in Bhutan. The program is expected to contributeabout US$7.2 million more between 1986 and 1989. UNICEF also has been a large contributor,having provided almost US$4.0 million to date for science equipment,books and other teachingaids, assistance to the Simtokha Rigney School (where Dzongkha language teachers are trained),and assistancein the development of DOE's Social and Cultural Division. UNICEF's current country program of US$1.5 million for primary educationwill be integral to the Primary EducationProject. The UNDP and UNESCO have allocatedsince 1981 a little over US$2.0 million for consultants,fellowships and equipmentto assist the teacher training programs at the NIE, Samchi. The Norwegian aid program and the Agfund have been, togetherwith UNESCO, contributorsof a further US$1.7 million for buildingsand furnitureat NIE. A year-long study in support of the Planning Commission'seffort to determine appropriatelocations for DSCs and to assist in planning the location and sizing of their associatedprimary schools and ECRs has been funded by the Asian DevelopmentBank. Assistancehas been provided by the Canadian Governmentfor the DOE's Planning and School Building Units and for the CurriculumDevelopment Division's development of NAPE. School books have been provided by the governmentsof the United Kingdom and Canada and by the World Health Organization. Sixty-fivevolunteers, provided by the United Kingdom, New Zealand, Australia,United Nations Volunteers and Canadian World UniversityService, are serving in the primary schools. Save the Children (UnitedKingdom) has agreed to contributeall development funding, approximatelyUS$0.5 million, for primary schools in the PemagatshelDzongkhag during the Sixth Plan. Finally, Oxfam (United Kingdom) will contributeapproximately US$0.7 million to provide agriculturetraining in primary schools.

1.22 External assistanceis less effectivethan it might be because the DOE lacks the capacity to focus that assistanceon priority needs. In the past, the DOE has not been able to analyze sectoral issues and develop effectiveplans because day-to-daymanagement responsibilitieshave been so overwhelming. The RGOB has taken steps to remedy the shortcomingby beginning to build up the capacity of its existing Planning Unit. A benefit of RGOB preparationfor the present project has been the creation of a medium term plan for the developmentof the sub-sector. This plan has increased the likelihoodof effectiveintegration of three major donors (UNICEF,SDC, and the Association)in the developmentof the sub-sectorand of the RGOB being able to prioritizeadditional aid opportunitiesto meet pressing needs. The capacityof the PlanningUnit will be strengthenedby the project (para. 2.21).

F. Rationale for IDA Involvementin the Sector and Lending Strategy

1.23 Major impedimentsto Bhutan's developmentefforts are the low quality and limited capacity of the primary educationsystem, which deprive the majority of citizens of the basic skills of literacy and numeracy necessary to their economic and physicalwell-being. The low quality and limited capacity of the primary system are major constraintson the availabilityand quality of studentswith higher levels of educationand training needed to meet the technicaland administrativemanpower requirementsof the economy. The presentproject initiatessupport from the Associationfor the educationsector by helping the RGOB to establish its objectivesof a quality base and increasedaccess to the education system. This focus was chosen in recognitionof the fact that no long-term improvementscan be made at any level without higher quality at the base of the system. The Association'sinvolvement in preparationof the project assisted the RGOB in identifyinga long-termdevelopment strategy for the primary subsector and integratingexternal assistance. The project will address the issue of high unit costs of primary educationby institutionalizingpractices that will result in increasedefficiency. The Association'sinvolvement is envisionedas long term to address, with a series of operations,various sector constraintsand priority needs. - 8 -

II. THE PROJECT

A. Project Objectives

2.01 The project will support the RGOB's developmentplan for primary education,which is designed to accommodatean enrollment growth rate of about 6% per annum. It will raise the quality of educationand student achievement and lower the unit costs of primary schoolingin Bhutan. Specifically,the project will:

(a) increase the number and quality of primary schools;

(b) increase the number and effectivenessof primary teachers;and

(c) strengthenadministrative and educationalsupport services of the DOE.

2.02 These objectiveswill be achievedby:

(a) building 12 primary schoolswith an enrollment capacity of about 5,400 students, includingboarding facilities,in underservedareas of the Kingdom;

(b) more than doubling the enrollmentcapacity of the primary school TTCs from about 170 to about 400 and improvingthe quality of teaching in the TTCs; and

(c) improvingthe quality of educationaladministration at the central and district levels,particularly in the areas of curriculum development,student assessment,personnel management and education sector planning.

B. Project Scope and Content

2.03 The project will consist of three components:

(a) primary school development;

(b) teacher training institutions;and

(c) educationaladministration.

The primary school developmentcomponent will support: primary school construction;in-service training at the school level; improved curricula, textbooksand assessmentprocedures; and regular supervisionof classroom teachers. The teacher training institutionscomponent will increase the quality and output of pre-serviceteacher training in the existingTTC at Paro and a new TTC at Kanglung. The educationadministration component will strengthenthe administrativecapacity of the DOE to plan and manage the education system.

Primarv School DevelogmentComnonent

2.04 This compo-entwill address the first and second objectivesof the project by improvingtha quality of teachingand increasingthe equitable access to primary schools. The projectwill assist the RGOB to build 11 primary schools as part of DSCs and one peripheralschool. These schools will be located in underserved areas of the country. The DSC schools are designed to serve childrenwithin walking distance in the immediate catchbent areas. In addition,boarding for Classes IV through VI will be provided to allow access to children from the ECRs. The capacity of the 12 schools will range from 300 to 600 students. Project schools will enroll 5,400 students by 1994, and 36% of the students will be boarders.

2.05 In the absence of a national census, estimates of school size and expected DSC school enrollments were based on a survey of catchment area populationand on a projected enrollmentgrowth rate by grade to the year 1996. Surveys were conductedon a village to village basis and in many cases supplementedwith Landsat Imagery analysis.

2.06 Each project school will have from one to five ECRs. The staffing,equipping, monitoring and managementof these community constructedschools will be the responsibilityof their associatedDSC schools. As teachers in ECRs will be living in remote areas, separated from the normal professionalstimulus and supervision,the extra supervisionand training to be provided by the headmaster of the DSC schools will be critical to the success of this experimentaldelivery system. Headmastersselected for these new positionswill be trained in supervisoryand in-servicetraining techniquesand will be suppliedwith training materials. Each project school will be provided with a motor scooter for the headmaster to use in visiting schools. Each ECR will be given kits of teaching/learningmaterials. teacher Training Institutions Comonent

2.07 This componentwill support the second objectiveof the project by increasingthe yearly output of trainedprimary teachersand by improving the quality of graduates. The project will financeadditions to the physical plant at the TTC in Paro (by providingadditional hostel space) and construction of a new TTC in Eastern Bhutan at Kanglung, increasing enrollment from the existing capacity of approximately 170 (includingNIE, Samchi) to approximately400. It also will finance an increase in the number of faculty and, through overseas training and visiting specialists, improve the quality of training. Annex 5 summarizesthe technical assistance to be provided under the project.

2.08 The projected growth of the primary schools, increasedSSR, and presentlyplanned output of the three TTCs would result in a reductionof non-nationalteachers from the current level of 36% of the primary teaching staff to 25% by 2000. To advance the complete Bhutanizationof the primary teaching force, the RGOB is adopting an acceleratedteacher training program consistingof a one-year course, with two vacation follow-upsfor Class X TTC enrollees (70% of the 1987 intake). Class VIII and IX enrollees would continue to receive the two-yearcourse. This could result in a fully Bhutaneseprimary teachercadre by the year 2000. Annex 6 displays planned increasesin output agreed to by the RGOBduring negotiations. 2.09 Although the quality of training at the TTC Paro has been improvingin recent years, the number of staff at Paro is currently too low for the enrollment. There is a full time equivalent (FTE) of only three - 10 - teaching faculty for the academicyear 1987-88,with one more faculty member soon to return from professionaltrairing. Unless the SSR is reduced, the quality of trainingwill suffer. The project will gradually increase the staffingby recruitmentof experiencedBhutanese primary school teachers at a rate of two a year for the first four years of implementation,bringing the FTE teaching faculty to 12 and the SSR to 13:1. The gradual increase is designed to balance faculty growth with enrollmentincreases, send new faculty abroad for further professional developmentand retain sufficientexperienced teachers in the system at all times.

2.10 At Kanglung,the principal and three staff will be appointeda year prior to the scheduled 1992 opening of the college in order to allow effectiveplanning for the entering class. When fully staffed, the TTC at Kanglung also will have a FTE teaching faculty of 12 and a SSR of 13:1.

2.11 Technicalassistance to Paro and Kanglung will be provided through overseas training for faculty and visits of expatriateprimary school specialistsin the fields of primary school teachingmethods associated with English language developmentas well as specialistsin mathematicsand environmentalstudies. The project will provide 150 staff months of internationalfellowships and placementsfor the TTC faculty (Annex 5). Paro will receive two staff years of visiting specialistsin the first two years of the project. Kanglung will receive a similar input in the first two years of its operation.

2.12 The TTCs will, in addition to their pre-serviceresponsibilities, provide resourcesto other project activitiessuch as in-servicetraining and primary school curriculumand textbookdevelopment. TTC faculty will be representedon coordinatingcommittees of pre-serviceand in-service teacher educationin the DOE. Assuranceshave been given by the RGOB that the signing of a technicalassistance contract with a suitable agency/firm to provide technicalassistance to the faculty at Paro will take place by July 31, 1988. Assuranceshave been also given that there is adequate provision in the Sixth Five-YearPlan for financingthe six percent per annum enrollmentexpansion target in the primary sub-sector,and that the planned output of trainedprimary teacherswill eliminate dependenceupon foreign teachersby the year 2000. The RGOB has agreed to report yearly to the Associationproviding assurancesthat sufficientfunding is available to meet the needs of the expansionprogram for the subsequentyear, and that the output of trained primary teachers for that year will be appropriate to the target of full Bhutanization of the primary teaching force by the year 2000.

The EducationalAdministration Component

2.13 This componentwill address the third objectiveof the project. The project will assist the RGOB to close the striking gap between the competentand dedicatedofficers in the DOE and the extremelypoor departmentalinfrastructure. The DOE is seriously understaffed and underequipped not only to carry out its present responsibilitiesbut also to handle the significantlybroader responsibilitiesdefined for it in the Sixth Plan. Supportwill be provided through inputs of additionalstaff (Annex 7), equipmentand technicalassistance for the five units of the - 11 - departmentmost essentialto the achievementof project objectives: CurriculumDevelopment, Board of Examinations,Personnel, Planning and Teacher Education.

2.14 SuIMort for curriculumdevelopMent and examinationswill stress the practical interdependence of curricula, textbooks and examinations. Essential to this interdependencewill be the coordinationof activitiesof two important units of the DOE, the CurriculumDevelopment Division and the Board of Examinations.

2.15 The CurriculumDevelopment Division will be strengthenedto enhance its capacity to:

(a) further develop the concepts and expand the usage of NAPE;

(b) establishgoals and standards for Englishmastery, by grade, with supportingmaterials;

(c) develop bilingualand trilingualtextbooks and incorporateDzongkha language teaching into the integratedlearning objectivesof the curriculum;

(d) establishpilot schools for an integratedClass IV-VI curriculum similar to the Class I-III approach of NAPE; and

(e) establisha task force to develop student skill and competency tests, and oversee production of syllabusesand textbooksand their evaluation in the field.

2.16 To assist the Division in meeting these objectives,the project will provide additionalstaff, equipmentand technicalassistance. Teclhnicalassistance will consist of 12 staff-monthsof fellowshipsand three staff-monthsof trainingby means of professionalplacement to further develop evaluationand assessmenttechniques and textbook design and preparation. Visiting specialistswill provide 12 staff-monthsfor the evaluation of NAPE. Assistancewill be provided in the developmentof syllabuses,teacher's manuals, textbooksand instructionalmaterials, and editing techniques.

2.17 The Board of Examinationswill be strengthenedto enhance its capacity to develop examinationsconsonant with the primary school curriculumand syllabuses. Item banks of test questions,especially those testingjudgement and applicationof knowledge and informationsources, will be created for Class VI examinationsand the examinationsin the teacher training institutions. Inter-divisionalworking groups will oversee, evaluate and propose revisionsof examinationmethods, procedures and content.

2.18 The Board will be provided with additionalstaff and equipment, includingcomputer hardware and software for the collection,processing, analysis and administrationof examinationitems and results. Twelve staff-monthsof fellowshipsand professionalplacement will be provided in examinationtechniques and methods. Consultantservices totallingnine staff months will assist in constructionof the item bank and in developmentof examinationvalidation and evaluation techniques. - 12 -

2.19 Support for gersonnel.Dlanninf and teacher training will be directed toward assisting in the developmentof DOE's Personnel, Planning, and Teacher EducationUnits to provide teacherswith a more comprehensive personnel system, better planned deployment,and more relevant and frequent training.

2.20 Personneladministration will be improved throughproject support to the PersonnelUnit in the further developmentof regulationsand procedures appropriateto the effectiveand equitablerecruitment, placement and promotion of staff. A personnelmanual and job descriptions for school, district and central governmentpersonnel will be prepared. A personnelmanagement informationsystem will be further developed to provide timely and accurate individualand aggregated information. Additional staff and equipment also will be provided. Three staff-months of training in an educationpersonnel division overseaswill be supplementedby six months of consultancyservices to the PersonnelUnit to assist in the developmentof a modern personnel system.

2.21 The project will assist the PlanningUnit to develop its capacity in educationplanning and evaluationin order to prepare further and refine an accurate and timely data base. In addition,the Unit will be helped to improve its capacity to retrieve data quickly in formats useful for policy analysis,planning and managementand to evaluate trends and comparisons. The Unit will provide the Project ImplementationUnit (PIU) (para. 3.14) with an annual evaluationof the achievementof project objectives in project schools. It will collect base line data including (but not limited to) enrollment,dropout and repetitionrates. The yearly evaluationwill examine possible correlationsbetween changes in these base line data and in the provision of project inputs.

2.22 Additional staff and equipmentwill be made available to the PlanningUnit. Technicalassistance will consist of 12 months of fellowshipsin educationand system evaluationand trainingplacement with educationstatistical services overseas. Sixteen staff-monthsof services from expatriatespecialists will be provided to assist in building the appropriatedata base and standardizedplanning and system evaluation procedures.

2.23 The project will assist the Teacher EducationUnit in the conceptualizationof an integratedpre-service and in-serviceteacher trainingprogram. This will include developmentof the in-serviceprogram at the national, institutional,regional and school levels as well as development,in cooperationwith the TTCs, of the curriculum for pre- service training and appropriateexamination procedures. A mobile in- service training unit will be provided to assist regional and school-based training. Two inter-divisionalcommittees linking curriculum,teacher training and the TTCs will be establishedto plan, develop and monitor pre- service and in-servicetraining.

2.24 In-servicetraining is of special importancefor the enhancement of teaching capacity. The project will assist in the coordinationof resourcesfor training and in the developmentof a cost-effectivedelivery system,building on the considerableinvestment the DOE has made for developingNAPE and training teachers in better knowledgeof their subject - 13 -

matter. Project resourceswill provide the equivalent of five days of training for each teacher in FY88, rising to 10 days by FY94. Training will be provided to all educationalpersonnel in the DOE, to DEOs and to headmastersof DSC Schools. These headmasters,who will carry the responsibilityfor supervisingand providing training support for teachers of the ECRs, will receive specializedtraining in multi-gradeteaching practices, early primary methods and NAPE. The 11 project schools with ECRs will become NAPE demonstrationschools.

2.25 To assist the Unit in meeting these objectives,staff will be provided with three months of placement in an institutionexperienced in the provision of mobile in-servicedelivery systems and distance education of teachers. Expatriateconsultancy services totallingsix months will assist the Unit in the design of the mobile in-servicedelivery system, and in the planning of the national,regional and school based in-service system.

2.26 Sunoort for three project-relatedstudies and a groiect greRarationstudy also will be provided under the educational administrationcomponent. The first project study will assess the value of the ECR program, the second will examine the capacity of the formal primary system to respond to the educationalneeds of female students,and the third will review the existingpolicy of using English as the languageof instructionin the early grades of primary school. The RGOB will use the agreed recommendationsof these studies to guide project activities and to assist in the further definitionof an educationpolicy. Annex 8 contains outlined terms of reference for the project-relatedstud es. The project preparationstudy will assist in the identificationand preparationof a possible follow-onproject.

2.27 With respect to the project-relatedstudies, the ECR study will examine the degree to which communityinvolvement in the schools is encouragedby ECRs, the ability of ECRs to enroll the age cohort of their catchmentareas and the degree to which ECRs serve as efficient feeder schools to DSC schools. The study will also examine the effectivenessof the ECRs in meeting the educationalneeds of female students.

2.28 The study of the impact of the formal educationsystem on female students will examine the large inter-districtdisparities of female enrollment in primary schools, and assess in-schooland out-of-school variables that contribute to the enrollmentand retentionof female students in the formal system.

2.29 The study of the current practice of using English as the medium of instruction in primary schools will compare the experiencesof Bhutan with those of other countrieswhere teaching is in English. The study will examine a sample of schools to assess the effectivenessof the current program in achievingthe DOE objectivesand suggest feasible alternative practices. - 14 -

III. PROJECT COSTS. FINANCING AND IMPLEMENTATION

A. Costs j ~~Overview

3.01 The total cost of the project, includingtaxes and duties on imported goods, is estimatedat Nu 174.49 million or US$13.63 million equivalent. Details by categoriesof expenditureand proportionof foreign exchange are given in Annex 9. A su_ary of costs by component is provided below:

Table 3.1 COST SUMNARY

Foreign as C_mnt Local oreIgn Total Local Foreign Total X of Total ---- E(Nu Lillion) ------(USS million)------

A. Primary School Deelop_mnt 40.05 36.65 76.70 3.13 2.86 5.99 48

D. Teahr Training Zutltutions 1. 1anglw*Teacher Trainin College 6.61 7.52 14.13 0.51 0.59 1.10 54 2. Pro Teacher Training College 700 610 1310 0 55 048 1 40 Subtotal 13.62 22.0L 1.0 141 2.1

C. duational Administration 1. Currioulm Deelopment and Rminations 2.04 3.20 5.24 0.16 0.25 0 41 61

2. Personnel, Planing and Teacher Train"ng 920 12E L 86 P72 0.99 1 ,1 X

Subtotal 11.24 1L38 1201O 1.24 AAI58

lase Cost 64.90 66.13 131.03 5.0? 5. 17 10.24 51

D. Costingencies 1. Pbysical 3.51 4.37 7.88 0.27 0.34 0.61 56 2. Price 22 76 12.82 5S1 78 1 0a 2L78 36

Total Project Cost 9117 I3.32 1744 Zan121 1363 Al

Notes: Total physical contingenc Ls ar about 6X of base cost# local price contLigencies are about 332 ond foreign prie conting4ncies are about 18X of the rxespetive baso coats plus pysical contlngencLsc.

Identificale taxes and duties about Nu 2.12 millon (US$0.17 million equivalent) and the total projet cost, net of tams, is Nu 172.4 million (US$13.46 million equivalent). - 15 -

Detailed Features

3.02 Basis of Cost Estimates. Estimatedcosts for civil works are based on: (a) schedulesof accommodationsfor acadeuic and communal areas and housing and their related design concept sketches; (b) unit costs of similar types of constructionin the country adjusted to correspondto improvements introduced in local construction methods. The estimated cost per square meter of gross constructionarea averages US$115 and is reasonable for the selected standard of constructionwhen comparedwith similar Bank assisted projects in other countries. Costs for professionalservices reflect actual costs used for design and supervision,topographical surveys, soil tests and site analyses. Furnitureand equipmentcosts are estimated on the basis of the DOE lists, includingconsideration for regional transportation,that were reviewed during appraisal. Vehicles and consumablematerials costs reflect current prices at the time of appraisal. Estimated costs for additionalstaff salaries are based on RGOB pay scales and standard allowances for social and other benefits. All costs were adjusted to February 1988 prices, the date of negotiations.

3.03 Customs Duties and Taxes. All imported goods are subject to custom duties and taxes. The cost of the project (US$13.63million) includes import duties and taxes estimatedat US$0.17 million.

3.04 Contineenciesand Allowances. Estimatedproject costs include physical contingencies(US$0.61 million) estimatedat 6% of base costs of all project components (10% of base costs for civil works, furniture,operation and maintenance,vehicles, books, and consumablematerials, and 5% for equipment)and price contingencies(US$2.78 million) estimatedat 27% of base costs of all components to cover expected price escalationat the following rates: for civil works, goods and services,escalation of local costs is estimated at 7% for calendar year 1988, 6.5% for 1989, 6% for 1990 to 1994 and escalationof foreign costs at 7.3% for 1988, 4.7% for 1989, 0% for 1990, 1% for 1991, 3% for 1992, 5% for 1993 and 8% for 1994.

3.05 Foreign Exchangp Component. As Annex 9 shows, the estimatedforeign exchange componentof US$6.51 million (includingcontingencies), representing 48% of estimatedtotal project costs, has been calculated as follows: (a) construction,53%; (b) building materials,40%; (c) furniture,58%; (d) equipment,vehicles, books and journals, 90%; (e) professionalservices, 64%; (f) internationaland regional placementsand fellowshipsand regional training 90%; (g) foreignexperts, 70%; (h) consumablematerials, 70%; and (i) operation and maintenance,53%.

B. Financing

Overview

3.06 The total project cost of US$13.63 million equivalentwill be financed as follows: (a) the RGOB will finance US$2.04 million including duties and taxes; (b) UNICEF will provide a grant of US$1.49 million equivalent; (c) the Swiss DevelopmentCooperation (SDC) will provide a grant of US$5.93 million equivalent;and (d) the Associationwill provide a credit of US$4.18 million equivalentto cover 31% of the total project cost net of taxes. The RGOB has received letters of intent from the cofinanciers. Total external financingwill cover about 85% of total project costs net of taxes and duties. The financingplan detailinginvestment and recurrentcosts is shown in Annex 10. The summary financingplan is described in Table 3.2: - 16 -

Table 3,2: FINANCINGPLAN SUM^MRY

Category of Expenditure RGOB UNICEF SDC IDA Total ------(US$ million) ------

Civil Works 0.13 0.82 1.72 4.18 6.85 Furniture 0.03 0.09 0.50 0 0.62 Equipment 0 0.13 0.21 0 0.34 Vehicles 0 0.08 0.10 0 0.18 Books & Journals 0 0.07 0.13 0 0.20 ProfessionalServices 0 0.11 0.53 0 0.64 Staff Training 0 0 0.02 0 0.02 TechnicalAssistance 0 0.18 1.94 0 2.12 Staff Payments 1.26 0 0 0 1.26 Recurrent Training 0.41 0 0.78 0 1.19 Operations& Maintenance 0.2 Q Q 0.fL

Tkotal/a .4 14 59 f 13.63

/A Totals may not add due to rounding.

Some of the preparationwork for the project (the services of the Project PreparationAdvisor and the Architect)are being financed under the ongoing IDA-supportedTechnical Assistance Project (Credit1416-BHU) until April 9 and May 28, 1988 respectively. The Governmentwill continue their services until the project becomes effectiveutilizing retroactive financing from SDC funds, if necessary.

Detailed Features

3.07 Local Cost Financing. The RGOB will contributeUS$2.04 million (15% of the total project cost) to local costs. The Association'scontribution to local financingwill be US$2.06 million (15% of total project cost). The project is of key importancebut has a low foreign exchange content (48%). The proposed contributionby the Associationis below the norms of the organization,i.e., 30%-35% of project costs, but there is significant co- financing.

3.08 RetroactiveFinancing. Some project start-upwork for the project in addition to that being financedunder the IDA-supportedTechnical Assistance Project (para. 3.06) is eligible for retroactivefinancing under the present project. Thereforeprovision is made for retroactivefinancing of design, site surveys and soil tests in the amount of US$0.40 million on account of payment for expendituresincurred after appraisal.

3.09 Recurrent E$enditures. The RGOB is seeking to contain increasesin recurrentcosts by limiting growth of the civil service and requiring stringentcost containment. The project will seek to minimize recurrentcosts by providing for: (a) constructionof low maintenanceschool buildingsusing a combinationof local materialsand modern technology(para. 3.11); (b) raising the SSR in the primary schools through more effectivedeployment of teachers (para. 1.19) and erection of larger and more efficientschool - 17 - facilities;(c) reductionin the number of costly non-national teachers (para. 2.08); and (d) reductionin the wastage due to currentlyhigh dropout and repeater rates (para. 4.06).

C. Status of Project Pre&aration

3.10 The ImplementationSchedule and OperationalPlan for the project (Annexes11 and 13) have been agreed upon with the RGOB. Technical assistance and training requirements have been identified in detail (Annex 5) and terms of reference prepared for all assignments(Implementation File and Annex 8). A description of the status of work completed and to be accomplished follows: (a) Site Acquisition. All 12 primary school sites and the site for the TTC at Kanglung have been selected. Six of the sites have been acquired and the remainingsites are in the process of being acquired. No problems are anticipatedin the acquisitionprocess as most of the sites are in RGOB land or local public/privatelands. (b) Access Roads. Half of the DSC sites require some constructionof access roads. Access roads to Phase I schools are acceptableand assurancesbhve been obtained from the RGOB that access roads will be available for Phase II schoolsby January 31, 1990 and for Phase III schoolsby January 31, 1991. The RGOB has provided assurancesthat land acquisitionfor access roads was not a problem. Site Survys. Out of 12 primary school sites, 11 have had a preliminarytopographical and school site boundary survey. The RGOB has provided final detailed surveys of sites for the Phase I schoolswhich were acceptableto the Association.

3.11 Civil Works. The design concept in terms of norms, standards,'local and traditional features and methods, specifications and requirementshas been completedby the architectemployed under IDA Credit 1416-BHU, assisted by the School Planning and Building Cell (SPBC) of the DOE. This concept has been approvedby the DOE, reviewed during appraisaland found satisfactory. The project architecthas joined the Public Works Department (PWD) to prepare jointly the preliminarydesign, design developmentand related drawings. It has been agreed with the PWD that additionalstaff (architects,engineers and draftsmen)will be recruitedto assist the project architectto develop the designs and prepare working drawings and details. These drawings are to be in accordancewith the concept for improvedlocal constructionmethods, taking into considerationclimatic conditionsand the use of available local materials. The RGOB has provided preliminaryarchitectural drawings for a typical primary school and all preliminarysite developmentplans for Phase I schools that are acceptableto the Association. Constructionplans, to be completedprior to June 1988 for Phase I schools,will comprise final architecturaland working drawings,detailed, structural and electro- mechanical drawings and site developmentplans. Draft standardbie documents for Phase I schoolswere reviewed and found to be generallyacceptable. Detailed suggestionsfor improvementshave been provided to the RGOB. Final bid documentswill includethe constructionplans, technicalspecifications, bills of quantitieswith the schedule of rates, special and general conditions,instructions to contractors,bid and performancebond forms and the contract form. The RGOB has provided assurancesthat final bid documents for Phase I constructionwill be completedby July 31, 1988. - 18 -

3.12 Phasing of Construction. The civil works will be phased in three stages. Phase I will include constructionof two primary schools and extensionof the TTC at Paro. Phase II will include constructionof five primary schools. Phase III will include the remainingfive schools and the TTC at Kanglung. Phasing is appropriatefor this first project in the sector because it will allow staff to begin with relativelyless complex work close to Thimphu before moving to the more remote areas. In addition, the local constructionindustry is not well developedas yet in terms of improved local constructionmethods, materialsproduction, and skilled labor. Additional testingwill be required to improve local methods of construction,and to investigateproduction of standardizeddoors, windows and frames as well as structuralwooden roof trusses. To overcome the shortage of skilled site supervisors,expatriate supervisors will be recruitedto provide indirect technicalassistance by supervisingconstruction and training,on-site, local graduates fron the polytechnicsduring all phases of construction. FurLture, Equipment and Books. A preliminaryfurniture and equipmentlist for primary schools has been prepared,as well as furniture,equipment and book lists for the DOE. Furnitureequipment and book lists for the TTC at Paro and the project schools of Phase I are being completed.

ProjectManagement and Execution

3.13 The project will be implementedover seven and one-half years. This period takes into account the difficultbuilding conditionsand the relatively low capacity of the constructionindustry in Bhutan. The operationalaction plan for the project is attached in Annex 13, and has been reviewed and agreed upon by the RGOB and the Association.

3.14 Overall Mana-ement. The PIU will be integratedas fully as possible into the organizationof the DOE. The Director of the DOE will be the Project Director and will be assisted by a full time Deputy Project Director,who will assume his post in March 1988. The PIU will be staffed by an architect (already in post), a procurementofficer and an accountant/quantitysurveyor. It will, in time, grow to become the DOE's Project Managementand Development Division. The project will provide an expatriateimplementation specialist for the first four years of implementation.He or she will play a key role in assistingthe RGOB to develop adequate proceduresto meet the demands of procurementand reportingrequirements. The implementationspecialist will coordinatethe activitiesof all visiting specialists(including those assigned to the TTCs at Paro and Kanglung) to assure the maximum impact of their services. In addition,the implementationspecialist will assist the DOE in the organizationof resource committees,which will help assure sharing of technicalexpertise among the TTCs and the curricula,examination and in- service training activities. The conditionof effectivenessis the establishmentof the PIU and the appointmentof its key personnel.

3.15 Civil Works. The DOE will be responsiblefor site acquisitionand registration. The SPBC will be responsiblefor carrying out site surveys and soil tests. Design preparation,design developmentand bid documentswill be prepared by the SPBC in close collaborationwith the project architect. Site supervisionwill be managed by the SPBC in collaborationwith the Real Estate Departmentof the Royal InsuranceCorporation of Bhutan which will provide contractedtechnical support services. RGOB has undertakento maintain all buildings erected under the project for 20 years after the project is - 19 - completed and has furnished to the Associationa satisfactorymaintenance plan defining the requiredmanagement structureand the estimatedyearly budget requirements.

3.16 TechnicalAssistance. The technicalassistance to be provided under the project will total 8.4 staff years of visiting specialistsand 17.8 staff years of fellowshipsand professionalplacements. Terms of referencehave been prepared and are included in the ImplementationFile.

3.17 Proiect Monltgring. Monitoring reportswill be provided every six months to review the status of construction,equipment, furniture, specialists and fellowships. Agreementshave been reached on the final design of the project monitoring reports.

3.18 Review and Coordinationamong Donors. Supervisionmissions will be coordinatedbetween the Associationand the Tk1imphu field office of UNICEF who will administerits portion of the project. As specified in the "Procedural Arrangementsbetween the Governmentof Switzerlandand International DevelopmentAssociation", the primary responsibilityfor supervisionand evaluationof SDC's portion of the project will be delegatedto the Association,which will follow its own procedures. However, SDC wishes to be associatedwith the supervisionof the project whenever possible. The Associationwill inform SDC and the Helvitas office in Thimphu (the SDC representativein Bhutan) of its supervisionschedule, so it may participate when feasible.

Environmental Inmact

3.19 Construction of the primary schools, the additions at Paro and the TTC at Kanglung is expected to have a negligible impact on the physical environment. The design concept of the buildings takes into account the topographicalnature of the sites. The buildings are designed in blocks to reduce earth cutting to a minimum. No detrimentalenvironment effects are expected from the constructionof access roads by the PWD. Moreover, the project is supporting the further developmentof the NAPE curriculumfor the primary schools. NAPE has a strong environmentalthrust in its program: it uses the classroom to introduceconservation issues and to help pupils observe the effects of good and bad practiceson local conditions.

Procurement

3.20 Goods, works and services for the portion of the project to be financed by the Associationand SDC will be prucured in accordancewith the guidelines "Procurementunder IBRD Loans and IDA Credits". For all InternationalCompetitive Bidding (ICB) itemAs,prior review by the Association will be required. The items and methods of procurementare indicated in Table 3.3; all figures include contingencies: - 20 -

IABLL_L3: PROCUREMENTMETHODS

Not Total Category ICB LCB Other Applicable Cost ------(US$ Million)------

Civil Works - 5.90 0.83 - 6.73 (4.18) (4.18)

Furniture - 0.50 0.12 - 0.62

Equipment 0.21 - t.13 - 0.34

Books and Journals - - J.20 - 0.20

Vehicles - - 0.18 - 0.18

Extended Classrooms - - 0.11 - 0.11 Building Materials

ProfessionalServices - - 0.64 0.64

TechnicalAssistance - - 1.98 - 1.98

ConsultantTravel - - -

Studies - - 0.13 - 0.13

IncrementalOperation - - - 2.70 2.70 Costs

Total AM21 6.4 4. 2L7Z 13.63

IDA (0.0) (4.18) (0.0) (0.0) (4.18) UNICEF and SDC [0.21] 12.09] [4.291 [0.83] [7.42] RGOB 0.0 0.13 0.03 1.87 2.03

Notes: Figures in parenthesisare the respectiveamounts financedby the Association. Figures in bra.^ketsare the respectiveamounts financed by other donors.

3.21 The total cost of goods, works and services to be procured will be approximatelyUS$10.93 million includingphysical and price contingencies. Of this, US$8.18 million (75%) will be for goods. Of these goods US$0.21 (3%) will be procured by ICB, and US$6.40 million (78%)by LCB. Other procurementprocedures will be used for US$1.57 million (19%). Procurement of services totallingUS$2.75 million will be by other methods. - 21 -

3.22 The primary school buildings and the TTC at Kanglung to be constructedunder the project are widely dispersed throughoutthe country. In most cases they are separatedby difficultterrain and have poor access roads. Costs for individualschools are well under US$1 million (averaging under US$600,000. For these reasons contractsfor civil works will be awarded on the basis of LCB with separate tender for each school.Additions to the TTC at Paro and constructionof the TTC at Kanglung will be financed by UNICEF under their procurementguidelines.

3.23 Equipmentto be procured under ICB procedureswill be grouped into packages and bid under packages acceptable to the Association. The normal 15% preference or applicableimport duties, whichever is lower, will be allowed local suppliers in bid evaluationon all ICB items.

3.24 Equipmentand furniture,estimated to cost less than US$50,000 per contract and not exceedingUS$650,000 in the aggregate,will be financedby SDC and procured through the RGOB's LCB procedures,for which foreignbidders may qualify. Books and journals will be procured through limited internationalbidding procedureson the basis of evaluationand comparison of bids from at least three qualified suppliers.

3.25 All civil works contractsover US$200,000and all furnitureand equipmentcontracts over US$100,000,will be subject to prior review by the Association. Other contractswill be subject to selectivepost-award review.

3.26 Technical assistancewill be provided under grant aid through the two cofinancingagencies. Contractsfor services financedby SDC will be awarded on the basis of Bank Group Guidelines. Contracts for services to be financedby UNICEF will be awarded in accordancewith UNICEF procurement procedures.

Disbursements

3.27 The proposed credit of US$4.18 million will finance about 31% of the total project costs, net of customsduties and taxes, and will be disbursed at 100% of the expenditureson civil works (US$4.18million). To the extent possible,withdrawal applicationswill be aggregatedin amounts totallingUS$50,000 or more prior to submissionto the Associationfor reimbursementout of the proceeds of the credit and will be fully documented. Contractsfor less than the equivalentof US$50,000will be reimbursedagainst Statementsof Expenditurecertified by the Project Director. The estimateddisbursement schedule is shown in Annex 12. No disbursementprofile has yet evolved for Bhutan. The Closing Date for the project will be December 31, 1995.

3.28 To facilitatedisbursements, the RGOB will open a Special Account in the Bank of Bhutan. Because of slow and often unreliablecommunications between Thimphu and Washington,an authorizedallocation of US$0.28 million will be provided representingthe estimatedaverage amount of six months expenditure on items financed by the Association. To cover expenditures financed by the Association, the funds from this account will be withdrawn in proportion to the percentage being financed by the Association. - 22 -

Accounts and Auditing

3.29 The RGOB will maintain project accounts in accordancewith sound accountingpractices. At negotiations,the RGOB will be asked to provide assurances that: (a) accounts and financialstatements for each fiscal year will be prepared and audited by the Royal Audit Authority or by independentauditors appointedby them and acceptable to the Association; and (b) certified copies of the audited accounts and financialstatements for each fiscal year, togetherwith the auditor's report and auditor's opinions on Statements of Expenditure,will be furnished to the Association as soon as available,but not later than six months after the end of each fiscal year. Supervisionmissions will review documentationof Statements of Expenditure.

IV. BENEFITSAND RISKS

A. Benefits

4.01 The project will provide long term benefits that will support the overall economic developmentof Bhutan consistingof improved and more equitableaccess to primary education,greater capacity in the DOE and increasedefficiency in the primary educationsystem. Access to primary educationwill increaseand more equitableaccess for students in remote areas, particularlyfor female students,will be provided. Strengthening of the DOE will facilitateplanning, management and monitoringof a rapidly growing sector and enhance the DOE's capacity to support primary teachers. This support will come through regular supervision,in-service training and higher quality classroomresources such as curricula, textbooksand pupil assessmentservices. Containment of recurrentcosts will lessen the financialimpact of increasedprimary enrollmentsthrough increased efficiency.

4.02 Access of students to the primary schools in the difficultterrain of the remote areas of Bhutan will be improved by the addition of project schools and their associatedECRs. The entire primary sub-sectorwill benefit over time as improvedprocedures are put in place for selectionand managementof ECRs as a delivery system for primary education.

4.03 Access of female students to primary educationwill be particularlyincreased through the ECRs (para. 1.16). In addition,a project-financedstudy of in-schooland out-of-schoolvariables affecting female enrollment,retention and achievementwill provide increased understandingof changes in the primary educationsystem that may be necessary to furtherbenefit female students.

4.04 The strengthenedDOE will benefit not only the primary sub-sector, but also, in certain areas, the entire educationsector. Project inputs of additionalstaff, equipment,fellowships and technical expertswill enhance the overall planning,monitoring and evaluativecapacity of the DOE and improve student assessment,textbook development and in-servicetraining methodologies.

4.05 Teacher classroomskills will be strengthenedby increased supervisionand enhanced in-serviceand pre-servicetraining capacity. The benefits will extend beyond project schools to the entire primary teaching - 23 - cadre through the in-serviceand pre-servicetraining programs. Project schools will serve as models for improved supervisorytechniques.

4.06 The financialimpact of increasedprimary enrollmentswill be lessenedby the introductionof more cost-effectiveconstruction and personnel deploymentpractices. School buildings are being designed to require low maintenance,and classsroomssized to permit higher SSR in the DSC schools. More efficientdeployment practices to increase the SSR from 28:1 to 36:1 will reduce unit costs, as will the rapid Bhutanizationof the primary teacher cadre. These actions together with reductionsof dropout and repeater rates from their respectivecurrent high levels of 7.3% and 25% per annum to targeted levels of 4.3% and 10% per annum are expected to almost halve the cost of educatinga primary school graduate.

B. Risks

4.07 The main project risk is that the RGOB may overreach its capacity to staff and finance the primary educationexpansion program. Shortagesof trained manpower exist in both the constructiontrades and the education sector. To reduce the risk of delays in the constructionprogram, the period of construetionhas been scheduledfor five years to assure the availabilityof contractors. In addition, constructionactivities have been divided into three phases in different regions. This phased approach will allow the DOE and the PWD time to gain experiencethrough involvement in successivelymore complex phases, and will provide ample time for the training of additionalstaff (para. 3.12).

4.08 The risk of staff shortagesin the sector, particularlyof teachers,has been addressedvigorously by the RGOB. The teaching profession is being made more attractivethrough increasedpay and improved service conditions,and an acceleratedteacher trainingprogram shows promise of eliminatingthe need for expatriate teacherswithin a decade.

4.09 The risk of the RGOB overreachingits capacity to finance the primary expansionprogram is being reduced in a number of ways. The RGOB will keep expansionin the sub-sectorto a modest 6% per annum enrollment growth. The Sixth Plan constructionprogram has been reduced from its original 68 new schools to 35, with community-constructedECRs providing additionalaccess. More efficientdeployment of teachers will raise the SSR from 28:1 to 36:1. Reductionof the proportion of expensive foreign teachers from the current 36% of primary teachers to under 10% by project end also will reduce recurrentcost obligations. Finally, the cost of educating a graduate of the primary system is expected to drop significantlythrough greater efficiencyin the system (reduceddropout and repetition).

V. AGREEMENTSREACHED AND RECOMMENDATION

5.01 The RGOBprovided assurancesduring negotiationsthat:

(a) the teacher cadre policy will become operationalby July 31, 1988 (para. 1.17); - 24 -

(b) a technicalassistance contract providing services to the faculty of the TTC at Paro will be signed by July 31, 1988 (para. 2.12);

(c) there is adequateprovision in the Sixth Five-YearPlan for financingto provide for the six percent per annum enrollmentexpansion target in the primary sub-sector,and that the planned output of trained primary teacherswill eliminatedependence upon foreign teachersby the year 2000. It was further agreed to report yearly to the Association providingassurances that sufficientfunding is available to meet the needs of the expansionprogram for the subsequent year, and that the output of trainedprimary teachers for the next fiscal year is appropriateto the target of full Bhutanizationof the primary teaching force by the year 2000 (para. 2.12).

(d) the access roads for Phases II and III schools will be constructedby January 31, 1990 and 1991 respectively(para. 3.10) and

(e) the final bid documentsfor Phase I schools will be completedby July 31, 1988 (para. 3.11).

5.02 The establishmentof the PIU and the appointmentof its key personnel is the conditionof credit effectiveness(para. 3.14).

5.03 With the above conditions,the proposed project constitutesa suitablebasis for an IDA credit of SDR 3.1 million (US$4.2million equivalent)to the Kingdom of Bhutan on standard IDA terms with 40 years' maturity. -25 - Annex I

BHUTAN

PRIMARYEDUCATION PROJECT

Primary Enrollment, 1982-1986

Class and MAy Oct. April Apr1l April Sex 1982 1983 1984 1985 1986

Prs-Primary Boys 11,469 12,413 13,069 13,041 11,660 Girls 5,897 6,610 7,016 7,334 6,771 Total 17,366 19,023 20,085 20,375 18,4U

Class I Boys 4,537 4,788 5,170 5,457 6,423 Girls 1,909 2,088 2,535 2,902 3,391 Total 6,446 6,876 7,705 8,359 9,814

Class II Boys 3,544 3,605 3,947 4,099 4,364 Girls 1,451 1,588 1,721 1,965 2,396 Total 4,995 5,193 5,668 6,064 6,760

Class III Boys 2,692 2,980 3,229 3,467 3,616 Girls 1,113 1,253 1,453 1,519 1,745 Total 3,805 4,233 4,682 49986 5,361

Class IV Boys 1,951 2,148 2,365 2,524 2,687 Girls 794 976 1,061 1,166 1,270 Total 2,745 3,124 3,426 3,690 3,957

Class V Boys 1,398 1,658 1,837 1,956 2,022 Girls 649 634 872 1,011 1,007 Total 2,047 2,292 2,709 2,967 3,029

Class VI Boys 693 770 955 819 1,401 Girls 257 282 294 330 732 Total 950 1.052 1,249 1,149 2,133

Primary Boys 26,284 28,362 30,572 31,363 32,173 Girls 12,070 13,431 14,952 16,227 17,312 Total 38,354 41,793 45,524 47,590 49,485

Source: DOE -26 - Amx 2

BUTMAN PRIMARYEDUCATION PROJECT

Prluary FPmle Student Enrollmt Ratios by District

SSL. I OZON6KHAG IEPRIt8RYEHWm16tRL5 ffi 81 RL ELMNLETI INOI s PERCENTGIPERCENTSE JM PERCENTAgE I 11986M8 Of IX & COHR,TIOF PRWIR JX GIL fJ I 1. 1j\1 IEIROLL MIIAGE COHORT IZ.L

I1 I ITASHI6"N6 1 Zfi5f L 2?A L 14A i 11IMOtN I. |i I ZLA 1 1£ 2 1 A I LUJTSHIHL L iLl £ Z. L ILi I ,L J IPEMlffTSHEL I ILI I 1LZ I ILA I I a I om I 1MA1 1. Z1A J MA I I fi IUAfN6DPHOIRANSI I3l I -43 1 IL I1 _7ISHEMflNS L MA I ZLI I ILl I t1IQ TONJ I I 1 41J I ILl I 1 ,SJ/JON6KHflR 1 OA I 1IL 1 Zil 1 IM IPUNwKHI J Ii I I" 1 AL 1 - IBUlImTHANf I 55AJ 1 L L L16 &L I IZ ICHIRANS I 6.I5 J 3L6I I 44.4 1 L ISMCHI I E.£7 I Mi .4 46.A L 1l4 ISAYLEIPHiU6 I MA. l L.Z L 50. I2 La f IPARO 71RL 1 37-Ll L 5Ll £ "I ICHiUKHA I 81.5 I IRl 1. 61. 1 IM L L6 I 441l I AI. 1 L. ITHtMPHU I 1m.7 l 45.7 JL 12UL I +---+------L IAVERA6E I 54.A I MI. 1 I8.2 I 4------,-----+-4- - -- 4----

/1 Source: DOE

/2 Calculated from product of previous two columns. -27-

,. WU Mos 1. _ _us utu su

_I~~~~~~~ain u asinin_ um *_u~~~~~~S EYLI iUI

inzininuvinin uacxa.a C.!W*ZL vx "A=m a 0su s amw~au

1.(&) Dmage a witla (a) Smimi M gui (a) _teubi. tsaaimg (a) 3sma S(M&W ib) WEiNM*.a 514" asa.mh a eswtua ZeuLwtitu.A a syllabi *ague Uss ~~~~(b)Sasbi,.mai (b) D.bmglm tmsb.m b) m.esa.su . to) gd_ sod () OAt"a qm - aboa _iu a vouss (e) ne1 d _Weave tsm I pus tI (a) _isv estims tmtumas (4) Weathboati.m seabela (4) Se.agahist a"- (a) smitf Pathoaeia (41) loUstiemialeis of (a) E peajeet (*) %""a a s_haven uiatteti ()aels tasthat tam a smiiw. 2.$*) Altmx *&mtun b_ldin la (e) Teusbi _s tmous *ts Su Love" (b) SOimm AM ala of ._.a._s ta_ 0 fas.e _0) (O Cm t (a) Owt SC aembol *ovmfea. wa_ _ (t) CS_e WNaeUI olI o0awi..iis OU G Sho a egs* m" ft

(Un (0) C.i inaie hini.p. (5)Guatl p tis_ as 3 D,* 4019

UICOaL a USaUilg utEZut SUFMIIDU a sin IEMUZ&- iin a SOMMW niglUfUG5 INAMM como2wxnw I= a vzin

(a) Todu.al oa~amn.f (a)Uhpvlma A)LL umhaeaeof (a) Waim. (b) lase""se 4 is- a simieyde (b) fevasmel AWesahs- tdo dapevema (b) $easedaq (allsub ples teasiagu (b) EVSL"eist of itvm(2.5W (b) SqAWie. to jostsa 60Gemave (a) Villag shll Ga"sgms tosea)()WI' inagionusieetm demlapmmo (a) oematl eupesuvi (a) belUAla (5) Csnas*L seems (4) Gostt 5d51- (4) -i to tS teowl of _llOIL (e) Ahmm tem. a cap"" (5) daternI ,i"t1* et edamatimi (s) LiasatS oose4- tsa.iitiA mte tin ih Mmt- ( ) DCs_a.o *6i_a- Later". biatasa ties" 5wituft aosv*a. eta.

I sit. mti. EMr. 5 an. O)A.OM. M. wMs. a . C401 am -28 - Ann= 4

t 11 tCS C_ wtatve Outia fr1to tth Sth tu

I ItP1*WUIW lIS t KI. CICEI'V tI U CIU I low W0FIn I IL 51r I i,- w I ..i- iw I 137-192 1 PIAWMEIn IS lt ll total I MAt. inu. tta " mAt dilp. tot .I d$ usip towtuI

I1 ims, "u SV1I 39.71994".19 17926 22.111162.12 110.316 162.5301.0% 136 612.324.711 121_I s* n Ita 77M 23M 101.1711 9." 31.671111.32 1152.13 1.155 235.91 91. 162.01111.611 S3i o.mti. I 11.171SA 27.111 17.16 19.231237 1 31.768 6 1.7?(It.1 -663 1L3.1 I 1 t __hr im I 7.28321.SM2 2235t111.206 5.3 4?.1:1 17.765 16 3.7U5 S.5 -55U -2AV I Sfubtaunombs I 17 13.5 .251t 3.061' *I.3 5 121.53 - - 31.1st lcaw eh=Uu I I 2.t6 2.LA 5.156I mm 1 - - t I I I sln d fFlu b I 1.56 1.591 .71 t.1 1.950 1 - - - s o I

I 1WtM hl Ntkui 3.3WI1.33 2 1.0 1 4.9091.39 6O - - - o n I I SIostwa d Q=t1ul t1.31311.514 52.275266 26.1109.219 1137.952 62.65411".6 16.11 13?.51t6.I I, 1 I Is X | I 161 1:28.1315.61231. 121.6171l.712 41.631 161 29 31W.539W.26 I 142.6 171.113V.71

* iUtaNbSo dpdopnd brkdm nt .11db tfo too" dutInt -lAsAs qpu bup allUtIamf, 11616. "'lb _auW ir btuato £mtin

S : P^fq hrit, hpu d bCo. inpt pdir Ekctlo pWitw Ald w bidnte hr. - 29 - Anus 5 Page 1

BHUTAN

PRUARY EDUCCAIONPROJECT

Techbical Assistance to be Provided by Vitins g Specalist8 and Thrgou Fellowships and Placements

Organiational Unit Purpose Year Staff-Months Viuitins Specialists Parc TTC Primary Methods through the 1988 12 medium of English language Paro TTC Matheuatics/Environmental 1989 12 Studies through the median of English Kanglung TTC Primary Methods through the 1992 12 medium of English language Mathematics through English 1993 12 Environmental Studies Curriculum & Evaluation of NAPE 1990 12 Examiation. Editing and Publishing 1990 4 Techniques Board of Construction of an Item-bank 1990 6 Examinations Design of Exmi'nations Validity, Evaluation of 1992 3 Examination Results

Personnel, Build-up of a Data 1989 12 Planning and Information System Teacher Training Build-up of Education 1991 4 Planning & Evaluation Unit Design of a mobile 1991 6 in-service Trainins Unit and Planning of in-service Training Units

Development of deployment 1988 6 procedures, job descriptions, aet. -30 - Annex 5 Pago 2

Organizational Unit Purpose TOOr Staff-MHothe

Fellowships and Placements Paro TTC PriuaryMathematics 1988 1S Paro TTC PrimaryEnvirogmental Studies 1988 15 Paro TTC Primary Methods thru 1988 15 the mediumof English: Pre-prisaryClass-Ill 1989 1S ClASse IV-VI 1989 15

Paro TTC Visitsto Centerof 1989- 5 x 3 u 15 Excellencein integrated 1993 ClassTeacher Primary TeacherEducation tnglung TTC Primary Mathematics 1992 15 PrimaryEnglish 1992 15 LVS thru the medium 1993 15 of English Early yearsMethods 1993 15 thru the mediumof English Visitato Centersof 1993- 5 x 3 - 15 Excellencein integrated 1997 Class TeacherPrimary TeacherEducation

Curriculum& Evaluationand Assessment 1990 12 Examinations Techniques(formative evaluation) Textbook layout and design 1991 3 techniques Examinationand Testing 1990 12 Methodsand Techniques Planning, EducationalEvaluation/ 1989 12 Personneland SystemEvaluation TeacherTraining Improvementof Educational 1991 3 StatisticalService Improvementof Personnel 1992 3 Services/lMnagementTechn. Mobile Teacher In-service 1991 3 Training/Distance Delivery 1115ti ll

~ tt s*q hxfitmdas hWq .1

WI1 lll UWIU'I ss I. WI ire we ire ire nwe ee*mie e atm u's D1'SWb i R1'i U'b 6t tllr i %IWWI Il 991 WI fbi Ulf 1 Ili file Iii 5U't1 "Is %I# till LSI 9a 1 alWtl 1it tI'1111ul11 IUt WUl SbUUlf SIUWZl F1 lS is? WI L919fI W1 fk WWI VM

biLl bIl OaS % 2w stI! u IN u at?l alIl fatL 1Mt

Ii 1'1 1S Il' 19 fI 11 l- 6b1 SW SIR 1a I's 6f6IV U11 1 1D I at z RI "I 6t 6t Ns us S 9 fU0 K 29 mmIK biL SW1S6 Stf S 919SSZ *UM 1 W11EE1 tl 6ZI OI9 hil WWI.1

Du Ut IISWt So 69LZ9I SWiWI lo OSISIMMtitI oil AIM i

31 3 311 311-3- 32- sri-fbi-iS7-U'S- ti- 291-all- al- all- '1%a _Anu .i- II- W * 1F- III6- I- wf U-U- LI- b1- i- amlUi biD IN 603I S61U91SZ9IZZSIR MIL IIISI991IN6ZI OttIfIt1 151 S S S SUf S1S S s3 1 S ISI I 0 1 0 S311'1

a S a 5 5 5 i a 5 19 1 5 I al It ad 3111 SI WI 31SIII 1 1 III St I SOL91I I S 61 no I I Alm mm mm m

EF M IN! SSt OR UIal St 59 UIl WUlDI? II 911 1at Ml( SflItMSA lA n0131

a* U af Uf Ut Uf Ut Su fi *I Zs I ii sumu 1311ma fLU V SEit 63Ha 1 Ufl d1 of U l t11ff1 1 sm1SSUh a I

ut 2t Zf 2f au 2t 2 IIt It If U U Us Q f mi

aEaUE I Stl b1a Iit a a 6? SUSat o1 NS dI Q7 26UIU1l1151 391111451 ISl ttuN56513 Hl9 ZI%S S111I S inmiO uI

MiI 1MtiImlII aIsI 1MII 11 111 11 111"11111 1311N(W11911£1o `1111351 1 9166ld m au E SiSLUMIUIIUMlbUm S S2% 115AM 1 _AU0 I

I St1 551 61 10 S111 61 161 26161 61 A15 6160 6I1S 1

s593foo s131-WI Pug -U11o POSW q3tA U3£xU 2uU. 3SOR1V3 P93911TOON 0O-1)ftd4O P04*4O3K

XODMt1N&Mol(mZ Wil i Znin

9 =_ _T -32 - Ex z Pq I

BMUTAN

PRINB EDUCATIONPRtOJECT

Additional Proiect Staff

Staff Grade

PROJECT IMPLEMENTATIONUNIT /1 (To be appointedprior to Project Effectivoness)

Deputy Projoet Director (full time) 7 ProcurementOfficor 9 Accountant/QuantitySurveyor 11 Stonographer 11 Driver 18 ImplementationSpecialist (EXPAT) na Architect (EXPAT) na

PLANNIN UGII

Computor Progroammr,Analyst (FY 88)L2 11 Date Intako (FY 88) 14 EvaluationOfficer (FY 90) 9 Progranmer(FY 89) 11 /3

CURRICULUMOEUELOPMENT QDUISIOM

CoordinatingOfficer (FY 88) 8 Stenograper (FY 88) 11 Deputed Primary Teachers (3) (FY 88) - Educational Resourco Officer (FY 89) 9 Typist (FY 89) 14 Editing *nd PublishingOfficer (FY98) 9 Deputod Teacher Trainor (FY90)

11 To bo appointodprior to projoct offectivoness. 12 Figuroe In parenthoeosindicato appointment dates 11 Programmer, although allocatod to Planning, will assist other units such as The Board of Examinations, Porsonnel and Procurementwith developmentof computer applications. -33 - _ Pew 2

Staff Grade

TEACER AU E

Two deputedPrimary T chers (FY U8) - Stenotypist(FY SO) 12 Thre deputedPrimary Techors (Fy89) - One deputedsecondary teacher (FY 8) - One deputedteacher trainer (TTC) (FY 88) -

-L8 DEURELOPlMT nnnUh Two deputodPrimary Teachers (FY 88) Two deputedPrlmrey Toachers (FY 89)

Twelvostaft months ot TTC toachers(FY 69) - Otticer,Examtnation Techniques (FY 89) 8 Twelvestatt months of PrimaryToachers (FY 89) - Otticer,Evaluation (FY 92) 0

PERSONNELUMII Ofttier(FY 88) 9 Officer(FY 89) 9 Data Processing(FY 89) 12 Typist,Oata entry (FY 89) 14

UCUREMNT MMf SUPPLIES =I MaterialsDoploymont Specialist (FY 90) 9

EM TEACHERTRIB1MIN6 gLLE Nine academic(additAonal Teacher Trainers) 6-8 Two in FY 88, one in FY 89, one in FY 90, two in FY 91, and three in FY 92. Administrator(FY 88) 12 lE * 4 S b'1 XK

g b

_ Cu_a: -35 - * a

t PRtHARY ~~~~~EDUCA51ONPROJECT

TOrMSof Referencefor Proiset-Rlated Studies

Sudy of Extended Cla-srooms

1. The objectives of this studyof the extended classroon (ECR) program are to assoss the ECRs'effectiveness in: (a) providing increased access to primary age children in remoto areas; (b) providing increased access to female students; (c) serving as efficiont feeder schools to Development Service Center schools C)S acboola; and (d) providingquality education. 2. A reopresentativesample of ECR , both project-relatedand outside the project,will be analyzed.Access will be assessedby examinationof the enrollmentpatterns to ascertainthe contributionof ICRs to gross enrollment.Interviews with teachers,parents, headmen and studentswill be conductedto establishissues related to enrollment.Both in-schooland out-of-schoolvariables that are perceivedas contributoryto enrollment patternswill be defined. Particularattention will be paid to any differentiationin enrollmentpatterns between male and femalestudents. any contributoryvariables to such differenceswill be identified. 3. Transitionrates will be coWparedby sex betweenClass III and Class IV ICRs and theirDSC schoolsand where no ECR feederschool exists. In-schooland out-of-schoolvariables contributLag to thesetransition rateswill be identified. 4. Unit costs of ECRs and comparableclasses in regular primary schools will be established. 5. On the basis of standardized testsand teacher and headmaster interviews, the relative quality of education provided by ECRs as compared to regularprimary schools will be determined. Studyof FemalePrimarM Students 6. The objectivesof this studyare to developbetter understanding of the needs of femalestudents to enablethe storeceive formal education by: ~~~~Annex8 - 36 - - 36 - Page 2

(a) establishing attendance, dropout and repeater patterns of female students in primary schools;

(b) establishing positive actions that schools could take to increase their attractivenessand value to female students; and

(c) accountingfor the large inter-districtvariation in gross enrollmentrates.

7. Attendance, dropout and repeater patterns of female students in a representative sample-of schools will be assessed. Teachers, headmasters, parents, students and headmen will be interviewedto establishin-school and out-of-schoolvariables affectingattendance of female students. Particular attentionwill be paid to economic or cultural conditions that may have a differentialeffect upon attendanceof primary age boys versus girls. The effect of primary school boarding upon the attendance of girls will be examinedby comparativeenrollment studies and interview.

8. Measures which the formal school system could introduce to make schoolsmore attractiveto primary age girls will be identified.

9. Large inter-districtvariation in gross enrollmentrates (Annex 2) will be examined to establishcontributory variables to the disparity.

Stwdy of Nnlish as a Mediu of InstructiLon 10. The objectivesof this study are to examine the effectivenessof the current practice of using English as the medium of instructionin primary schools and to make recommendationsof possible alternativepractices by:

(a) comparing the experienceof Bhutan with that of other countries; (b) assessing the effectivenessof current practices in achievingDOE objectives;and

(c) recommendingalternative practices, if appropriate

11. Experiencesof other countriesrelevant to the situationin Bhutan will be reviewed.

12. Existing policy documentswill be analyzed to establish the objectivesof the English languageprogram. Interviewswill be carried out to determine the effectivenessof the program in meeting the objectives.

13. Alternativeswill be considered,such as delaying English language acquisitionuntil upper primary or later, making it non-compulsoryin certain grades. 7Annex 9

nz4Aa, nuc&uOuInoNCT I

cau11aProtect Costs

tuim_ (US 03 S30 Locad Foc total Local Farme Toa tlAlC

1. 1onwn COn a. CIVILm

I. CI1IT 29,439.V 32703.3 42.12.77 2,31.51 24.94 45W.47I 53 2. INla MIa 06.76 393.07 1.004.83 47.40 31.10 73.50 4 Sub lTOWCIVIL I 30 .02 33.101.57 .3.167.592.34.t91 2=., 4t*93497 52 *. FUItI 2,411.47 3211.21 5:.1141 101.41 2%.34 444,76 53 Co [Nam 3.06 3ol.l.2 3'460.32 27.43 . 2.91 270.34 Os *.Vona 201.0 1737.32 1*93.12 15.77 139.43 155.40 9 t* II K8 62023 179%.6. 199.54 13.15 140.37 156*21 F. PEIUN ICS 2M2O5. 392,5W 4174.13 17I.43 306.92 482.31 4 . so 136am" .43 196.43 15.35 1.35 - No.11CIUM U3TM

1. WI1IUI PLDIS 74.35 674.23 752.51 5.96 52.3 53.30 9 2. nflM Tiain. ML.O3S 1.672,62 1#661.47 14.75 130.U67 1443 3 WI[L3 FBLUU 125 111.51 124.10 0." 3.71 9.70 t 4. C IT3S 1*3WM.: 34134.30 4,499.29 1064: 244. 1.51 70 3. aXl_TAMiJ t u.n 303.3UI 426t I3- 29*.9 33.33 to 6. mumW 13 3 15.61 133.30 153.91 I.U2 10.0 12.02 90 7. D113W RXIIII 4,326.6* 9,9473 1442613 333.02 776.16 1.14.17 70 3 11315 M.44 M03.Q2 1*294.6 30.74 70.18 101*32 70

-TtaWl I11tUl3 30t31 6,421.n116,94.46 23V376.17 501.701*324.7 1426.26 73 _------_ _------Totl IlKImOUTcIlu 42*071063.99.0 106 16.1 3233.84 4o94.0 3*235.64 60

It. 501I C313

A. STOPNUSI)

to 5197 5 2 9264.09 9*64.09 723.6 723. - 2. ST IJ.iNf 2316.02 24316,02 130.9 - 130.94

Tota $N PA n 1.- 115.11 .70 - 94.10- 3. 31111 13613116

1. 51199133 3,19. 23 3*719.23 M0.6 290.5 - 2. 11 I NAM 4,091.4 4,090.04 471.78 - 475.7 3. C _ll 5.30 1,111.0 160.9 37.I4 67.11 15.05 "0

Ttal m u 1631 10,294.051ll5."9 11*409.84 304.29 P.11 9.39 10 C. ~10T11 me WANMI_

1. UIUM 39,0 247.32 44.41 30.71 19.32 50.03 39 2. FlUI 94.49 92* 137.47 7.38 7.26 14.4 St 3. Eu lItII 74.45 73.:? 147.72 5.32 s.7 11.5 50 4. K S W.47 314.14 34.3 2.7 24.4 27.31 9 5. UIIA N1NVAIM 330412 324.8 64.99 25.79 .33 51.17 50

otal 091O1 113an52.a IIMIW 927.62 19300.22 72.47 62.23 154.70 53

Total IT 1 22*302.53 2.1*7.60 24*970.19 1,731.4 169.34 l1.30 9 t.'l UAL Ilt 64,099. 86412426. 1311026. 5070.29 5.9166*S 1026.43 50 Fms* CItSlmelo 3*510.U1 4t6.27 7.374.43 274.23 341.11 .15.35 53 PvtooCoVANSlW 2273L3.612824.44 35.53.02 1,778.0 1O091.9 2,779.92 34 tdol FUtL C5U3M 91, 41 U337.41 i745.821 7tt22.3 6509.17 13,611.*76 4 m _mm _ _ - OO'Oltrtl bott "It aln a's trn0 00t "OK0It It. b l

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n'o t'l WWt * 0 ' U- '0 - - - t_mMm i

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W1 T'o Wl tO'@ ------mimIeV

Wi'? W'0 WZO - - 0'l0- - - - & I I 't Wi 0* tl@lt0WWIt ------IW I't

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BHUTAN P3.MK EDCAfON flOSC

Estlmsted Schedule of Disbursemnts

Disbureemet Percent Disbursement IDA IT and Semester Sem_ster Camlative of Total Credit

1989 lot (Jul. 88-Dec. 88) 0.20/1 0.28 7 2nd (Jan.89-Jun. 89) 0.0 0.28 7

1990 lst (Jul. 89-Dec.89) 0.04 0.32 8 2ad (Jan.90-Jun. 90) 0.06 0.38 9

1L991 Ist (Jul.90-Dec. 90) 0.20 0.58 14 2nd (Jan.91-Jun. 91) 0.20 0.78 19

1992 lot (Jul.91-Dee. 91) 0.50 1.28 31 2nd (Jan.92-Jun. 92) 0.50 1.78 43 1993 let (Jul.92-Dec. 92) 0.50 2.28 55 2ad (Jan.93-Jun. 93) 0.40 2.68 64

1994 lst (Jul.93-Dec. 93) 0.40 3.08 74 2nd (Jan.94-Jun. 94) 0,40 3.48 83

1995 lot (Jul94-Dec. 94) 0.7 4.18 100

Closiog Date: June 309 1995. IL Special Account. - 41 - AzLa Page 1

PRIm RY EDUCATIONPROJECT

OperationalAction Plan

July Teacher cadre policy has become oDerational. Staff appointed (FY88-89).

Ciil W03jo

June Final site survey and soil tests and design development completed for Phase I, also bid documents for Paro TTC.

July Bid documentsfor Phase I schools completed.

October Bid advertisementand bidding completed for Paro TTC.

December Bid evaluationfor Paro TTC completed.

Furnitureand Eauinment

December Final lists and specifications. TechnicalAssistance

July Technical Assistance contract for Paro TTC faculty signed.

December Technical Assistance contract for Department signed.

NanaLr-en

May Assuranceswill be provided to IDA that there are sufficient funds budgeted for FY90 to meet the targets of the primary sub-sector expansion program, and that the output of trained Bhutanese primary teachers is in line with accelerated program targets.

/ Years are calendaryears. - 42 - Anma. 13 Page 2

CivilWorks

March Bid advertisementand bidding completed for Phase I. Also contract signing for Paro TTC completed.

June Bid evaluationcompleted for Phase I.

August Contract signing for Phase I constructioncompleted.

September Final site survey, soil tests and site developmentplans completedPhase II. Land acquisitionfor Phase II completed.

November Bid documentscompleted for Phase II. Furnitur-eand faUpNt

August Furnituredesign for all phases and bid documents for furnitureand equipmentcompleted for Paro TTC.

managemen

May Assurances will be provided to IDA that there are sufficient funds budgeted for FY91 to meet the targets of the primary sub-sectorexpansion program, and that the output of trained Bhutaneseprimary teachers is in line with accelerated program targets.

Civil Works

January Access roads for Phase II schools completed.

March Bid advertisementand bidding completed for Phase II.

May Bid evaluationfor Phase II completed.

July Contract signing for Phase II constructioncompleted.

September Final site survey, soil tests and site developmentplans for Phase III completed. Land acquisitionfor Phase III completed.

November Bid documents completed for Phase III.

Furnituread Equipment

January Bid advertisementand bidding for Paro TTC completed.

March Bid evaluation for Paro TTC completed.

May Contract signing for Paro TTC completed. - 43 - Armx 13 Page 3

Technical Assistance

July Technical Assistance contract for faculty at Kanglung signed.

l2P Managemen

May Assurances will be provided to IDA that there are sufficient funds budgeted for FY92 to meet the targets of the primary sub-sector expansion program, and that the output of trained Bhutanese primary teachers is in line with accelerated program targets.

CivilWorks

January Access roads for Kanglung and Phase III schools completed.

March Bid advertisementand bidding completedfor Phase III and Kanglung.

May Bid evaluationfor Kanglung and Phase III completed.

June TTC Paro constructioncompleted.

July Contract signing for Phase III constructioncompleted.

Furnitureand Eui=nent

January Bid advertisementand bidding for Phase I completed.

M arch Bid evaluationfor Phase I completedand delivery for Paro TTC. May Contractsigning for Phase I completed.

,Mfana9emer=

May Assurances will be provided to IDA that there are sufficient funds budgeted for FY93 to meet the targets of the primary sub-sector expansion program, and that the output of trained Bhutanese primary teachers is in line with accelerated program targets.

Civil Works

March Constructionfor Phase I completed. - 44 - Page 4

January Bid advertisement and bidding for Phase II completed.

March Bid evaluationfor Phase II and delivery for Phase I completed.

May Contract signing for Phase II completed.

N- ~ ~ ~ i

Nay Assurances will be provided to IDA that there are sufficient funds budgeted for FY94 to meet the targets of the primary sub-sector expansion program, and that the output of trained Bhutanese primary teachers is in line with accelerated program targets. civi1l

March Construction for Phase II completed.

Furnitureand Eouiaient

January Bid advertisement and bidding for Kanglung and Phase III completed.

March Bid evaluation for Phase III and delivery for Phase II completed.

May Contracts signing for Kanglung and Phase III completed.

Civil Works

March Construction for Kanglung and Phase III completed.

Funitura BR==me March Delivery of furniture and equipment for Kanglung and Phase III completed. -45 - Annex 14 Pases BHUTAN

PRIMARYEDUCATION PROJECT

Selected Documents Available in the Prolect File

A. Reports and Studies Related to the Sector/Subsector

A-1. Fifth Plan 1981-1987 (Main Document), Planning Commission, Royal Governmentof Bhutan.

A-2. Fifth Plan 1981-1987 (An InterimReview), Planning Coission, Royal Government of Bhutan, February 1986.

A-3. Summary of Proposals of Department of Education on the Recommendation on IntegratedGewog DevelopmentCentres, October 1985.

A-4. EducationStrategies and Targets for the Sixth Plan (1987-1992), Vol. 1, Departmentof Education,Royal Governmentof Bhutan.

A-5. Brief Profiles on Major Projects for Inclusionin the Sixth Five-Year Plan, Vol. ?, Departmentof Education,Royal Governmentof Bhutan, October 2, 1985.

A-6. EducationStatistics May 1982, Central StatisticalOrganization, Planning Commission,Royal Governmentof Bhutan.

A-7. Details of Teachers, Students and Non-TeachingStaff, April 1985, Education Statistics, Department of Education, Royal Government of Bhutan, July 1985.

A-8. Details of Students and Teachers in Bhutan, April 1984, Education Statistics,Parsuram Sharma,Joint Director of Education,Royal Government of Bhutan, June 1984.

A-9. Details of Students and Teachers in Bhutan, October 1983, Education Statistics, Parsuram Sharma, Joint Director of Education, Royal Government of Bhutan, February 1984.

A-10. Manpower Report on Training Programmes During the Fifth Plan, Royal Civil Service Commission, Submitted by Jigme Y. Thinley, January 18, 1983.

A-l1. Primary School Syllabus Draft, Departmentof Education,Royal Governmentof Bhutan, 1985.

A-12. Exposure Draft of Manual on FinancialManagement, Royal Government of Bhutan.

A-13. Financial Manual, General Principles Governing Expenditure, Financia Organization in the Royal Governmentof Bhutan. - 46 - Annex 14 Page 2

A-14. Report on the Nape Training at Punakha High School and Royal Bhutan Polytechnic,Deothang from February 15 to March 3, 1987, Curriculum DevelopmentDivision, Departmentof Education,Ministry of Social Services,Thimphu, March 1987.

A-15. Primary Teacher CertificateCourse, NIE, Saachi and TTC, Paro, July 1985.

A-16. New Approach to Primary EducationConference Report, August 4, 5, 6, 1986, Education Department,Royal Governmentof Bhutan.

A-17. ExpandingPhysical Facilitiesfor Primary Education in Bhutan, UNESCO, Bangkok, January 1985.

A-18. Sixth Plan Programmeand ProposalsPresented to the 65th National Assembly by Various Sectors, Planning Commission,Royal Government of Bhutan, July 18, 1987.

A-19. Final Budgetary Accounts, FY82-83, Ministry of Finance, Tashichho Dzong, Royal Governmentof Bhutan, September30, 1985.

A-20. Final Budgetary Accounts, FY83-84, Ministry of Finance, Tashichho Dzong, Royal Governmentof Bhutan,March 20, 1986.

A-21. Regulationsand Syllabus of Studies for the B.SC./B.A.,B.ED Integrated Degree Course, Beginning from July 1, 1983, Project PublicationNo. 89, National Instituteof Education,Samchi, Bhutan, May 20, 1983.

A-22. Report of the External Examiner for the B.ED Degree at the National Instituteof Education,Samchi, Bhutan, May 2, 1985/

A-23. Mid-Term Report of Project Implementationand Proposed Plan of Work for January 1984 to June 1986, Dr. A. Raoof, Chief TechnicalAdviser, UNESCO/UNDP,BHU/80/016, National Institute of Education, Samchi, Bhutan, January 21, 1984.

A-24. Brief Report of Work of the UNESCO/UNDPAssisted Project of the Royal Governmentof Bhutan, Dr. A. Raoof, Team Leader, BHU/72/004, Teacher DevelopmentCenter, Project PublicationNo. 70, September1, 1980.

A-25. Educational Scenario of Bhutan, A Synoptic Presentation of Policies, Programmesand Performance,Dr. S.N. Saraf, Visiting Consultant, InternationalDivision Country Monograph Series No* 1, National Institute of Educational Planning and Administration, August 1983.

A-26. Proposal for Introduction of "A Better Service Incentive Scheme for Teaching Professionals in the Nation".

A-27. National Education Policy, Department of Education, Royal Government of Bhutan, November 1982. - 47 - Annex 14 Page 3

A-28. Sixth Five-YearPlan Education Sector, 1987-1992,Directorate of Education,Ministry of Social Services,Thimphu, July 1987.

A-29. Planning of Primary Education in TashigangDzongkhag Bhutan, Jigme Zangpo, District EducationOfficer, Tashigang,1983-84.

A-30. Ready Reckoner Tables, Ministry of Finance, National Property Bureau, Royal Governmentof Bhutan.

A-31. Interim Review of the Fifth Five-YearPlan October 5, 1985, Departmentof Education,Royal Government of Bhutan.

A-32. Decentralizationand Line of Responsibilitiesbetween the Dzongkhag Administrationand the National Governmentor Directorate, EducationDepartment, Royal Governmentof Bhutan.

A-33. Report on Education in Fifth-Plan,1981-1987 - Retrospectand Prospect,Department of Education,March 1983.

A-34. Sixth Five-YearPlan Education Sector, 1987-1992 (Policy), Directorateof Education,Ministry of Social Services,December 1986.

A-35. Draft on National EducationPolicy - 1984, EducationDepartment.

B. Reports and Studies Related to the ProJect

B-1. Primary EducationProject, June 1987 AppraisalMission, Equity of Access for Minority Groups, John K. Lubbock, July 17, 1987.

B.-2. Primary EducationProject, June 1987 AppraisalMission, Enrollments (1980-1999)for Primary and SecondarySchools, Lubbock, June 25, 1987.

B-3. Primary EducationProject, June 1987 AppraisalMission, Recurrent Cost Analysis,Lubbock, August 7, 1987.

B-4. June 1987 AppraisalMission, Projectionsof Primary School Enrollments, Lubbock, June 25, 1987.

B-5. June 1987 AppraisalMission, Cohort Analysis for Secondary School Grades 1984, Lubbock, June 25, 1987.

B-6. June 1987 AppraisalMission, Cohort Analysis for Primary Grades 1984, Lubbock, June 25, 1987.

B-7. June 1987 Appraisal Mission, A Mix of Normal and Accelerated Teacher Training Programs, Lynch and Lubbock, August 9, 1987.

B-8. June 1987 Appraisal Mission, Assessment of the Extended Classroom Program, Lubbock, June 23, 1987.

B-9. June 1987 AppraisalMission, School Sizing and the Calculationsof Student Capacity by Grades for DCSs, Lubbock, August 7, 1987.

B-10. June 1987 AppraisalMission, The Effect of Student Staff Ratios on RecurrentCost and Teacher Demand, July 7, 1987. - 48 - Annex 14 Page 4

B-11. June 1987 AppraisalMission, Enrollmentsand Unit Costs, Lubbock, July 17, 1987.

B-12. The Primary EducationProject, July 1987 Appraisal,Aide Memoire, July 15, 1987, The Royal Governmentof Bhutan.

B-13. Project RequestDocument Submittedto the World Bank, Development Primary Education, Ministry of Social Services, Department of Education, Royal Government of Bhutan, June 1985.

B-14. DevelopmentServices Centers, Bhutan, Royal Governmentof Bhutan, Asian DevelopmentBank, Manila, Vol. III, Appendice No, 4, Revised version for 11 districts,November 1986.

C. SelectedWorkiug Papers

C-l. Working Paper on Teacher Education (with Appendices),by ProfessorJames Lynch (UNESCOConsultant), July 1987.

C-2. Working Paper on the EducationAdministration, by Uri Peter Trier, Swiss DevelopmentCo-operation (Consultant), Thimphu, July 1987.

C-3. Physical Aspects Working Paper (updatedAugust 1987), by Eid Dib.

C-4. Proposed Primary EducationProject Working Papers, September1986 Mission, October 1986. i

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