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FOR OFFICIAL USE ONLY
Report No. 485 2-BD
Sli'FF APPRAISAL REPORT
BANGLADES H
TECHNTCAL EDUCA'i TON PROJECT
April 25, 1984
South Asia Projects DepartmentEducation and Human Resources Division
hins doeument has a restricted distribution and may be used by recipients only in the performance oftheir official duties. Its contents may not otherwise be disclosed without World Bank authorization.
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CURRENCY EQUIVALENTS
1 Taka US$0.0425.2 Taka US$1.00
(As of March 31, 1983)
FISCAL YEAR
July 1 - June 30
SCHOOL YEAR
Grades 1 - 10January - December
Grades 11 and aboveJuly June
PRINCIPAL ABBREVIATIONS AND ACRONYMS USED
BAU - Bangladesh Agriculture UniversityBMET - Bureau of Manpower Employment and TrainingBUET - Bangladesh University of Engineering and TechnologyDTE - Directorate of Technical EducationDG - Director General of Technical EducationGOB - Government of BangladeshMCOE - Ministry of EducationN(;SDT - National Council for Skill Development and TrainingODA - British Overseas Development AdministrationPIU - Project Implementation UnitPp - Project ProformaSIDA - Swedish International Development AuthoritySFYP - Second Five-Year Plan (1980-85)TTTC - Technical Teachers Training CollegeTTC - Technical Training CenterTEB - Technical Education BoardUNDP - United Nations Development ProgramUGC - University Grants CommissionVTI - Vocational Training InstituteVTTI - Vocational Teacher Training Institute
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FOR OFFICIAL USE ONLY
BANLADZDSH
TECHNICAJ. EDUCATION PROJECT
Table of Contents Pate No.
BASIC DATA
CREDIT AND PROJECT SUMMARY
I. TECHNICAL EDUCATION IN BANGLADESH ................... ,... 1
A. The System ....................... 1.... 1B. Problems and Issues .. .**,.,,, ..... 2C. Gowernment .olicies and Programs 5D. External Financing of Technical Education 6E. Bank Role and sector Lending Strategy .. a . . . . . 7
I I.* THE PROJECT * *...................................... 8
A. Goals and Objectives .......... 8B. Teacher Training ............ 9C. Curriculum Development ........ e.................. 10
D. Equipment Modernization ........................ 12E. Physical Rehabilitation .... ......................... 13F. Strengthening Directorate of Technical Education .... 14G. Restructuring/Reorganization of Engineering Colleges. 15H. Reform of the Examination System ...... .............. 15I. Technical Assistance Summary e..................... 16
III. PROJECT COSTS. FINANCING. IMPLEMENTATION ANDDISBURSEMENTS ............. ..... . 18
A. Project Costs .... * ................ 18
B. Financial Plan 21****.******.*... Z1C*. Recurrent Expenditure . .. .................... 22
D. Implementation ... .. .................... 23
E. Disbursements .. *..........**.................. 25F. Accounting and Auditing .............................. 26
IV. BENEFITS AND RISKS .................. .......... . 26
A. Benefits .......* ...................... ......... 26
B. Risks ............ 26V * A REEi T REACHE.. D .. .... . . . . .0&*I..6. . . . .* * . . . . .. . . .I. . . . 276
V. AGREEMENTS REACHED -o.. ..... .*....27
This Report is based on the findings of an appraisal mission to Bangladesh inOctober 1983. Mission members were Messrs. R, CambTidge (Mission Leader),A. Andonyadis (IDA), R. Ellis and G. Howell (Consultants) and K. Zaheerand L. Sirawardene (UNESCO).
This document has a restricted distribution and may be used by recipients only in the perfotrnanceof their official duties. Its contents may not otherwise be disclosed without World Bank authorization.
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ANNEXES
1 - Education Indicators2 - The rechnical Education System3 - External Assistance to Technical Education4 - Manpover Demand and Supply for Engineers and Technicians '5 - Annual Requirements for Consumable Training Materials6 - Technical Assistance and Fellowship Program7 - Schedule of &ppointment of Additional Staff8 - Project Costs:
Table 1: Sumnary Costs by Component and Categories of ExpenditureTable 2: Summary Account by TimeTable 3: Summary Account by Project Institution
9 - Implemientation Schedule10 - Forecast of Expenditures and Disbursements11 - Selected Documents in Project File
CHART
Organization of Project Implementation System
MAP
Map of Bangladesh Showing Project Institutions
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BANGLADESH
TECHENICAL EDUCATION PROJECT
BASIC DATA
,Population (1983) 93.6 million
Rate of Growth 2.6%
GNP Per Capita (1981) US$120
Literacy Rate 26%
School Enrollments 1981/82 1/
Girls as xLevel and Age Group Grade > of Age Group 21 of Enrollment
Primary (6-10) 1-5 66 37Junior Secondary (11-14) 6-9 23 20Senior Secondary (15-17) 10-12 23 20Higher (18+) 13+ 4 16
Fublic Expenditure on Education (1982)
1. As a percentage of GDP - 1.1%
2. Recurrent education expenditure as a percentageof total government recurrent expenditure - 14.5%
3. Recurrent expenditures on technical educationas percentage of total recurrent education expenditures - 27.0%
4. Annual recurrent cost per Engineering College student - US$114.0
5. Annual recurrent cost per Polytechnic student - Us$70.0
6. Development funds allocated to technical educationas % of total education development funds under SFYP - 7.4%
7. Education development funds as % of totaldevelopment funds under SFYP - 5.4%
8. Total public expenditures (recurrent and development)on education as % of total public expenditures - 8.5%
11 See Annex 1 for Comparative Education Indicatcrs2/ Gross enrollment ratios, including overage students.
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BANGIdJDESH
TCECNICAL EDUCATION PROJECT
Credit and Proiect Summary
Borrover: People's Republic of Bangladesh
Amount: SDR 33.9 million (US$36.0 million equivalent)
Terms: Standard
Proiect:; The project would support the Government's policy ofdeveloping an adequate supply of technical manpower tomeet the needs of the public and private sectors. Itsmain objectives would be to: (a) improve the quality oftraining at the Engineering Colleges and Polytechnicsthrough (i) teacher training, curriculum development,and a Practical Attaclhnent Program, which emphasizespractical skills training, for students and teachertrainees, (ii) equipment modernization and improvementsin maintenance, and (iii) physical rehabilitation ofacedemic, hostel and workshop facilities; and (b)improve the management of the technical educationprogram through 'i) establishment of a ProgramInspection Wing in the Directorate of TechnicalEducation to oversee curriculum development, monitor theadequacy of facilities, equipment and training materialsand liaise with industry and other agencies to promotethe Practical Attachment Program, (ii) support ofprocedural and institutional reform in the Polytechnicsand Engineering Colleges, and (iii) support ofexamination refora.
Risks: There is one significant risk associated with theproject. The introduction of Practical AttachmentPrograms as an integral part of the new curriculum forstudents of the Colleges and Polytechnics and teachertrainees at the Technical Teacher Training College wouldbe difficult to organize, and its its success depends toa large degree, on the attitudes of managers at theenterprise and field level who would supervise thestudents. A reluctance to include a training function aspart of their normal duties could endanger the program.This risk should be minimized by the Government providingadditional funds to finance fellowships and honoraria forthe industrial/practical tutor in the corporations anddepartments.
Estimated Cost: L/a Lo! FIoreUR otal----- US$ million -------
Teacher Training 1.6 3.1 4.7Curriculum Development 2.8 2.1 4.9Equipment Modernization 6.4. 13.1 19.5Physical Rehabilitation 12.0 1.4 13,4Strengthening DTE 0.9 1.4 2.3Restructuring Colleges - 0.1 0.1Examination Reforn 0.1 0.2 0.3
Total Base Costs 23.8 21.4 45,2
Contingencies
Physical 2.3 Z.0 4.3Price 7.9 4.8 12.7
Total Project Costs 34.0 28.2 62.0
,a Includes taxes of Us$ 10.2 uilliot equivalent of which83% is for impoTted equipment.
FinancinR Plan: I.al foreiga Total
IDA 18.2 17.8 36.0tfl4DP 0.3 5.9 6.2ODA D.2 4.5 4.7Government 15.3 - 15.3
T:tal 34.0 28.2 62.2
EstimatedDisbursement: IDA FY FY85 FY86 FY87 IF8 r1Y89 PY90 FY91
Annual 0.5 3.9 7.5 11.9 6.6 3.9 1.7Cumulative 0.5 4.4 11.9 23.5 30.4 34.3 36.0
EconomicRate of Return: Not applicable
Appraisal Report: BANG1ADEHSI: Technical Education Project,Report No.4852-BD, dated April 25, 1984,
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r. TECENICAX EDL1tATION IN BANGLADESH
A. The System
1.01 Introduction. There is an extensive irfrastructure of technicaleducation facilities and programs already established in Bangladesh. Likemost of the developing countries in South Asia, the technical educationsystem has been plagued with a myriad of problems which has greatly reducedits effectiveness to meet its primary objective, i.e., providing skilledmanpOwer for the industrial and agricultural development of the country. Thesystem's deficiencies can be linked to a number of factors, the mostprominent of which is the human and physical destruction which resulted fromthe War of Liberation in 1971. More recently, the general shortage ofresources to support the system, coupled with weak and ineffective teachinghas exacerbated the situation. With a concerted program of rehabilitationand modernization, and the attendant policy changes, the technical educationsystem in Bangladesh can be made to fulfill its potential.
1.02 Administration. Technical education is organized ia three tiers:degree, diploma and certificate courses. The degree program is designed totrain engineers and is of four years duration. Diploma courses are operatedfor training technicians and usually last three years. Certificate coursesare offered for skilled workers and normally are of six months duration.Responsibility for the adainistration of the system rests with three minis-tries and the University Grants Covmission (1GC). The Bangladesh Universityof Engineering and Technology (BUET) and the Bangladesh Agriculture Univer-sity (BAU) are the apex institutions of the system. They are bothautonomous, but operate under the jurisdiction of the UGC. The Ministry ofEducation (HOE) through its Directorate of TechLical Education (TE) isresponsible for the administration of 4 Engin - - 'olleges (Rajshahi,btulna, Chittagong and Dhaka), 2 specialized C c-_.a for Textile and Leathertechnologies, 17 Polytechnics located at district headquarters, and 3Monotechnics devoted to Glass and Ceramics, Survey, and Graphic Arts tech-nologies. The Ministry of Manpower through its Bureau of Manpower Employmentand Training CBMET) manages 5 Technical Training Centers (TTCs), 35 Voca-tional Training Institutes (VTIs) and the Vocational Teacher TrainingInstitute (VTTI). The Ministry of Agriculture operates the BangladeshAgriculture College at Dhaka, and 11 Agriculture Training Institutes (ATIs)for the training of agriculture extension technicians. The Ministries workcloseLy with the Technical Education Board (TEB). The Board is autonomousand has the power to grant or withhold recognition to any educationalinstitution offering courses in technical education. It awards Diplomas andCertificates and also prescribes admission requirements and conducts examina-tions. Finally, it has the power to inspect any institution under its pur-view, and all syllabi require its approval. The institutions of the techni-cal education system, including enrollments, output, and staffing are givenin Annex 2.
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B. Problems and Issues
1.03 The problems and issues discussed refer only to the diploma anddegree programs in technical/engineering education because agriculture issuesare being addressed by IDA under Credit 1396-BD of June 1983. The problemsof certificate level vocational programs are being pursued by IDA underCredit 912-BD (para 1.19) and other multilateral and bilateral donors (para1.17). The major issues affecting the Engineering Colleges and Polytechnicsconcern the management, quality of instruction, levels of expenditure ontraining materials, curricula, physical infrastructure and student assessmentsystems.
1.04 Organization. Management and Administration. The management of thetechnical education system by the DTE is weak. The Directorate is small andoperates in isolation from industry and the institutions it is supposed tomanage. There are no formal feedback/advisory committees with membershipfrom industry or teachers, at either the national or institutional level.This further isolates the Directorate from its clientele. The operations ofthe DTE are also hampered by the lack of management information. Statisticsare sparse and unreliable. An efficient system of data collection relevantto student capacity, admissions, progress and examination is required ifmanagement is to improve. Finally, the Directorate's management of themaintenance and repair of both buildings and equipment is poor, largelybecause of the inadequate allocation of resources to this activity, and thecumbersome procedures which inhibit the ability of principals to undertakerepair and maintenance at the appropriate time.
1.05 The management of the Engineering Colleges is a special problem. Thelack of autonomy in finance, administration and curriculum has been a severehandicap to the development of these institutions, in particular theirability to attract and retain qualified teachers. Principals of the Collegeshave little or no authority to manage because the organizational structurewhich links them academically to the zonal universities and administrativelyto the DTE, inhibits initiative and independent program development relevatn,.to their cl4 ntele. The success of BUET as an independent university hasserved as a model of what an autonomous college could be, and this has ledover the years to suggestions that the Colleges become autonomous Institutesof Technology. This has been a major source of concern to the Government.
1.06 Teacher Training. The most important input to a systematic andqualitative instructional program is the teacher. In Bangladesh, the techni-cal teacher training program has been defunct since 1977. At the Colleges,there is an acute shortage of teachers, with only about 66% of sanctionedposts filled. Shortages are particularly acute at the Assistant Professorlevel where only about 21% of the posts are occupied. In the Polytechnics,the position is relatively better with about 82% of the sanctioned staff inposition. Here however, the shortages occur at the level of Chief Instructorand Workshop Superintendant. The student/santioned staff ratio at the Col-leges is about 12.5:1 which is within acceptable norms of 10:1 for thislevel. The student/staff ratio at the Polytechnics is about 21:1 which is
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high for technical subjects, as a norm of about 12:1 is more acceptable forteaching at this level.
1.07 Staff at both the Engineering Colleges and Polytechnics lackappropriate training and experience. Most of the staff at tl ' Colleges havehad no teacher training and industrial experience. They tend Lo be freshgraduates from the University and view indust-ial experience t.8 basically inconflict with their status as academicians. Of the polytechnLc teachingstaff only 11% have degrees, while most of the others have d;plomas. This isserious, since they are at the same academic level as the third-year studentswhom they teach, Most of them have also received little or no formal train-ing in teaching methodology or pedagogy. Only 26.5% have had up to the threemonths training in these areas. The exception is the Chief Instructors, ofwhom 86% have received the Diploma in Technical Education and had some over-seas training during the 1960s and early 1970s. Most of Lhese are nowapproaching retirement age, and with their departure from the teaching force,the situation would be even graver. Industrial experience is also very low.Among Chief Instructors, 26% have had five years or more industrialexperience. Among Instructors, only 5% have had this exposure to industry,and none of the Junior Instructors have bad any in-plant experience. Thereis clearly a need for a systematic in-service training program to includepedagogic training, subject matter upgrading and equipment maintenance andrepair. There is also a need for an organized system/program of trainingteachers in industry. Some attempts to give this kind of training have beenmade in the past, and attachments to industry of up to 4-6 weeks have beenorganized. About 400 teachers benefited from this program during the 1976-79period.
1.08 Curriculum. While the written curricula are fairly comprehensive foreach technology, they tend to be overloaded for the time available to thestudent, with little indication of the objectives of study for particulartopics. In 1971, courses for the Polytechnics were revised, but closeranalysis showed that while an additional 30 'ours per week were added, therewas little likelihood that students would benefit. There is little or noprovision of time for private study. In order to reduce the student classcontact time, the content of the curriculum needs to be examined, and thenumber of topics reduced with the opportunity for a greater degree of selec-tivity. More emphasis should also be placed on the acquisition of trans-ferable skills raither than an excess of factual knowledge. As with theteachers, practical experience programs for students are essential to enrich-ing their curricula, reducing class contact hours, and improving their per-formance in the work place when graduated.
1.09 Curriculum requirements and the method of teaching depends on theamount of instructional material available in the classroom/workshop. Ananalysis of the 1982 recurrent budget shows that fully 60% is allocated tostaff renumeration, while only about 12% is allocated to materials. Thistranslates to between US$ 10.00 and US$ 20.00 (depending on the institution)per student per year for consumable training material. International stand-ards are about US$ 75.00 per student per year. It is not surprising that the
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untrained teachers resort prinicipally/almost exclusively to chalk and talkmethods of instruction, given the extremely low provision of consumabletraining materials.
1.10 The allocation for books is about US$ 980.0 per institution or about:100 books per year. Comparable institutiorns in other developing countriesspend up to US$ 10,000 per year on books, and other reading materials.Library support in the Polytechnics and Colleges is minimal. Most text booksare out of date, seldom catalogued, and are mostly locked away from thestudents because librarians are usually untrained. There is also a lack ofsuitable texts in Bengali. Because of the lack of proper English teaching inthe high schools especially for technical subjects, the English texts avail-able in the Polytechnics are largely unused.
1.11 Physical Infrastructure. The Colleges and Polytechnics have adequateprovision of academic buildings and dormitories for the existing students.The available space could be better utilized with higher room usage, but thisis aggravated by the tendency to hold theory classes early in the morningsand workshop classes later. The accommodations need general renovation and ahigher standard of maintenance. This is important educationally as studentswould only aspire to the standards set by their own institutions. Workshopsin particular need renovation because of the need to install new equipment.The capacity utilization (total teaching space/enrollment) is about 77% forthe Polytechnics, and 67% for the Engineering Colleges. The Polytechnicusage is acceptable by given international standards. The rate at the Col-leges is low because the Dhaka Engineering College does not as yet have athird year intake. The utilization rate will increase in 1984/85.
1.12 Most of the equipment in the Colleges and Polytechnics which waspurchased between 10 and 15 years ago, is now in need of replacement inspecific areas, and of repair and maintenance in general. An organizedroutine of preventive maintenance is lacking, and this has resulted in thebreakdown of many machines which have been left idle rather than repaired.Due to the age of this equipment, many of the spare parts are scarce orunobtainable. Many spares could be made in the Polytechnics, but littleattempt has been made to do so, which is a reflection on the competence andattitudes of the workshop instructors and staff. Equipment inveatories aretheoretically available at each Polytechnic, but no central record is kept bythe DTE. A comprehensive inventory of all equipment, together with the stateof repair and replacement is a necessary management tool for the DTE.
1.13 Examinations. An analysis of examination results in the Polytechnicsand Engineering Colleges shows that high internal inefficiency (repetitionand dropout) is directly linked to the method of student assessment(Annex 2). At the polytechnic level, the disadvantages of the present system.are clear. There is a wide variation among Polytechnics in the interpreta-tion and administration of examination regulations. This leads to variablestandards and uneven coverage of the curriculum by the teachers who are theexaminers for most of the course. Students in the first five semesters arj
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only allowed to progress to next semester when all subjects are passed. Thesystem results in students who are already weak being subjected to lengthyperiods of waiting for the next semester to begin. There is no provision inthe system for slow learrers. At the Colleges, the major weakness of thesystem is t' at the examinations are too long and course work has tended inthe past to be examination oriented. The zonal universities are also not ina position to supervise the examinations and are dependent on informationreceived from the Colleges.
C. Government Policies and Programs
1.14 Under Bangladesh's two previous development plans (First-year Plan1973-1978 and the Two-year Plan 1978-1980), priority was given to voca-tional/technical education with an emphasis on increasing capacity(facilities) and programs for out-of-school youth and unemployed adults. Areview of the experience under both Plans showed substantial enrollmentincreases in Engineering Colleges, Polytechnic' and Commercial and Vocationaltraining institutions. However, these gains were offset by: (a) a cor-responding lack of relationship between the demand for labor with particularskills and the supply of these skills from training institutions; (b) apropensity of the system to develop negative attitudes on the part of stu-dents to manual work; and (c) a moribund system of teacher training. TheTechnical Teachers Training College located at Tejgaon was converted into theDhaka Engineering College largely in response to agitation from Diplomaholders (polytechnic graduates) for access to degree programs. Because ofadmissions requirements, the organization of the academic year, and generalresistance from the four other degree awarding institutions (three collegesand BUET) in admitting diploma students, the new college was created. Thispolicy decision justified in terms of manpower requirements and politicalnecessity, nonetheless Reriously affected technical teacher training. Underthe Second Five-Year Plan 1980-1985, an overhaul of the technical educationsubsector is one of the four major priorities in the education sector. Theemphasis is on consolidation rather than expansion of the system, th' upgrad-ing of teachers, re-orienting curricula to be more in line with the needs ofthe country, the introduction of second shifts to overcome the under utiliza-tion of facilities, and to respond t.. increased manpower requirements whenclearly identified. Only 7.4Z of the education allocati.on is devoted totechnical education, but fully 60% of this supports the consolidation effort.
..15 In the three-years since the SFYP was launched, the Government hastaken a number of steps to reinforce the priority on consolidation. IDAassisted the Government in preparing a Medium-Term Education Plan (MTEP). Itculminated in a portfolio of priority projects for external financing. Inthe technical education subsector, the Government was particularly aware thatin the post-independence period, lending by donors, and GOB's own investmentpriorities were targeted on reconstruction and expansion of physicalfacilities to accommodate increasing enrollments. These prior investmentshave now placed an inordinate burden on recurrent budgets, and the onlystrategy open to the Government given the sunk Costs in the system, is toimprove management, quality, and utilization of existing facilities. In
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June 1981, the Government prepared a project and sought IDA assistance. 1The project sought through its consolidation objective, to remove some ofthe anomalies apparent in the system which resulted from the intervention ofa large number of donors in earlier periods (para 2.14). A second activityundertaken by GOB was an internal review of thw system. In May 1983, theDTE issued its report which noted that improvements in the sesteux depended oninvestments in teacher training and curriculum improvement, particularly theintroduction of practical content in the training of both teachers and stu-dents. The upgrading of equipment and workshops was also viewed as essentialto this process. 2/ Lastly, as a result of extensive discussions with IDAduring project preparation, the TEB undertook a review of the examinationsystem. In August 1983, a new system was instituted by the Government(Annex 2).
D. External Financinx of Technical Education
1.16 Technical education has been a major and favored object of externalassistance (Annex 3). At the degree level, USAID was instrumental in theestablishment of BUET. Assistance was provided in the form of equipment,expert services and a staff training program at Texas A&M University. Asimilar program was also undertaken for BAU. The Engineering Colleges atKhulna and Chittagong have received assistance (equipment and technicalassistance) from NORAD. Dhaka Engineering College has been provided equip-ment and expert services from the USSR. The Technical Teacher TrainingCollege, established in 1964, has over its period of existence, receivedassistance for exDansion, and staff training from the Ford Foundation, USAID,UNESCO, and the Colombo Plan.
1.17 At the diploma level, various polytechnics and monotechnics have beenthe focus of bilateral and multilateral assistance in addition to IDA (para1.18). The Dhaka Polytechnic was established by assistance from the FordFoundation, while the Chittagong Polytechnic was largely assisted withresources from the UN Special Fund. The Australian Government, under theColombo Plan, provided substantial help in establishing the Khulna Polytech-nic Institute. DANTIDA has provided equipment, books and technical assistancefor the introduction of a food technology program at the Dhaka Polytechnic.UNDP has provided financial assistance to the Glass and Ceramics Institute.SIDA has concentrated its efforts at the vocational (certificate) level andhas contributed to the development of 35 VTIs, and the VTTI at Bogra (para1.02). UNDP has also assisted at this level and has with ILO as executingagent, developed two new TTCs at Chittagong H411 Tracts, and Faridpur.Equipment was also provided to the Chittagong, Rajshahi and Dhaka TTCs.
1/ UNDP has provided assistance (US$ 371,200) through UNESCO to furtherprepare the project.
2/ Evaluataion Report on Polytechnic Institutions: Committee ronstituted bythe Directorate of Technical Education, Dhaka, May 1983.
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E. Bank Role and Lending Strateev
1.18 IDA has approved seven Credits totaling US$ 126.4 million to theeducation sector in Bangladesh. Four of these have been to se techni-cal/vocational subsector and clearly reflect IDA's strategy of supportingtechnical manpower development to meet manpower requirements snd consolidat-ing investments in quality and institutional development started under pre-vious projects. 1/ The first of the four Credits (Credit 407-BD, US$ 21.0million) of 1973 was closed in 1980. The project was the result of a con-solidation of two previous credits to East Pakistan. The project assistedin: (a) completing the development of BAU; (b) construction of five newPolytechnics; and (c) equipping eight other Polytechnics. The draft projectcompletion report (PCR) pointed out that the reasons for delays in implemen-tation were due to post-war conditions, and shortages of materials, localfunds and management capacity. A number of recommendations were also made,the major ones being to: (a) concentrate future assistance on improving thequality of technician education; (b) strengthen the DTE and establishimproved management and inspection arrangements; (c) establish a separatetechnical teachers training program; (d) establish on-going procedures forthe conduct of regular maintenance work on both buildings and equipment; and(e) organize courses of training for laboratory and workshop technicians. /
1.19 The second and seventh credits (Credit 621-BD of 1976, Us$ 12.0million and Credit 1396-BD of 1983, US$ 8.1 million) are aijed at supportingthe development of technical agricultural manpower. Credit 621-BD providedassistance to: (a) the Graduate Training Institute (GTI) at BAU; (b) estab-lish three new Agriculture Training Institutes (ATIs); (c) the Bogra Academyfor Rural Development; and (d) 15 Thana Training Units (TTUs) for trainingmodel farmers. The Credit was closed in 1983 and a completion mission isscheduled for January 1984. Credit 1396-BD is designed to assist in furtherupgrading the quality of extension and research by: (a) improving the qualityof agriculture technician training and higher level in-service training;(b) developing a career development strategy for extension agents; and(c) extending an on-going Agriculture Management Development Program. Thefourth credit (Credit 912-BD of 1979, US$ 25.0 million) is focussed at thevocational training level, and supports the construction of five nev rTCs, inaddition to the establishment of the National Council for Skill Developmentand Training (NCSDT). Project implementation has been uneven with delaysoccurring both in the construction and institutional development aspects ofthe project, but implementation is now proceeding satisfactorily. Major
1/ Bangladesh Education Sector Memorandum (Report No. 3548.*BD), para 5.09,IDA, June 1981.
/ Bangladesh First Education Project. Credit 407-ED (parts B and C)Project Completion Report, December 1981.
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reforms in the certificate level vocational training system have beenachieved, mainly through the cooperation of IDA and SIDA through tha reBpe^-tive projects they support. The proposed project is a continuation of thib.overall strategy. It is responsive to the need to consolidate and bringorder to a subsector in which many donors have been active (paras 1.16 and1.17). It adequately reflects the priorities for further investments asoutlined by the Government (para 1.14' and is relevant to the conclusions ofthe PCR (para 1.18). Lastly, it is in line with the World Bank SpecialAssistance Program to member countries 1983-1984 where lending forrehabilitation and modernization is emphasized.
II. THE PROJECT
A. Goals and Objectives
2.01 The principal goal of the proposed project is to support the strategyoutlined in the Second Five-Year Plan to develop technical manpower(engineers and techaicians) needed for public and private sector industrialdevelopment, and the Power, Water, Construction, Transport and Communicationsectors. Because present student intake capacity at the Engineering Collegesand Polytechnics is sufficient to meet present and projected manpowerrequirements (Annex 4) physical expansion is not required. It is necessary,however, to improve the quality of the output from these institutions so thatit is responsive to the specific needs of Bangladesh. Within this context,the project would pursue two major objectives, specifically:
(a) to improve the quality of training imparted at the EngineeringColleges and Polytechnics; and
(b) to improve the management and administration of the technicaleducation system.
2.02 The quality improvement obiective would be achievud by four interven-tions. These are:
(a) teacher training/staff development;
(b) curriculum development (including practical attachmentprograms, books, and training materials);
(c) equipment modernization; and
(d) physical rehabilitation.
Investments in quality improvement would inevitably lead to higher utiliza-tion of existing training capacity.
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The management improvement obiective would be achieved by:
(a) strengthening the Directorate of Technical Education through thecreation of a Program Inspection Wing and strengthening the ProjectImpl .entation Unit;
(b) supporting procedural, organizational and institutionalreform in the Engineering Colleges; and
(c) supporting examination system reform in the Polytechnics throughthe Technical Education Board, and at the Engineering Colleges.
B. Teacher Training (Proposed Outlay US$ 4.68 million) 1I
2.03 The major emphasis cf the technical teacher training program would beto upgrade the subject matter capabilities of technical teachers, to providepractical experience, and to give pedagogic training. The objective would beto improve teaching methods, and to raise the quality of output from thetechnical education system. For Polytechnic teachers, the thrust of theprogram would be on enhanicing methods for practical subject teaching, lessonplanning, management of teaching resources, general teaching methods aadspecialist subject teaching methods (para 1.07). The use of teaching aidsand audio visual techniques would also be an important element in the train-ing program. Each teacher would also be placed on practical experienceattachment in industry. The Polytechnic teacher training program would becarried out at the re-organized and revitalized Technical Teachers TraininzgCollege (TTTC) located at Tejgaon. Courses offered would be: (a) In-Servicecourses for new and existing teaching staff of Polytechnic Institutes; (1l)Short Courses on special teaching method topics; and (c) Resource Manamementand organization courses. In its initial years of operation, the TTTC wouldconcentrate on offering teacher training to the Diploma of Technical Educa-tion level (one year duration). Later, it would offer a limited intake to adegree program (two years). The TTTC would have a teaching staff of 16 inrelevant subject areas. They would be trained in two ways: (a) anin-country program assisted by expatriate experts; and (h) internationalfellowships. The student capacity of the college would be 235, of which, 170would be for in-service, 25 for short-course requirements and 40 for inten-sive pedagogic courses for Engineering College staff. Because of the neces-sity to get trained teachers into the Polytechnics, a staffing programincluding a schedule of appointments has been included in the projectprofornma prepared by the Government (para 2.21). During negotiations, theGovernment provided assurances that: (a) all newly appointed staff afterJuly 31, 1988, would be required to have at least a Diploma of TechnicalEducation; and (b) by January 1, 1986, all existing underqualified teacherswould be required to enroll in the in-service training program at the TTTC.
1/ This and subsequent statements of proposed outlays are baseline costsincluding taxes.
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2.04 Entineering College teacher training would consist of three elements:(a) subject knowledge acquisition, (b) teaching methods, and (c) enhancementof practical techniques. The teachers would undergo staff development insubject upgrading at the BUET on local fellowships. Some teachers would beselected for overseas training to obtain Masters degrees and post graduatetraining in specific areas. Pedagogic training would be carried out at theTTTC, while practical competence would be enhanced by attachments inindustry.
2.05 The expert services for all teacher training would be concentrated atthe TTTC. Their role would be to provide a service to teacher trainees,train counterpart technical teacher trainers, assist in the planning,organization and management of the TTTC as it is re-established, and developthe system for teacher training. In addition, they would be available toprovide expertise to the Colleges and Polytechnics in curriculum reform, inimproving the practical teaching programs, and developing short courseprograms for in-service teachers. The proposed project would support techni-cal teacher training by financing books, vehicles, expert services, fellow-ships, and on a declining basis, salaries of additional staff, consumabletraining materials and practical attachment allowances.
C. Curriculum Development (Proposed Outlay US$ 4.93 million)
2.06 The objective of curriculum development activities would be toimprove the practical aspects of courses, and develop a curriculum morerelated to advances in technology and the future needs of industry, commerceand Government. This would be achieved by review and revision of existingcurricula, practical attachment programs, and an increased supply of books,and training materials. Review and Revision: The TEB would develop newcurricula for all DiDloma courses at the Polytechnics. These curricula wouldbe established after surveys, consultation and collaboration with agencies,including industry, and would be expressed in an objective format. The TEB,in collaboration with teachers and other experts, would also develop a newcurricula for the Diploma in Technical Education (para 2.03). The course fortechnical teacher trainees would be completely revised to include a greaterpractical orientation and would include subject upgrading, industrial attach-ments, repair and maintenance activities, pedagogy and supervised teachingexperience. In support of this activity, the TTTC would also offer coursesin curriculum development, implementation and design. The College would alsoproduce teacher guides and learning packages for curriculum implementation.At the, Engineering Colleges, curricula would be reviewed and revised incollaboration with BUET and the zonal universities. Each College curriculumwould be made to relate in some areas, to local and regional employmentopportunities. The review and revision process would be assisted by theprovision of expert services.
2.07 Practical Experience Attaclhments: As an obligatory and integral partof improved curricula, a program of practical experience attachments would beorganized for Bngineering College and Polytechnic students, and Polytechnic
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teacher trainees. These attachments would be of a two-month duration andwould be organized twice each year. Chittagong, Khulaa and RajshahiEnmiteerinR ColleRe students vould undertake their attachments at the end oftheir third year, whiLe Dbaka Engineering College students would have theirsat the end of the second year of study. The annual number of engineeringcollege student attachments is expected to rise from about 730 -, 1986 toabout 870 from 1988 onward. Polytechnic students would undertake theirattachmeats at the end of their three year course. Attachments for about3,700 students would be needted in 1986, and this would rise to about 4,300 by1988. An additional 1,500 Commerce Diplnma students would also be placed onattachments during this period. Polvtec aic Teacher trainees, following aone-year in-service course, would underta ,e attachments at the conclusion oftheir theoreticaL training. From 1986 about 170 teacher trainees annuallywould require attacbnents. During negotiations, the GoveTnMent provided anassurance that the TEB would, by July 31, 1987, make practical attschmients arequirenent for the award of the Diploma in Engineering and the Diploma inTechnical Education.
2.08 The total annual demand for training attachments would be about6,840. As a result of a study conducted by GOB during project preparation,about 4,500 places have been identified in public sector corporations,goverament departments, boards, autonomous agencies aad the private sector.Since the places would be utilized twice each year, no problems of placementare envisaged. The Government bas issued an order establishing the practicalattachment pTogram. The order specifies the roles of public sector corpora-tions, government departments and the private sector in supporting theprogram. The progran is expected to be fully operational in 1986.
2.09 The program would be managed for the most part by the traininginstitutions (TTTC, Engineering Colleges, Polytechnics). Committees ofpublic and private sector managers would be constituted locally under thechairmanship of the Principal, aad a full-time staff member would be assignedin each institution to monitor the program as well as counsel students inacademic matters. During negotiations the Government provided an assurancethat by July 31, 1985 each Polytechnic and College would establish such aCoimmittee to assist ia organizing the Program. At the national level, theFrogram Inspection Wing (Inspectorate) of the DTE would develop and monitorthe progrsm to ensure adequate access for each institution, to practicalexperience facilities, and to undertake liason with the headquarters ofCorporations and Departments located in Dhaka. The project would support theestablishment and operation of the program by financing expert seivices,fellowships, and on a declining basis practical experience allowances,
2.10 Books: An increase in the provision of books and other readingmaterials is essential to upgrading curricular standards. Books would besupplied to the TEE, Colleges and Polytechnics. Multicopies of books forstudent use in the Polytechnics would be in Bengali while reference books andselected volumes for teacher use would be in English. At the Engineering andTeacher Training colleges all books would be provided in English. Detailedbook lists for the TEB, TTTC, Colleges and Polytechnics have been prepared.
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2.11 Consumable Training Materials.: Adequate supplies of consumabletraining materials are integral to curricular improvement (para 1.09). Thelevel of provision would vary according to institution. lWhile internationalnorms average about US$ 75 per student, in Bangladesh US$ 60 per year perstudent for Colleges and US$ 50 per student per year for Polytechnics wouldbe a more appropriate target. Increases to these levels from present alloca-tions is a necessary input to enable greater utilization of equipment,increased practical orientation of the courses, and more effective teaubingof students. However, a sudden jump from the current level of approximatelyUS$20 to the recommended levels would create a significant strain on therecurrent budget. It is therefore proposed that the movement of the provi-sion to the proscribed levels, be phased over the project period. Duringnegotiations, the Government gave an assurance that adequate annual budgetaryallocations for consumable materialS would be made at the levels outlined inAnnex 5. The project would support curriculum development by financingbooks, expert services, fellowships, and on a declining basis consumabletraining materials.
D. Equipment Modernization (Proposed Outlay (US$ 19.53 million)
2.12 With an increase in the practical content of the curricula, modernequipment, including tools and instruments, would be required. Some of theexisting equipment would have to be replaced; in other cases, repairs wouldbe undertaken, and in some institutions complete workshops would have to beequipped (para 1.11). The major areas of modernization would be in thecivil, mechanical, electrical and power engineering fields. Electronicswould be introduced at two Polytechnics (T.ajshahi and Khulna) so that allfour regional Polytechnics (Dhaka, Chittagong, Rajshahi and Rhulna) wouldoffer courses in this area. Detailed equipment lists including specifica-tions and workshop layout plans for each institution, have already beenprepared. In order to avoid past problems of equipment maintenance, theinstallation and maintenance of the workshop equipment would receive specialattention under the proposed project. Most of the equipment would befinanced by IDA and procured by IL/EQUIPR0. As a part of their contractwith the Government, they would be required to provide training to staff ofthe DTE/Proiect Implementation Unit (PIU) in equipment procurement, inventoTycontrol, and equipment installation. Workshop staff of the Colleges andPolytechnics would also be trained locally at the VTTI in equipment installa-tion and maintenance. Senior instructors, instructors and demonstratorswould be trained at the TTTC in equipment maintenance. Finally, with a revi-sion of existing rules, the Principals of Colleges and Polytechnics wouLd bedelegated more financial powers to enable them to purchase spares andreplacements locEiLly. During negotiations, the Covernment provided anassurance that the 1978 financial rules 1/ which limit the spending authority
1/ Delegation of Financial Powers to the Subordinate Officers of the Direc-torate of Technical Education: Ministry of Education (Education Division,June 27, 1978.
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of Principals would be revised upwards to limits mutually agreeable fo GOBand tne Association, and which would facilitate maintenance and repair ofequipment at the institutional level. The signing of a contract withILO/EQUIPRO for the procurement of equipment to be financed by IDA, would bea condition of credit effectiveness. The project would support equipmentmodernizat..n by financing the purchase of new equipment for all institu-tions, spares and replacements, expert services for equipment procurement andinstallation, fellowships and training of staff in maintenance and repair.
E. Physical Rehabilitation (Proposed Outlay (U]S$ 13.43 million)
2.13 The inputs of better trained teachers, more practical curricula,modern equipment, books and materials would have to be accommodated in aphysical environment in which they can be fully utilized in order to improvethe quality of instruction. Physical rehabilitation of academic and workshopfacilities is therefore an indispensable factor in any effort at qualityimprovement (para 1.11). At the TTTC, Colleges and Polytechnics, workshops,academic facilities and student hostels would be rehabilitated. Over 8O0 ofthe investment would be for renovation/rehabilitation of existing facilities.Some extensions/additional construction would be undertaken particularly atthe TTrC and the Polytechnics. For the TTTC, an existing facility would berenovated and some extensions incorporated to meet the functional require-ments of a teacher training institution. The introduction of electronics attwa Polytechnics (para 2.12) and bringing others up to their full capacitywould require some extensions at several of the Polytechnics. Detailedconstruction/renovation plans for each institution have been prepared and areacceptable to the Association. Because the organization/ management of multi-ple Tehabilitation contracts (as opposed to new construction) is difficult,the project would support the strengthening of the PTU (para 2.16).
2.14 The Government and IDA have been concerned about the maintenance ofphysical facilities. A Facilities Department has been created in the MOB tomanage the maintenance, repair and new construction programs for all educa-zionaL institutions. This is expected to be an improvement from normalpractice under which repair and maintenance of all government buildings isunder the purview of the Public Works Department (PWD). The FacilitiesDepartment would be staffed with over 300 engineers and architects, and wouldbe organized at national, regional and district levels. To ensure that theTTTC, Polytechnics and Engineering Colleges are properly maintained after therehabilitation program, the Government provided an assurance during nego-tiations that adequate annual provision would be made to the FacilitiesDepartment to cover maintenance costs. It is expected that the size of theseallocations would not be unduly large during project implementation, becauseof the rehabilitation program, and because Principals would be able to under-take preventive maintenance programs with their increased financial authority(para 2.12). The project would support the physical rehabilitation programby financing construction and furniture at the TTTC, Colleges and Polytech-nics.
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F. Strengthening the Directorate of Technical Education (ProMosed OutlayUS$ 2.26 million)
2.15 In light of the proposed curricular changes and major investment inthe sector, the DTE would have to be strengthened in order to perform itsrole more effectively. This would be supported under the project thsough theestablishment of a Program InsVection Wing (Inspectorate) and strengtheningthe existing Proiect IrmJleentation Unit (PIU). The Inspectorate would havefour major functions. First, it would ensure that courses are conducted inaccordance with curricular requirements as laid down by the TEE, the UGC,zonal Universities and the Executive Board (para 2.17) established to overseerestructuring of the Colleges. To this end, the quality of iaputs to cur-ricular implementation, including teacher performance, adequacy and main-tenance of teaching facilities and equipment, availability of books andconsumable training materials would be monitored at each institution. Inthis function, the Inspectorate would produce all statistical informationwith regard to student enrollment, staff levels, space utilization, wastagerates and other matters of accountability. Second, the Inspectorate wouldact as an Advisory Service to the Principals and staff of the institutionswith regard to proposals initiated from the DTE, and the dissemination ofgood teaching methods and good practices observed in other institutions.Third, it would serve to inform the DTE of any difficulties being experiencedlocally by institutions with regard to e_ui_Met revair and maintenance.Where necessary, it would initiate action for the procurement of spare partsnot locally available. Fourth, liaison with industry, commercial and govern-ment departments in order to promote the practical excnerience attachmentprogram would be a central function of the Inspectorate. It would advise andassist local institutions, where necessary, to obtain sufficient studentattachment places in order to carry out these functions. The Inspectoratewould be organized in a matrix structure, with individual inspectors takingresponsibility for their own subject matter and on a regional basis forgeneral institutional duties. The Government has issued an administrativeorder creating the Inspectorate. The project would support the Inspectorateby financing equipment, vehicles, expert services and fellowships.
2.16 The PIU established under Credit 407-BD would also be strengthened,and would be responsible for the implementation of the physical aspects ofthe project: (a) rehabilitation of existing workshops, academic facilities,student hostels; (b) coordination with ILO/EQUIPRO, DDA (Crown Agents) and!JNDP (UNESCO) for the procurement and installation of equipment. On-sitesupervision of the civil works would be carried out with the assistance oftechnical personnel of the Facilities Department. Local consultants wouldassist the PIP in the tendering and supervision of the technical aspects ofthe rehabilitation program. The project would finance on a declining basis,the cost of salaries of additional staff and the rent of an office for thePIU, and the costs of vehicles and office equipment.
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G. RestrLscturirlR/Reorganization of Engineerinz Colleges (ProDosed OutlalUS$ 0.12 million)
2.17 The management and administration of the Engineering Colleges is aspecial problem (para 1,05). To overcome this, the GovernmeD* has issuedan order establishing an Executive Board. The project would support theExecutive Board to manage the four Engineering Colleges. The Board would bechaired by the Minister of Education; the Secretary of the MOE would act asthe Vice Chairman. Membership would include the Vice Chancellors of BURET,Dhaka, Chittagong, and Rajahahi Universities, the Director General of Techni-cal Education (DG), the Principals of the Colleges and the Deans of theFaculties of Civil, Electrical and Mechanical Engineering of BUET, Theimmediate functions of the Board would be to identify the problems facing theColleges and take remedial measures to remove them. Since the staffingsituation at the Colleges is critical, the Board would in the first instance,remove all procedural and bureaucratic barriers which delay the appointmentof teaching and technical staff. The Board would also arrange with BUET forthe release of some of its teaching and technical staff to work at the Col-leges for specified periods. Finally, the Board would be responsible forregularizing ad-hoc appointments of staff made by the DG and the Principalsof Colleges. Within each college, the project would support the estab-lishment of Finance, and P1 nning and Development Committees. The FinanceCommittee would be responsib;' for preparing the annual budget of the Col-lege, and for all annual expendituTes to be undertaken by the College. ThePlanninR and Development Committee would be responsible for all developmentschemes and projects at the College. It would supervise activities in con-nection with construction, development and maintenance work. These twocommittees would only be first steps in the long process toward developingthe Colleges' capability to manage their ovn affairs. Academic affairs wouldcontinue to be managed by the Zonal Universities. The project would financeexpert services to assist in the restructuxingtre-organization process.
H. Reform of the Examinations System (Proposed Outlay US$ 0.29 million)
2.18 To overcome the problems in the examinations' system of Polytechnicsand Colleges (para 1.13), a number of changes would be undertaken. At thePolytechaics, the TEB would have direct involvement in conducting examina-tions in alL semesters. The examination schedule would be the same for allinstitutions, and the Board would assess marking schemes, standards ofexaminations, and any inter-institute differences would be remedied. Themajor benefit of the reformed system would be the automatic/continuous promo-tion of all students. The system would provide for students to retake sub-jects which they failed. This is likely to reduce the dropout rate, increasethe throughput rate, and spare students the necessity to wait one year toattend classes if they failed a subject. Finally, as the TEB would useexternal examiners, it is expected that the supervision and inspection ofteaching programs and facilities of the institutes could be monitored by theTEB as well as the DTE. The project would support the reform of the examina-tion system for the Polytechnics by financing equipment, expert services,fellowships, vehicles and on a declining basis, consumiable materials. At the
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Engineering College level, several measures for the reform of the studentassessment process would be instituted. These include changes in the weight-ing of marks between college conducted examinations and those of the Univer-sity, avoidance of repetition, preparation of detailed marking schemes,external checks of practical work, better design of question papers, andinclusion of project work in the assessment of the student and averd of thedegree. The Project would support examination reform at the Colleges byfinancing expert services.
J. Technical Assistance Summary (Proposed Outlay US$ 4.87 million)
2.19 The technical assistance to be provided under the proposed projectwould comprise 22.5 staff-years of expatriate expert services and 98.75staff-years (46.25 international; 4.0 regional; 48.5 local) of fellowshiptraining (Annex 6). The assistance would be allocated as follows:
(a) 14 staff-years of expatriate expert services and 24 staff-yearsof international fellowships to assist in the re-establishmentof the Technical Teacher Training College;
(b) 1 staff-year of expatriate expert services and 1 staff-yearof fellowships (6 months international; 6 months regional)to assist the Technical Education Board in implementingexamination reforms;
(c) 4.5 staff-years of expatriate expert services to the Ministry ofEducation to assist (i) the Project Coordinator and the ProjectDirector in overall project management/coordination; and (ii) therestructuring of the Engineering Colleges;
(d) 3 staff-years of expatriate expert services, and 2.25staff-years of international fellowships to assist theDirectorate of Technical Education to (i) establish the ProgramInspection Wing (Inspectorate); and (ii) assist in the developmentof the Practical Attachment program; and
(e) 19.5 staff-years of international, 3.5 staff-years of regional,and 48.5 staff-years of local fellowships to support the staffdevelopment programs for Engineering College and Polytechnicteachers.
2.20 The UNDP and ODA have agreed to finance the technical assistancecomponent of the project. ODA has earmarked all of the assistance requiredfor the TTTC, wh..le tJNDP would finance all other requirements. The signingof technical assistance agreements between GOB, and UNDP and ODA would be acondition of credit effectiveness. UNDP has agreed that UNESCO would procurethe equipment as well as implement the technical assistance component itfinances. ODA has agreed that the Crown Agents would procure the equipmentit finances and the British Council would implement the technical assistanceit finances. Terms of Reference for all expert services have been prepared.
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During negotiations the Government provided assurances that: (a) thequalifications and terms and conditions of employment of all consultantswould be acceptable to the Association; and (b) that counterpart staff wouldbe appointed prior to the arrival of technical assistance experts.
Proiect Proforma (PP)
2.21 To ensure that sufficient funds are allocated for all project com-ponents, the Government has prepared two draft PPs, One PP prepared by theDTE include all components except examination reform. The TEB prep.1red aseparate PP to cover this component. The PPs include a detailed staffingp:ogram for each institution, and a schedule of appointmezts for additionalstaff. During negotiations, the Government provided an assurance that itwould maintain this schedule of additional staff appointments (Annex 7). Theapproval of both PPs by the Government would be a condition of credit effec-tiveness.
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1II. PROJECT COST. FINANCING. IMPLEMENTATION AND DISBURSEMENTS
A. Project Costs
3.01 Summaries of cost. The total cost of the project including dutiesand taxes on imported goods is estimated at about Tk 1,567.5 million orUS$ 62.2 million equivalent. Detailed project costs by component, institu-tion and time are given in Annex 8. Breakdown of local and foreign costs foreach component is summarized in Table 3.1.
Table 3.1: PROJECT COSTS BY COMPOVENT I/
Taka (millions) US$ (millions) % ofBase
CoM2onent Local Foreign Total Loca P"orei Total Costs
Teacher Training 39.9 78.1 118.0 1.58 3.10 4.68 10.3CurriculumDevelopment 71.5 52.7 124.2 2.84 2.09 4.93 10.9
EquipmentModernization 162.4 329.9 492.3 6.44 13.09 19.53 43.2
PhysicalRehabilitation 302.4 36.6 339.0 11.98 1.45 13.43 29.7
StrengtheningDTE and PIU 21.1 35.1 56.2 0,87 1.39 2.26 5.0
RestructuringColleges 0.7 2.5 3.2 0.02 0.10 0.12 0.3
ExaminationReform 2.2 5.0 7.2 0.09 O.ZO 0.29 0.6
BASE COSTS 600.2 539.9 1,140.1 23.82 21.42 45,24 100
Contingencies:Physical 57.0 49.9 106.9 2.26 1.98 4.24Price 198.7 121.8 320.5 7.89 4.83 12.72
SUB-TOTAL 255.7 171.7 427.4 10.15 6.81 16.96
TOTAL PROJECT COSTS 855.9 711.6 1,567.5 33.97 28.23 62.20
Note: Subtotals may not add to totals due to rounding.
1/ Includes taxes and duties.
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3.02 The estimated costs by categories of expenditure are summarized inTable 3.2.
Table 3.2 Proiect Costs by Categorv of Expenditure j/
Take (millions) US$ (millions)% of
Category of i Taxes & V Taxes & BaseExpenditure Local Foreign Duties Total Local Foreign Duties Total Cost
Civil Works 291.1 28,5 10.1 319.6 11.56 1.13 0.40 12.69 28.2Profeosional fees 7.9 - - 7.9 0.32 - - 0.32 0.7Furniture 12.8 10.3 4.6 23.1 0.50 0.41 0.18 0.91 2.0Equipment 177.0 358.8 155.8 535.8 7.02 14.24 6.18 21.26 47.1Books - 16.2 - 16.2 - 0.64 - 0.64 1.4Vehicles 2.9 5.9 2.6 8.8 0.12 0.23 0.10 0.35 0.8
Expert Services:
. Foreign 10.7 60.0 - 70.7 0.43 2.38 - 2.81 6.2Fellowships:
. Local 3.1 - - 3.1 0.12 - - 0.12 0.3, Regional and
International 1.1 21.9 - 23.0 0.04 0.87 - 0.91 2.0
Salaries of Addi-tional Staff 17.1 - - 17.1 0.68 - - 0.68 1.5
Consumable TrainingMaterials 46.0 37.2 13.9 83.2 1.82 1.48 0.55 3.30 7.3
Practical AttachmentCosts 27.2 - - 27.2 1.08 - - 1.08 2.4
Operation andMaintenance 3.3 1.1 0.5 4.4 0.13 0.04 0.02 0.17 0.4
BASE COSTS 600.2 539.9 187.5 1,140.1 23.82 21.42 7.43 45.24 100
ContingeffciesPhysical 57.0 49.9 16.9 106.9 2.26 1.9P 0.69 4.24 9.3Price 198.7 121.8 42.9 320.5 7.89 4.83 2.09 12.72 28.1
SUB TOTAL 255.7 171.7 69.8 427.4 10.15 6.81 2.78 16.96 37.5TOTAL PROJECTCOSTS 855.9 711.6 257.3 1,567.5 33.97 28.23 10.21 62.20 137.5
Note: Subtotals may not add to totals due to rounding.
.LJ Includes taxes and duties where applicable.
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3.03 Basis of Cost Estimates. Estimated cost for new construction andrehabilitation of existing ai2ldings are based respectively on (a) currentunit building costs and (b) physical survey of the existing buildings. Theaverage cost per square ft for new construction/extension was estimated atabout US$ 14.0 (excluding site development and contingencies); and forrehabilitation at between US$ 1.50 and US$ 4.0 per sq ft depending on condi-tions. These costs are reasonable and below the median construction cost forcomparable Bank-assisted school construction in other countries of theregion. Costs for professional architectural services reflect the currentscale of fees established for services provided by local architectural firms.
3.04 Estimated equipment costs are products of (a) lists reviewed duringappraisal, and (b) current FOB unit prices adjusted to include fees for theprocurement agency, freight, insurance, local transportation costs and whereappropriate, installation costs. Furniture estimates reflect the results ofthe surveys carried out during the physical survey of the buildings. Con-sumable training materials costs were based on appropriate cost/trainee placeand by type of training and institution.
3.05 Customs Duties and Taxes. All imported goods are subject to customsduties and taxes. The cost of the project includes import duties and taxesfor equipment estimated at about US$ 8.49 million (50% of C.I.F.) andUS$ 1.72 million for civil works, furnitures, vehicles and consumablematerials. In preparing the draft PP, the Government was asked to providesufficient funds to cover customs duties and taxes. During negotiations, theGovernment provided an assurance that sufficient local funds would beprovided to cover import taxes and duties to ensure prompt customs clearanceof all goods, particularly workshop equipment.
3.06 Contingency Allowances. Estimated project costs include physicalcontingencies (US$ 4.24 million) estimated at 10% of base costs of physicalcomponents, and 5% of salaries, technical assistance and practical attachmentcomponents and price contingencies (US$ 12.72 million) to cover expectedprice escalation at the following rates.
1984 1985 1986 1987 1988 1989 1990
For Civil Works & Goods:
Foreign Costs 8.0 7.0 7.0 7.0 7.0 7.0 7.0Local Costs 12.0 12.0 12.0 11.0 11.0 11.0 11.0
For Salaries & Services:
Foreign Costs 7.0 6.0 6.0 6.0 6.0 6.0 6.0Local Costs 10.5 10.0 10.0 10.0 10.0 10.0 10.0
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3.07 Foreign Exchange Component. The estimated foreign exchange componentof US$ 28.23 million representing 45% of estimated total project costs, hasbeen calculated on the basis of estimated foreign exchange proportions asfollows: (a) civil works (new construction and rehabilitation) 9%; (b)furniture 4k%; (c) equipment 67%; (d) vehicles 67%; (e) books 100%;(f) fellowships 95%; (g) foreign experts 85X; (h) consumable material 45%;and (i) operation and maintenance 25%.
B. Financial Plan
3.08 The total project cost of US$ 62.2 million equivalent would befinanced as follows: (a) a proposed IDA credit of US$ 36.0 million equivalentwould cover 69% of total project cost net of taxes; (b) UNDP would financeUS$ 6.2 million equivalent for expert services, fellowships for all projectinstitutions except the TTTC, equipment for two Engineering Colleges, books,printing materials and equipment for the TEB and selected consumable trainingmaterials for all project institutions except the TTTC; (c) ODA would financeUS$ 4.7 million for expert services, fellowships, equipment, books, salariesof additional staff and consumable training materials for the TTTC; and(d) the Government would finance the remaining net costs of US$ 5.1 million(10% of total net project costs) and all taxes. Total external financingwould cover 90% of total project costs net of taxes. The proposed financialplan for the project is summarized below.
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Table 3.3 Financial Plan
(US$ million equivalent)
GOBCategory includingof Expenditure Taxes Total Taxes IDA UN4DP ODA
Civil works &Professional Fees 0.56 18.74 3.59 15.15 - -
Furniture 0.25 1.27 0.25 1.02 - -
Equipment 8.49 28.32 8.49 14.94 3.39 1.50
Books - 0.84 - 0.43 0.20 0.21
Vehicles 0.12 0.42 0.12 0.30 - -
Expert Services - 3.49 - - 1.32 2.17
Fellowships - 1.38 - - 0.79 0.59
Additional StaffSalaries - 0.92 0.37 0.36 - 0.19
Consumable TrainingMaterial 0.76 5.04 1.77 2.73 0.50 0.04
Practical AttachmentCosts - 1.50 0.60 0.90 - -
Operation andMaintenance 0.03 0.28 0.11 0.17 - -
TOTAL BASE COST 10.21 62.20 15.30 36.00 6.20 4.70
C. Recurrent Expenditure
3.09 When fully operational in 1989, project institutions would generateabout Taka 32.0 milLion annually in incremental recurrent costs at 1983prices, including the substantial costs for salaries of additional staff,practical attachment allowances and consumable training materials for thePolytechnics and Engineering Colleges. This amount is equivalent to lessthan 1% of recurrent expenditures on education in 1983 and would therefore beaccommodated within the normal growth of education expenditures. However,within the technical education sector, expenditures on these items (salaries,allowances and materials) would take fully 84% of the recurrent budget asopposed to the present allocation of around 72X. The largest percentage
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increases would be for consumable materials which would increase from about12% to over 20%, and salaries from about 60% to around 62%. This balance isin keeping with acceptable norms and is expected to overcome some of theproblems which have affected the institutions (para 1.09-1.11). Duringnegotiations, the Government gave an assurance that funding at the levelsupported during the project would be maintained after comple_ion (para2.11).
D. Implementation
3.10 Implementation Period. The project would be implemented over aperiod of about 6 years. As indicated by the implementation schedule(Annex 9), rehabilitation, furnishing and re-equipping of project institu-tions and technical assistance activities would be completed by December1988. However given the disbursement experience in Bangladesh, to allow timefor the processing of final withdrawal applications and the settlement ofaccounts, the proposed Closing Date would be December 31, 1990.
3.11 The Joint Secretary (Development) of the MOE has been designatedProject Coordinator. He would have the responsibility for overall projectcoordination. He would: (a) coordinate all aid agency inputs (IDA, UNDF,UNESCO, ODA, ILO/EQUIPRO etc) and be responsible on behalf of the Governmentfor signing or arranging to be signed, all agreements/contracts etc,; and(b) coordinate all Government inputs to the project, particularly the resour-ces of the DTE, the Facilities Department, TEB, Zonal Universities, PlanningCommission, External Resources Division, Ministry of Finance, Corporationsand other government departments. The Coordinator would be assisted by aProject Director who would be responsible for the daily inplementation of theproject. The Government has designated a Project Director and his appoint-ment would be a condition of credit effectiveness. The Project Coordinatorand Project Director would be assisted by a Chief Technical Adviser whoseprimary function would be to assist in coordinating the activities of thetechnical assistance experts financed by UNDP and ODA. This management teamwould work closely with the four Directors in the DTE. The PIU would beresponsible for the implementation of the physical aspects of the project(Para 2.16). The responsibility for monitoring and administration of thetechnical assistance and local, regional and international fellowships wouldbe divided between the Directors, Planning and the Director, Administration.The Director, Program Inspection would coordinate all inputs for the develop-ment of the practical attachment program. The TEB would oversee the processof examination system reform of the Polytechnics and Colleges. The implemen-tation structure is shown in Chart 1.
3.12 Sites. All project institutions are existing and no additional landhas to be acquired.
3.13 Buildings DesiRns. The survey of the physical facilities and thepreliminary architectural work for the rehabilitation and extension programhave been carried out by a local architectural firm which has been engaged bythe DTE. It is expected that this firm would also assist in the tender.Lng
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and supervision of the technical aspects of the rehabilitation program (para2.16).
3.14 Procurement. Procurem..'nt arrangements are summarized in the tablebeLcw.
PROCURE14ENT METHODS 1/
Other NA Total g/Proiect Element ICB LCB Cost
(US$ Million)Civil Works, Professional _ 20.01 20.01fees, and Furniture (16.17) (16.17)
Equipment & Vehicles 21.82 6.92 28.74(15.24) [4.891 (20.13)
Books 0.84 0.84(0.43) [0.411 (0.84)
Training & TechnicalAssistance - 4,87 - 4.87
[4.871 (4.87)
Incremental Expenses - - - 7.74 7.74(4.16) [0.731 (4.89)
TOTAL 21.82 20.01 12.63 7.74 62.20IDA (15.24) (16.17) (0.43) (4.16) (36.00)ODA and IJNDP [10.17] [0.731 [10.90]
Note: Figures in parenthesis are the respective amounts financed by IDA.Figures in brackets are the respective amounts financed by otherdonors (UNDP. ODA).
!/ Figures represent total cost including contingencies.2l Includes duties and taxes where applicable.
separate contracts for rehabilitation and furniture for each project institu-tion (US$ 19.60 million) would be awarded on the basis of LCB procedureswhich are acceptable to the Asaociation and do not exclude foreign bidders.Civil works contracts which would range from about US$ 60,000 to aboutUS$ 1.10 million would be awarded in,;lusive of the costs of conatructionmaterials. Contracts for electrical works would be awarded separately toqualiZied electrical contractors. Equipment _.nd vehicles contracts(US$ 28.74 million) would be awarded as following: (a) equipment financed bythe IDA credit would be on the basis of ICB; (b) equipment financed by ODA(US$ 1.50 million) would be purchased according to ODA regulations; and(c) equipment financed by UNDF (US$ 3.39 million) would be on the basis of UNGuidelines (ICB). Books (US$ 0.84 million) would be purchased directly frompublishers, distributors or book jobbers on the basis of three competitiveprice quotations when feasible. Incremental expenses include US$ 0.92 mil-lion for salaries of additional staff and US$ 1.5 million for practical
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attachment allowances for which procurement is inapplicable, and US$ 5.32million for consumable materials and operation cost which will be procuredthrough normal commercial channels. Fellowships and technical assistancefinanced by ODA and UINDP would be in accordance with their guidelines. Allfurniture, -vil works, equipment and vehicle contracts over US$ 250,D00 eachwould be subject to prior IDA review which would cover 67% of value of worksand about 97% of equipment and vehicle value. Other contracts would besubject to selective post-award review.
E. Disbursements
3.15 The proposed Credit would be disbursed over a period of about sixand a half years which is one year shorter than the average country disburse-ment profile of IDA assisted projects in Bangladesh during the period1972-1982. One year reduction is justified due to the availability of sites,advanced stage of rehabilitation studies and the procurement of equipment byan experienced agency. A forecast of disbursements based on a six and a halfyears and adjusted to reflect the project implementation schedule (Annex 9)is shown in Annex 10. The Credit would finance 69% of total project costsnet of taxes in following manner:
Catezory % of Expenditure to be Financed
Civil works, professional feesand furniture 80% oi total expenditures
Equipment, materials. 100% of foreign expenditures;vehicles and books. 100% of local expenditures (ex
factory);67% of local expenditures on items
procured locally (off the shelfpurchase)
Salaries of additional staff, on a declining scale to averageconsumable training materials, about 60% of total expenditurepractical attachment allowancesand operation and maintenance costs.
3.16 Disbursements for small civil works and furniture contracts for theequivalent of US$ 10,000 or less, salaries of additional staff, consumabletraining materials and practical attachment allowances would be made onstatements of expenditures. Reimbursement applications would be submitted ona quarterly basis for amounts of equivalent of US$20,000 or more. Otherdisbursements would be fully documented.
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F. Accounting atid Auditin
3.17 The PIU would prepare and maintain project accounts in accordancew;i'h sound sccounting practices. Separate project accounts would be preparediind withdrawal applications would be supported by full documentation.Expenditures on salaries and other recurrent ezpenditures would be reimbursedagainst statements of expenditures certified by the Project Director. Duringnegotiations, the Government provide4 assurances that: (a) accounts andfinancial statements for each fiscal year would be prepared and audited byindependent auditors acceptable to IDA; and (b) certified copies of theaudited accounts and financial statements for each fiscal year, together withthe Auditors report would be furnished to IDA as soon as available, but notlater than nine months after the end of each fiscal year.
IV. BENEFITS AND RISKS
A. Benefits
4.01 There are several benefits of the project. The infusion into theColleges and Polytechnics of better trained teachers, a more practical cur-riculum, adequate amounts of consumable training materials, books, equipmentand rehabilitated functional workshops, would necessarily lead to an outputof better trained and motivated engineers and technicians. The managementimprovement measures supported under the project, i.e., the creation of anInspectorate, training of workshop staff in maintenance and repairs, delega-tion of more financial authority to Principals, a reformed examination sy8-tem, and a new management structure for the Engineering Colleges, are alllikely to result in a more effective use of already scarce resources, and theconsolidation of a system that once bordered on being non-functional. Thelonaer term benefit of this investment however, is that Bangladesh's effortsin development, both in the public and private sectors, wilL benefit fromproperly tTainvd engineers and technicians.
Risks
4.02 There is only one significant risk to the project. The introductionof practical attschment programs in the TTTC, Colleges and Polytechnics wouldbe difficult. Its success would depend to a large degree, on the attitudesof managers at the enterprise and field levels where most of the attachmentswould be undertaken. A reluctance on the part of these managers to include atraining function as a normal part of their duties which is mostly oTientedto production, could seriously endanger the program. The risk is minimizedby the fact that the Government would provide funds to finance fellowshiptraining and honoraria for the industrial/practical tutors in the Corpora-tions and government departments.
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V. AGREEMENTS REACHED
5.01 During negotiations, the Government provided assurances that itwould:
(a) after July 31, 1988, ensure that all new teachers to be appointed atthe Polytechnics have a Diploma in Technica). Education (para 2.03);
(b) after January 1, 1986, ensure that underqualified teachers in thePolyte"hnics enroll in the in-service program offered by the TTTC(para 2.03);
(c) require that the TEB would by July 31, 1987, make practicalattachments a requirement for the award of a Diploma in Engineeringand a Diploma in Technical Education (para 2.07);
(d) ensure that each College and Polytechnic would establish byJuly 31, 1985 ar4 advisory committee to assist in organizing thepractical attachment progran locally (para 2.09);
(e) make annual budgetary allocations to the levels agreed (paras 2.11and 3.09);
(f) revise upward the financial rules of 1978 so that the Principalscould undertake more building and equipment maintenance and repair(para 2.12);
(g) make adequate budgetary provision to the Facilities Departmentfor maintenance and repair of technical education institutions(para 2.14);
(h) agree that the qualifications, and terms and conditions of employmentof all consultants be acceptable to IDA (para 2.20);
(i) appoint cointerpart staff prior to the arrival of technicalassistance experts (para 2.20);
(j) appoint all additional staff according to a schedule agreed with IDA(para 2.21);
(k) provide adequate funds to ensure prompt customs clearance of allgoods, particularly workshop equipment (para 3.05); and
(1) ensure that accounts would be audited by independent auditors, andcertified copies furnished to IDA no later than nine months after theend of each year (para 3.17).
5.02 In addition to the above assurances the following are conditions ofcredit effectiveness:
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(a) issuance of a Governuent order establishing the Practical. AttacbknentPrTogram (Para 2.08);
(b) signing of an agreement with ILO/EQUIPRO for the procurement ofequipment to be financed by IDA (Para 2.12);
(c) signing of Technical Assistance Agreements between GOB andUNDP, and GOB and ODA (Para 2.20);
(d) approval of the two Project Proformas by GOB (Para 2.21); and
(e) appointment of the Project Director (Para 3.11).
5.03 Subject to the above conditions and assurances, the proposed projectconstitutes a suitable basis for an IDA Credit of US$ 36.0 million, to thePeople's Republic of Bangladesh for a term of 50 years, including a 10-yeargrace period.
TochnlcAl Mq4.*04 an Prolect
COMPARATIRE. RDOUCATION I NRIC4TORIq
AprI I 23, 1444
IKP NDITI3RP, EDUCATION3 fCIOMPLY1(of IRKCIIRRP.NTON1 E.DUCATION RP.cuRRENr AI3ULT RA418 PORe UNIT COST PROCRYSIRION
GNP1 PP.N 4AS PENCFIIT EXPENDITURE0S LITERACY PRIMARY PR IMARY PRIMARY PRIMARY RATE PROM4 SECMNDARY Str.NDARAY NIGHER8BASF0 POP. CAPITA PERCENRT GN9P TOTAL CENTRAL AILOOCATRD TO: RATE ENROLL. RCI63L STUDERNTS EDUCATION PRIMARY To ANRELL, STIII318Tq ENROLL,YEARR HILLS. (00) qEvI3TF.R To) .COVKRNHF1N? PRI SEC HI (0) RATrO CYCLE9 PER AS PP.RCENT 88CPNDARY RATIO Pelt RATIO
(1979) (1979) EDU3CATION EXPEND3ITURE (2) (19 76) (l) (0) TRACKER GNP/CAPirA (0) (1) TR.ACKER (1)
(I) (2) 3) (4) (5) (6) (7) (a) (9) (10) (II) ( 12) (131) (14)
DE.VELPED0P COUNTIOrI 0AUSTRALIA no 14.66 4,80 6.3 14.6 - )fl3 -- 0 100l 2)1 --- 99 73 11 20.90
CA74ARA RI ~~~~~~23.76 9:,43 7.7"a~ :Sa*5 y 30a? 34'? 23"t99 06' 100 21 19.907 100 920 IR 22.60'C.FR8MANN F.R. 79 61.2 12, 290 4.6 9.9" …---- *-. 996 49a Ion,e - --- ISO" .340 12. 100NEOTHROLANDS 79 14.0 10,4906 7 5 .1 20 35 25 9967 96 95 18 15.3 99 R2 13 12.40NEW ZEALAND) 9 3.2b 6.091b 5.5" 13.4 37 31 28 996 0 100 o 26 11.61 100 82 1s 25.80'6SWEDEN9 79 4.3 12,750 9.0 18 .2 31 10 10 996 990 100 19' 19.9 100 7)4 jio3' 36.%0'?
EASTERN APRI(CABOTSWANA 80 0.86 7206 6.3w 19 .3 48 28 IS 356 94 74 32 22.0 33"' 29 18 1.50R)iR)i0pi3 RI 4.2 235 2 ,8bw. 1q.0 43 28 27 25 2 9' 35 3? 201.2 12 30 17 1.40COP40ROS 99 3,41) 280 6.5" 25.4 40 286b 14 - 99' 65 45 16.0 58 210 90 1,40OJIROII?l 43 0.3 480 5.4 10.8 60 40 .. . 10 32 --- 41 --- 60 A 19 0.50OTHIOP01IA RI 32.86, 1406 2.9P 39 .7 45 25 20 53 42 1 24 6) 40,0 930 14 44 0.4 5KENYA, 79 is.3 390 5.9w I F.Ob' 71 15 IA 4 2 74 40 1. A 8 2818
LISOIOIR 82 1.46 ~~~~~ ~~4356 5.5 16 .9 38 32 26 536 1160 41 48 9.6 46 2! 21 1.30MADAGASCAR 77 8.5 330 4,0w 24 .8 53 28 19 50 94h. a3 5Sb 8.0: 38 18 23 3.IObyHA3,AW0 8I 6.l1, 23106 3.5 11.4 38 14 25 5256 62 23 65 S. F 1 2 4 21 0.40MAt1RITIU8 80 a.' i.08oh 6.9 11.5 39 40 7 80 87 7A 2)6 17.1 79 45x 21 0.40RW3ANDA AO 5'? 2006 3.2 21.3 62 17 II 836 570 62 40 14.0) 6 40 13 0.40ORYCRELLES 79 0.6 1,770 5,0 22.0" 3A4 3 S30 10 Ob -- -- -- 293 -- -.-- --SOR4AI. IA A R 4.5 280O 1.5 10.5 596b 446 66 50 ~ 2 b 806 296 9.06h0 126, 22 3.90SUDAN8 A9 19761 3806 3.0 --- 66 39 .. . 32 sI"x 68 34 1.4 44 10 16 ..SW6AZILAND0 8O 0.6 700 7.9 8s.8 41 34 IS 456 79 s0 34 11. 2 98 376 la 2.90TANZANIA 80 183 260 5.9 17.7 47b 10 6 956 87 43 11.0 2 20' 0.30UGANDA 89 I26 3 0 1."b3 376 206 48 540 6) 34 -- 17 5 23 0.60ZAI8E 78 27.5 210"b 6 .0" 22.8 49 26 25 IS 8A4 64 42" - 41 1 30 2? 1.10
6Y
ZANIA g89 5,76 5866 4,5IP III 48 23 22 446 95 90 48 12. 19 16 22 1.50ZIROABRI8E77 700b 5.1 19 .5 62 32 6 446 90 55 39 20.0 a5 15 2 3 0.00
W181T1R8 AFRlCASEE41 79 3,46 3206 6.5" 35.8 43 21 5 ilb 42 30 46 14.0 30 II 43 1.00yCA740R008 78 8.2 590 2 .9y 16.0y 338 43' 20" 74? 45' SOY 11.8"1 20" 147 26 1.30YC.A.R. 79 2 .2 280 3.58? 20 .6ay…--- 658Y --- - -. 0.700yCHAD 76 4.4 120 2, 4bioy 21.7, 6is 25' - 77 --- P 3Y 21 0.20?CONGO 78 1.3 470 940awY 27.70? 546? 30 4315'Y 4.800a7GABOR 77 0.6 3.420 3 7by 8.4y… ~ - 4 6by --- igby 2.8o"yCAIORA 77 0.6 220 3, 3aw 6 ,5b 46 2 5' 68 10b 406? 90' 2,6y 46.7a 40 I 21,07 17G13A3A 76 11.3 400 4.4y 155 - …- -- -- 71b6,0 -- 276?by 36bIy 21GUIREA 79 5.3 290P' 4 .6 P -- 25'" 28' 28" 20 34. 36 38 20.0'1P 85 18 29 7.80081908Y COASTr 81 R,36 1,070b 10.8 45.0 33 46 13 306 60 86 43 26.0 47 158"Y 26 1.90')'LIBMERIA 89 1.90 520 4.6 19.6 41 23 24 30 52 32 35 20.0 76 22 20 2.90861. 8I 7,b 190 4.28 21.7" 3IC 21 it 10 20 60 44 15.7 66 1 11 0.9007MAURITANIA 78 1.6b 320b 5.5 16.9 "'3 43 25 17b 32 60) 46 52.0 30 8 25 0.37NIGZII 78 5.2 300 4.3ay 16.40? 520 438 5" 8 17 56' 41" 38.7' 40 2 246 0.20YNIGERIA 77 82.6 910 4.1s' 9.6 I …-- -- - ---- jZ 25 0.17Y30N(GAI 7 7 5.5 450 5.8 7. 46 34 20 10 34b03y 43b'v . 20 30 21 2.206?RIERRA LEOME 77 250 4 b 36 .06… 1-- 5b 3 7 35 25.0b 84 15Si 22 0.6067TOGO 78 2.4 400 6.5tIw 26.5q 308' 2 21" 18 4 4 546? 3.05 b2xy0 44 160yUPPER VOLTA 78 5.6 180 3.404w 19.3"? 31 16 32 --- 156? 23 536? 52.5? 89 363tY 25 0.02?
LATIN IMERICA ARn TIRE CARIBBEANIA1RGENTINA 78 2 7 .3 ~2,210 2.7 10.9 43' 31a 14a 93b 89 52 17 - 87 31 8 23.00RAHLA3AS 79 0.2 2,770 5.7 19.1 36 36 I1 93ob 99 97 24 --- 97 75 19 -
MoRwos 78 0.2 2,~~~~~~~~680 8.5"y' 22 .1" 435 310 16' 996 1oo0 89 27y 18.9' 1 757 20Y -BOLIVIA 88 5.4 550 4.I"y 30.5"… … … …-- - 63 74? -- 23? --- --- 15 --- 12.607BRAZIL. 79 318.5 1 770 3.8 6.2 SI I4 76 73'?Y 23"? 4,56 b 6* s? 14ay 12,62bCAILI 76 10.9 1 890 3. 2by 133,46 … … … … …- ---
6zr 346? -- - 55bKv 20~ by 1.90 y
COILGIUIA 88 26.7b I I80O- 3.3 75.8 35 20 20 4lb 78 36 32 6.6 --- 47 20 10.92'?COSTA, RICA 88 2.2b I, 41 0 b 8.4 31.1 40 27 33 90 93 77 13 5.5 77 40 27 14.00CUBA 78 9.4 8-' .0 11 .0… … … …-- -- 96 Ii2 bxy 98 14by --- 98 7,bxy 35 19.02byROR4I9ICALN REP. 88 5.3 1,030 2.9 13.0 39 21 22 686 40 31 59 3.2 94 30 33 16.00ECU7ADOR 88 9,46) 1I10 6,4P 36.7 45 31 16 81 105 --- 36 12.6 86 47 16 29.00EL SALVADOR 77 4.4 640 3 2? 3.I
61 64 8 27 67 4260? 32 39 --- 41 26630? 276? 7.90by
OOATIR0A1A 78 6.8 1,0110 1,70?y 12.6b --6… -- - 496030 - 356?Y -- 9 356307 1Rby 5.50?GUYANOA 76 8.8 630 8,1 by 13.8y-6?…- - 996070 -- 376? .. 596:0 --- 3.06byHIAITI 84 sob 230 3.4w 7 .9O? 65 9 6 23b 50 20 4 390 a2 a0 2 28907N8DU84S 78 3.6 520 3 ,5b 14 .36? 62" 15' 19" 60 496X30 30' 416? 12.80 088 21'? 19 8.007JAMAICA 84 2.1 1,110 6.5 13.7 37 43 20 90 98 98 40 2.3 95 81 22 8.90
310X010 40 ~~~~~~~~6.5 1,8 . 1." 4 3 5 9 98 53 46 9.5 86 56 17 10.30NICARAGUA 78 2.6 I18 3 I" It' -o
6906 ,6 24 376 266 30~
PANM(A ~~~ ~~78 I 8b i.55ob 5,367y 21.46? 42" 13' 13 426 956? 256 -16-5 56 27b 20.40byPAELAI3LAY 79 3.0 1,140 1.4w 14.2 42 17 20 84 93 32 28 3,jr 76 22 12 0.70PERU 80 16.6 1 000 3.6 14 :3b 53 IS 19 80 9l3 56 39 9.8 89 39 22 14.407TRINIDAD 6 TOR. 77 1.1 3,910 4.66? 8.6 48 32 20 95 98 91 30 10.5?, 49 62 24 -0RLIGIIAI 8 29 ,0 2.5 9-46 - … 94bx
624 --- -. 64~ -- 17.R0'y
VENEZtUELA 78 14.4 3,440 5.3? 18.96…82 13660x - 28 --- 3860 17 21 .10?
BANGOLADESH Pago 2
rechinical Education ProJect
COMPATIRTVE ERI5CATIONO INDICATORS
April 23, 1984
CENTRALGOVERNMIENTI
oN EUCATION RicuRIReNT ADIULT RATE FOR UNIT COST PROGRESSIONGNP PER AR PERCENT EXPENDITUJRES LITERACY PRIMARY PRIMARY PRIM4ARY PRIMARY RATE PROM SECONDARY SECnNDARY HIGHER
BASE POP. CAPITA PERCENT GNP TOTAL CENTRAL ALLOCATED TO: RATE ENROLL. SCHOOL STUDENTS EDUCATION PRIM4ARY TO ENROLL. STUDEN?S ENRnLL,YEAR MILLS. (U5$) DEVOTED TO GOVERNMEHT PRI SEC Hi (2) RATIO CYCLE PER AN PERCENT SECONDARY RATIO PP.8 RATIO
(197) (179) DUCAIONEXPENDITIIRE MR (1976) (2) (2) TEACHRP. GNP/CAPIT4 (2) (9) TEACHER (2)
(I) (2) (3) (43 (5 (6) (7) (8) (9) (10) (1I) (12) (13) (14)
FAST ASIA AND THlE PACIFICCHINA el 996 Ob 2006 i.6 8,3 34 39 Z7 66 b 80 63 23 7.0 72 3$ 17 3.70INDONRSIA 81 150 9b 520 2.1 9) 70 24 6 32b 98 61 37 11.0 74 27 26 3.70*b 1KOREA 82 39.3 ,6366 7 .7w 20,8R 34 34 31 96 99 98 43 19.0 98 84 38 21.80MALAYSIA 81 14,2b I1,788 9.2 22,0 32w 37w 15S5 6Ub 96aE 97 22 12.2w 87 454 19 3.704PAPUA N.G. 03 3.0 7 5.4 19,0 40 17 *22 - 60 734 3JIn is.0 35 1310 274 1.00PHILIPPINES 79 4 8 3ob S90 b 14,0 64 346* -- 756 84 65 31 7.) 89 55 36 21.00SINGAORE NO 2.4 4,620 2.7 6.7 39 40 16 83 92 82 31 N.H 96 55 22 R.OOSOLOMON ISL. NO 0.2 460 4.2Pw )S,011 4) 34 Z0 --.- 60 NO 26 --- 35 INTHAILAND so 4 7:3b 723b 3.4 20,9 59 1s 1s 866 9q -- 17 935 29 22 4.00
SOUTH ASIABNGHLADESH 79 92.3k 90 j1 1p 10 .,ay 51 17 20 22b 63Y - 53 5.6 -- 4 23 1.43INDIA 77 659.6 210 3,9y 9.9557… … … …- - 36 795t --- 41 --- --- 2Nx --- 8.304YNEPAL 82 15.06 1596 1.4 --- -- -- -- JR 70 --- us --- --- 2) 23 3.704PAKIISTAN 79 79.7 270 2,ocy 5,ly 39 26 27 24 56K 80* 48 6.', 51 20x 17 6.00
EUROPE. M1IDDLE EAST AND MONTH AFRICAAFGHAHISTAN 77 13.5 -- 1.7 3.7 47 19 15 12 31by 69 376 - 62 N 22by 1.aoYALGERIA 79 18.3b 2,770 2.8H
412.3 34a5 260 21a 35 N3Y 454 37 7.0? 35a 39Y 26 3.70Y
EGYPT * N 4 3 .0 5396 3)4aw 4,5 314 35" 364 44 R4X 50 a 34 9.Aa 83a 43 19 1.CREECE ~76 9.2i, I ,5 10,6 37 26 21 976 29b 6.2? --- 791 276 170?
IRANd 79 36.9 : 7 4,14
Y… … … …s Iola -- 324"- 448t 249 4.9134YIRAQ 79 12.6 2,719 4.3ay 6.945'…100?OO ... 28 --- --- 4545Y 394 9.30avIRELAND 8t 3*4b 4,480 6.34Y 1I.81Y-98 93 94 29 --- 98 81 14 11.00
JORDAN N~~~I 2.26 1,420b 4.95 02 1 6 1 10108 8 32 7.2 91 921 25 19.00LEBANON 79 2.3 -- 18,6 -- ---- .. 99 --- 19 -6--46 27.80"yMOROCCO so 19.5 740 6.34w 17,54 36 44 20 29 59ay 33 39 2-9.7 40 251 21 4.50OMAN2 92 0.9b 5,920b 3,545a .1 - - -j,…39b7 7J1 65 25 --- 96 11 14PORTUrAL 79 9.8b 2,060 3.6 22.2 50 28 11 78 97 20 I9a 12.8 NRa 451 170 1.301ROMANIA 78 33.1 2,100 3,96? 6.27…- ---- 99 1066 -- 2336 -- 98 84b% 336 10.60 bySPAIN 76 S~. e3 4,920 M.1 16.87 -- _ - …- ._ 98bY -- 396 - - 67b5' 2.4- 6ob0ySYRZA 78 8.6 1,170 4.4P 10.3 39 25 24 58b 87by 80 356 - 68 41by 3-lb 12.60TUNISIA 79 6.4 1130 7.0p 19.0 42 39 18 962 1001 No 396 12.8 30 30x 30 6.00TURKEY 81 4:76 1,4601 3.1 26.2…------ 73b 2181C 90a 28 7.9 51 3R 20 6.70YEMEN A.R. so 6.8 420 5.0p' 12.0 94 7 21b 37 12a 35? 67.0 a5 3 20 1.10YEM4EN P.O.R. 82 2.01, is0b 7.6 9,7 63a 144 9A 53 61 34 25 22.0A 46 17 20 2.50
NuMbeRY FOf CoVEntrIes:CUnI 84 94 70 69 67 76 98 64 94 62 72 9I 86 89
Range: (1.4- 3.7- (19- (7- (5- (8- (15- (12- (17- (1.1. (6- (2- (R- (0.01-10.0) 45.0) 04) 46) 36) 99) 119) 99) 77) 67.0) 99) 84) 48) 29.0)
Quartiles: Upper: 5.6 20.8 52 35 22 00 96 79 42 20 85 45 25 10.6Median: 4.0 15.5 43 27 is 52 83 60 ?5 12 61 25 21 5.7Lower: 3.0 10.5 37 Is 13 24 56 35 27 7 40l 13 18 1.0
Quartile Deviations 1.1 5.1 7.5 9.0 4.0 23.0 20.5 22.5 7.5 6.4 11.5 15,5 8.5 4.8
Meant 4.5 16.1 46 28 10 53 75 60 36 16 60 31 21 . 6.9
Standard Deviation, 1.8 7.4 13 10 7 30 26 25 11 13 27 23 7 7.4
Medlan, 4.0 15.5 43 28 19 53 83 61 35 12 61 25 32 3.7
SYMBOLS: TOOTNOTES:DATUM UNAVAILABLE A - DATUM PRIOR TO BASE YEAR 5 - MINISTRY OP EDUICATION (MOE) ONLY
.. NAGNITUDE NIL1 OR BJEOLICISLE B - DATUM MORE RECENIT THANA BASE YEAR T - NOR ANDO STATE GOVEBM2SNT ONLYI DATUM QUIESTIONABLE. N - CURRENT PRICES 55 * PUBLIC EXPENDITURE ONtYa INCLUDES PART-TIME STUDENTS P -GDP X - INCLUDES OVER-AGE STUDENTS
V - UNESCO SOURCESSOURCESs Z - LOWER SECONDAPY ONLY
Columms I 408 2: WJorld Bark Atlaa or 1350 misaono.sColumns 3 to 14: lBRO ifiesiota., Government sources and/or UlnoOro Statietical Yearbook.
Coaparative Education Data are useful In the evaoluation of varlous education systems and ana37sis of relative stages of educational developenat heEveen variouscountriao. However, on the basis of the present data, ctoso-atOional ootaisrison should be approached with groat caution. Data presented in the above Sable havebeen collected largely by Bank missions freet Ntovareent sources, the remainder are staff eatOMates or data from. Unesco. Efforts have bean vmade to steederdl2e,definitions and, wiEthin limits, to check She accuracy of She data. Nevertheless, auch data are atlil Im.perfect in sevoral reapects and tha Rank to working SoImprove them progreasivsly on the occasioon of its operational vork. In the use of these data, the followloig quealfication.t should be kept En mind:
(1) 'Education' an defined tn the table Includes all education and training, bolt. formal and non-form,Al.
(2) 'Prieary' education refera So education at the first level and 'aeeosdary' education refers to all education at the secondary level regardless of type(e.g., general, tech::ical, agtIcs.ltural).
(3) 'Llteracy rates- (0o1, 6) are often obtalned free country censusea, In many countrias they Are only approxisarfoem and it In doubtful that any uniformdefinition of 'literate' has been followed c.nisitently.
(4) 'Public emependiture in education' (cols. 4 and 5) refers to all capital and recurrent expenditures devoted to education by public and quaoe-fuhlicagenicies.
(3) 'Enrcllaent ratio#' (colo, 7, 12 and 14) refer to school year and are the percentage of eligible children enrolled full-time In the approPriate school,public and privata by level. They are often subject So a wide margin of error In the developing countries owing to vsriattone in the accuracy of baseicdata (i.e., age-specific population and ensollnenbs). Enroilmant figures frequently are higher than the number of studenta actually in school. Over-agedstudents whose inclusiot is Indicated by footnotes also can inflate the ration.
-31-ANNEX 2Page I
BANGLADESH
TECHNICAL EDUCATION PROJECT
Technical Education in Bangladesh
Introduction
1. Technical manpower falls into three categories. Each iB distin-guished by the relative amounts of manipulative skills and the application ofmathematics, science and technology. This is illustrated below:
I Skilled I I Professional II Craftsman I Technicians EuxngineersI Manipulative Skill l Il l Application of Math, I
Ii ^ Science & Technology I
2. Technical manpower is a sine qua non for industrial development. Theadequacy of the supply of manpower depends upon numbers, quality of skillsand its proper utilization. The engineer, the technician and the skilledworker form a three-man team responsible for the effective execution of anengineering project. This concept of the three-man team form the basis ofthe three level technical educational program in Bangladesh: (a) Degreeprograms for engineers; (b) Diploma programs for technicians; and (c) Voca-tional-trade programs for skilled workers. Table 1 shows the number ofinstitutions, enrollments and output.
Degree Programs
3. The responsibility for engineering and technological education atthe degree level rests with the Bangladesh University of Engineering andTechnology (BUET) (Dhaka), Bangladesh Agriculture University (BAU) (Mymen-singh), four Engineering Colleges located at Dhaka, Khulna, Chittagong andRajshahi, the College of Textile Technology and the College of Leather Tech-nology. BUET and BAU are both autonomous institutions established under twoseparate Acts of the Government. The four engineering colleges and thecolleges of Textile and Leather Technologies are under the administrativecontrol of the Ministry of Education, through the DTE; but are affiliated foracademic purposes to the respective general universities of the region inwhich each is located. The Chittagong Engineering College is affiliated tothe Chittagong University, both the Khulna and Rajshahi Engineering Collegesto the Rajshahi University, while the Dhaka Engineering College is deemed aconstituent college of the Dhaka University in the Faculty of Sciencee Thetwo Colleges of Textile Technology and Leather Technology are both affiliatedto the Dhaka University as its constituent colleges. All Eix colleges atpresent conduct only first degree courses.
-32-ANNEX 2Page 2
4. Bangladesh University of Engineering and Technologv (BUET), The BUETis the apex institution of the technical education system. The universityoffeTs a four-year bachelors degree in civil, mechanical and electricalengineering, architecture, chemistry, metallurgy and physics. A mastersdegree program of an additional two years is also offered in most subjectareas. The medium of instruction is English. Entrance requirements to theseprograms are highly selective and only a limited number of students with thehighest passes of the Higher School Certificate (USC, Grade 12) are admitted.
5. Bangladesh Agriculture University_(BAU). The BAU located at Mymen-singh is under the general administration of the Ministry of Agriculture.BAU has six faculties, Agriculture, Animal Husbandry, Veterinary Science,Agricultural Engineering and Technology, Agriculure Economics and RuralSociology and Fisheries. It admits holders of the HSC (Grade 12) to the BScprogram. Total enrollment is about 3,200 with a teaching of about 300. Onthe average, BAU has a total annual output of some 350 BSc and MSc graduates,the majority of whom come from three faculies, Agriculture, Animal Husbandryand Agriculture Economics.
6. The three Engineering Colleges (Chittagong. Khulna and-Raishahi)offer four-year courses leading to the B.Sc. Engineering degree in Civil,Electrical and Mechanical Engineering. Admission to the program is contin-gent on passing the regular Higher School Certificate (HSC) examination(Grade 12) at least in the second division with Physics, Chemistry and Math-matics as subjects. Those who have passed the SSC examination (Grade 10)at least in the second division and the Diploma-in-Engineering Examination ofthe TEB in the first division, are also eligible to apply for admission.Admission is made, in order of merit, on the results of a competitive writtenadmission test examination conducted by each engineering college. Thepresent intake capacity for each of these colleges is 180, equally dis-tributed amongst the three departments of Civil, Electrical and MechanicalEngineering. The three colleges follow the annual system. Each collegeconducts a half-yearly examination during each academic session, while theannual examinations are conducted by the respective affiliating university atthe end of each academic year and are designated as Part I, Part II, Part IIIand Part IV examinations respectively. The Part I examination (on commoncourses) can be regarded as a qualifying examination for promotion to the tothe second year class, while the combined results of the Part II, III & IVexaminations with equ'al weightage, are considered for the determining theclass to be awarded in the degree. A candidate qualifies for the degree onlywhen he has passed all the Part I, II, III and IV examinations.
7. The Dhaka Engineering College is the fourth engineering college,established in 1980, specifically for providing an opportunity to holders ofDiploma-in-Engineering to enhance their academic qualification to degreelevel in Civil, Electrical and Mechanical Engineering. This College selects,through ar. admission test, diploma holders for admission into the degreecourse and a selected candidate is required to successfully complete a
ANNEX 2Page 3
14-week special course in Physics, Chemistry, Mathematics and English as apre-requisite before being allowed to join the B,Sc. Engineering Course. TheCollege follows the semester system. The total duration of the degree courseis, in additio,. to the 14-week course, three academic years and each academicyear is divided into two semesters, each of 16 working weeks. The firstbatch of 120 students was admitted in 1980. The annual intake is to beincreased to 180 over the next few years. The first batch of 120 studentshas been distributed equally between the three branches of engineering. Thesecond batch of students began their classes in October 1983. There is nooutput of graduates as the first batch is still in the second year.
8. The Bangladesh College of Textile Technologv was established in 1950as the Textile Institute, to offer diploma-level courses in textile technol-ogy, textile chemistry and jute technology. This Institute was up-graded in1978 to a College, affiliated academically to the Dhaka University to offerfour-year courses leading to B.Sc. degree in Textile Technology. For admis-sion into the regular degree course, a pass in the HSC examination at leastin the second division with Physics, Chemistry and Mathmatics an.4 the SSCexamination at least in the second division. Eligible applicants arerequired to pass a written admission test in Physics, Chemistry, Mathmaticsand English (functional) and selection is made on the basis of the results inthis test. The number of seats available for the 1983-84 academic session is50.
9. The Bangladesh College of Leather Technology was established in 1978by up-grading its predecessor, the Bangladesh Institute of Leather Technologywhich was established in 1949. It is under the administrative control of theMinistry of Education through the DTE, but for academic purposes affiliatedto the Dhaka University. The college first started offering the four-yeardegree course from the session 1979-80. A special two-year degree course wasalso offered by the college specifically for diploma holders in LeatherTechnology, but this has been discontinued and no student has been admittedsince 1982. According to the up-grading scheme the annual in-take capacityinto the four-year degree course is 20, minimum admission requirement beingHSC. The college offers also the following courses, in addition to thedegree course: (a) Advanced Certificate course in Leather Technology (twoyear course for SSC passed etudents), Intake capacity - 30; (b) AdvancedCertificate course in Footwear Technology (entry qualification SSC), AnnualIntake capacity = 30 (two year course); and (c) Trade courses (one year afterGrade VIII): Artisan in Tanning (30 seats), Artisan in Footwear (30 seats)and Artisan Leathergoods (30 seats). The colleges of Textile and LeatherTechnologies follow the annual system. They conduct the half-yearly examina-tions for degree students and the affiliating university of Dhaka conduct thefinal annual examinations at the end of each academic year. These finalexaminations are designed as Part I, II, III and IV examinations. The Stu-dents of Leather Technology follow the same courses from first year to thethird year and specialization occurs in the fourth year. Division/Classesare awarded on the combined results of all four parts of final examinationsconducted by the University.
-34- ANNEX 2Page 4
10. Bangladesh Agriculture College (BAC) is located in Dhaka. It offersa degree in general agriculture, and its academic program is affiliated withBAU from what it obtains its authority to award degrees. It has an enroll-ment of about 500, a teaching staff of about 55, and an average yearly outputof 60.
11. Technical Teachers Training College (Established in 1964) has notfunctioned since 1977. During the period of operation, it offered a two-yeardegree course for holders of Diploma in Technical Education. The course wasdesigned for the technical teachers of Polytechnic Institutes to up-gradetheir academic qualifications through advanced courses in Engineering andpedagogical sciences. The minimum qualification for admission into thiscourse was a technological diploma and a technical teacher training diploma(obtained from a course at the same Technical Teachers' Training College)plus teaching experience. The curricula and syllabi of the courses wereprescribed by the Dhaka University which also conducted the final examina-tions and awarded the degree. Trainees could have specialized in any of thefollowing branches: Civil, Mechanical, Electrical and Power Engineering.Courses leading to the Diploma-in-Technical Education were also available atthe Technical Teachers' Training College. These were one-year courses andthe minimum qualification for admission was a technological diploma from aPolytechnic and some teaching experience. The curricula consisted of bothpedagogical and technological courses as approved by the TEB, which alsoconducted the examinations for awarding the Diploma Certificates.
Diploma Programs
12. Polytechnics. Diploma courses in various fields of engineer-ing/technology, couimercial and industrial subjects are offered at 17Polytechnic InstitLites which are located at district headquarters. TheGovernment has rec'ently decided to establish with assistance from SaudiArabia and UNESCO', a Mohila (Women) Polytechnic at Dhaka. These institutesare all under the administrative control of the DTE, but academic controlrests with the Technical Education Board (TEB). The Board was set up by anAct of the Government to organize, regulate, supervise, and develop technicaleducation in the country. The Board has its own executive body. Publicexaminations are held for every type of courses under the auspices of the TEBand, all diplomas and certificates are awarded by the Board. Diploma coursesin the following technologies and commercial sub 4 ects are available at theinstitutes: (a) Diploma-in-EngineerinR (three years): Architecture,Automobile, Chemical, Civil, Electrical, Electronics, Food, Mechanical, Powerand Form Technologies (Power); and (b) Diploma-in-commerce (two years):Accounting and Secretarial Science. This wide range of courses is notoffered at all the institutes, but the majority offer courses in Civil,Electrical, Mechanical and Power Technologies. Courses in other technologiesare offered by institutes depending on the local requirements and facilitiesavailable in them. Courses leading to the Diploma-in-Commerce are offered at
ANNEX 2Page 5
the attached commercial departments of Polytechnic Institutes and six Commer-cial Institutes, Each institute has a Principal, a Vice-Principal and aRegistrar and other administrative staff. The Principal is the administra-tive head of the organization. Each teaching department is headed by f ChiefInstructor and is composed of the following categosies of teachers: (aiTechnical Department: Chief Instructor, Instructors, Foreman (Workshop) andJunior Instructors; and (b) Related Subiect Deiartments (non-technical):Chief Instructor, Instructors, Lecturers and Junior Instructors. The numberof teachers in all polytechnics is about 1001. About 80% of the teachershave had no training (practical or subject-specialization) beyond theirDiploma. Some have had some industrial training, but it .as been irregularlyorganized. There are very few degree-holdere as teachers.
13. Monntechnics. Diploma courses are also offered at the Glass andCeramics Ins;titute. Graphic Arts Institute and the Survey Institute. Theseinstitutes are also under the administrative control of DTE, and academiccontrol of the TEB Admission requirement is a Grade 10 education.
14. Examinations. Polytechnic and Monotechnic Institutes follow thesemester system; each academic year being divided into two semesters each of16 weeks duration. Grade 10 is the minimum entry requirement, and uniformadmission procedures are laid down by the TEB, Eligible candidates arerequired to sit for a written admission test, and admission is purely on theorder of merit. Students are required to indicate their choice of departmentat the time of admission. Recently, a revised examination system for theaward of Diploma-in-Engineering has been adopted by the TEB. According tothis new system, the institutes would conduct both the mid-semester andsemester-final examinations. Mid-semester examinations comprise 25% of thetotal marks allocated for a subject; class tests, quizzes, attendance andconduct 25% and the Board-based semester final examination, the remaining50%. Mark distribution for the practical portion of subjects have also beenprescribed. A student is promoted from one semester to the next semesterirrespective of whether he has failed in one or more subjects, theoretical,practical/sessional i.e., a student is allowed to carry oves subjects fromone semester to the other, which he can clear in the following semester. Astudent will proceed upto the end of the forth semester or second year in themanner as described above. If a student has carried over subjects failed inthe 1st, 2nd, 3rd and 4th semester, he will have the opportunity to appearand pass in the failed subject:s in the 5th and 6th semesters compreheneiveexaminations conducted by the TEB or even earlier. The B4erd will conductthe Diploma Final Part I and Part II examinations at the end of 5th and 6thsemester respectively. Award of Diploma is based on the combined results ofboth the Part T and Part II examinations.
15. AAriculture Training Institutes (ATIs). Pre-service training to thediploma level for agricultural technicians, of which majority are employed asgeneral extension workers (BSs), is conducted at Agricultural TrainingInstitutes (ATIs). The Division of Training (DOT) in the Ministry of
-36- ANNEX 2Page 6
Agriculture administers the ATIs. Originally these institutions wereintended to train Block Supervisors for emplroyment solely by the Directorateof Agriculture-Extension and Management (DAEM). Since DAEM has now beenabolished and merged with other agencies and due to the increasing and varieddemand from other government agencies and from the private sector, trainingcontent has been broadened to ensure that ATI graduates can perform multi-functional tasks, both in the public and private sectors.
16. There are 11 ATIs with a total enrollment capacity of 2,720. Cur-rently 1,027 trainees are enrolled and undergoing first year training leadingto a two-year diploma; there are at present no second year trainees due tostudent unrest two years ago. Five of the ATIs have been recently con-structed and equipped; one by GOB, one through a Danish InternationalDevelopment Assistance (DANIDA) grant and three by an ongoing IDA assistedproject (The Agricultural & Rural Training Project: Credit 621-BD). Fourexisting ATIs were also renovated and partially equipped under this project.One other existing ATI is located in old and dilapidated premises which willbe vacated in 1985 when a further two new ATIs are completed; one is nowunder construction by Government at Barisal, and the other would be builtat Joydebpur under a second DANIDA. grant.
17. The ATI dip'loma courE- 4sts two years. Places at ATIs are offeredto grade ten leavers on ive basis. The current curriculum, adoptedin 19/9, covers general &Aicuitural subjects including animal husbandry andfisheries. The female students take home economics and home managementcourses during the time male students take Zarm machinery courses. Duringthe first year, training is conducted entirely on campus. During the secondyear, however, trainees spend about 30% of their time in the field under anapprenticeship to serving extension officers.
Certificate Programs
18. This program trains and prepares skilled workers in different tradesand vocations. Successful trainees are awarded certificates. These certifi-cate courses were originally of 1-2 years duration after eight/ten years ofgeneral schooling and offered at 35 Vocational Training Institutes (VTIs) and5 Technical Training Centers (TTCs). Prior to September 1982, the VTIs wereunder the administrative control of the Directorate of Technical Education(DTE) while the TTCs were under the Bureau of Manpower, Ximployment and Train-ing of the Ministry of labor (BNET). Both sets of institutions are nowmanaged by the BMET. BMET has also introduced modular courses of six monthsduration in the VTIs and TTCs, offering certificates of Grade III, Grado IIand Grade I levels. The TTCs and VTIs are to be gradually merged into asystem of Vocational Training Centers (VTCs).
19. Technical Training Institutes (TTC). There are 5 existing TTCs and7 new ones under construction. These insitutions offer 6 month courserecently replaced a two-year program. Admission requirement is a Grade 8educatior..
-37- hAEX 2Page 7
20. Vocational TraininR Inatitutes (VTIs). There are 35 VTIs locatedat each of the major sub-divisions. These also offer the six month moduloncourses in 10 Trades. Unlike the TTCs, each VTI does not offer the broadrange of courses, but is limited to 2 trades.
Table 1: Institutions by Tvye. Number. Enrollment. Outvutand Capacity Utilization 1982
Admis- Total Total First CapacityNumber sion Re- Teach- No. of Current Yearly 'Year Utiliza-
Name/Type of of Insti- quirement ing Places Enrollment Average Intake tion (6)Institution tution CGrade) Staff Available (1982) Output CaDacity as 2 (5)
1 2 3 4 5 6 7 8
BUET 1 12 226 2,290 2,761 477 560 120.00
BAU 1 12 300 3,200 350
EngineeringColleges 4 12 152 3,240 2,178 184 840 67.20
College ofLeather Tech. 1 12 n.a. 100 112 10 60 112.00
College ofTextile Tech. 1 12 n.a. 360 348 48 120 96.67
Bangladesh Agric.College 1 12 55 500 60
Monotechnics 3 10 59 115 118 23 65 102.00
Agriculture Trg.Institutes 11 10 2,720 1,027 800 37.70
Polytechnics 17 10 1,001 15,420 11,800 1,262 5,540 76.50
TechnicalTrg. Centers 5 8 187 3,981 3,299 2,866 3,981 82.86
Vocational Trg.Institutes 35 B 148 1,760 1,844 380 1,020 104.70
Source: Bangladesh Bureau cof Education Information and Statistics.
-38-
ANNEX 3
BANGLADESH
T9CHNICA.L EDUCATION PROJECT
External Assistance to Technical/Vocational Education
Duration of Assistance,Level Institution Donor Amount (USS million)
Degree Bangladesh University ofEngineering and Technology USAID 1962-1972
Bangladesh Agriculture Univerisity USAID 1962-1972Graduate Training Institute (BAU) IDA Cr.407-BD 1973-80, US$21.0Bogra Academy for Rural Devlopment IDA Cr.621-BD 1976-82, US$12.0Islamic Center for Ter$nical and Vocational ORGANIZATION OFTraining and Researb ISLAMIC COUNTRIES 1980-
Technical Teacher TrAining College USAID 1964-1972FORD FOUNDATION 1964-1970
EnRineering Colletes: Ihulna NORADChittagong NORAD 1979-1983
Dhaka (Joydebpur) USSR 1972-1984College of Leather Technology IDA Cr. BD 1981-84
Diploma Polytechnics: Dhaka FORD FOUNDATION 1955-1965DANIDA 1974-1985
Chittagong UN SPECIAL FUNDRhulna AUSTRALIANew: Barisal, Rangpur, Bogra, Pabna, Sylhet IDA Cr.407-BD 1973-80, US$21.0Epuinment only: Comilla, Feni, Mymenrsiugh,Rajahahi, Dinajpur, Jessore, Kushtia, Faridpur IDA Cr.407-BD 1973-80, US$21.0Kohilla Polytechnic SAUDI ARABI Septl982, US$1.9Glass and Ceramics Inatitute UNDP7 Agriculture Training Institutes IDA Cr.621-BD 1976-02, US$12.0Agriculture Training Institutes IDA Cr.1396-BD 1983, US$8.1
Certificate Technical Training CentersChittagong, Chittagong Hill Tracts, Paridpur UNDPMaridpur (Dhaka) SEATOBangla-German (Dhaka) GERMANY F.R. 1974-1982Rajehabi, Hymensiagh, Bogra, Bansal, Rhulna, NCSDT IDA Cr.912-BD 1979- , U3S25.015 Thana Training Units ( eTUs) IDA Cr.621-BD 1976-82, US$12.035 Vocational Trainiing Institutes (VTIs) SIDA 1974-Ongoing
-39-ANNEX 4
BANGLADESH
TECHNICAL EDUCATION PROJECT
Manpower Demand and Supply for Engineers and Technic-.ans
1. ENGINEERS
A. DEMAND 1980 1990
Stock Demand
7,620 aJ 19,500 bi
B. SUPPLY
1980 Stock in 1990 5,620Cummulative output from4 Engineering Colleges and BUET 14,580 cJ
20,2002. TECHNICIANS
A. DEMAND 1980 1990Stock Demand
15,724 af 58,100 EJB. SUPPLY
1980 Stock in 1990 11,591Cuumiulative output fromPolytechnics 47.300 Li
58.891
a/ Source: Second Five Year Plan: GOB - Planning Commission.
b/ Engineers: includes number of posts available in 1980 plus additionalrequirement of 1,200 each year to 1990.Technicians: includes number of posts available in 1980 plus an additionalrequiremeat of 3,600 (ratio of 3 technician: 1 engiaeer) each year to 1990.
c/ Engineers: includes output from specialized colleges and BAU (EiigineeringTechnology).Technicians: includes output from Monotechnics. -
-40- ANNEK 5
BANGLADESR
TECHEICAL EDUCATION PROJECT
Consumable Training Materials
A. Proposed Level of Provision per Student per Year
ActualProvision
Institution (1982) FY85 FY86 FY87 FY88 FY89
Technical Teacher Training College - 35 45 50 55 60Engineering Colleges 20 30 35 45 55 60Polytechnic Institutes 15 25 30 40 50 50
B. Proposed Level of Provision by Institution
No. ofInstitution Students PY85 FY86 FY87 FY88 FY89
per Year -- -- US$Technical Teacher
Training College 235 8,225 10,575 11,750 12,925 14,100Engineering Colleges 2,610 78,300 91,350 117,450 143,550 156,000Polytechnic Institutes 12,680 317,000 380,000 507.2D0 634.D00 634.000
Annual Totals 403,525 481,925 636,400 790,475 804,1O
TOTAL .US$ 3.116.425 1,
C. Proposed Level of IDA Financing
FY85 FY86 FY87 FY88 FY89-------- …-- us$…
85% 75% 60% 50% 5D%
US$ 342,996 361,443 381,840 395,237 402,050
TOTAL ............. US$ 1,883.566
1/ Excludes contingencies.
-41-ANNEX 6Page I
BANGLADESH
TECHNICAL EDUCATION PROJECT
Technical Assistance
Foreign Experts
Man-MonthsInstitution Field of Specialization Total
<Mx FY85 FY86 FY87 FY88 FY89 FY90
Ministrv of Project Management 42 6 12 12 12Education Restructuring Colleges 12 - 12 - -
Technical Senior Technical Advisor/Teacher Curriculum DevelopmentTraining Advisor Electrical 36 6 12 12 6College i Mechanical 24 - 12 12 -(TTTC) " Civil 24 - 12 12 -
" Power 24 - 12 12 -" Audio-Visual Aids 24 - 12 12 -
Short-term Consultants 12 - - 6 6TechnicalEducation Board Examination Reform 12 - 6 6 -
Directorate of Industrial Attachment 12 6 6 - -
Technical Inopectorate 12 - 12 - -
Education Short-term Consultants 12 - 6 6 -
TOTAL 270 18 126 102 24 -
-42- ANNEX 6Page 2
Fellowshis Protram
Man-MonthsInstitution Area of Specialization Total
and Type _H/H FY85 FY86 FY87 FY88 FY89 FY90
Technical Curriculum Developt. (() 3 - 3-Education Examination )anagt. (1) 3 - 3 - -
Board General (R) 6 - 6 - - - -
Directorate inspection (r) 9 - 9of Technical Organization of PracticalEducation Experience Programs (I) 18 - 12 6 - - -
TechnicalTeacbers Teacher Training in:TraininR Subject Specialisms (1) 288 - 96 96 96 - -
Colle2e
En-ineerinx Postgraduate TrainingColleges in Engineering (1) 234 - 30 42 54 54 54
M.A. in Engineering (1) 432 - 108 108 108 108 -
Polytechnics Subject Updating (R) 42 - 12 20 10 - -Staff Development Seminar(L) 150 - 30 30 30 30 30
TOTAL ....,.............. 1.185 - 309 30. 298 192 84
OF WHICE: International (I) ....... 555Regional (R) ............ 48Local (L) ......... , 582
-43-
ANNEX 7Page I
BANGLADESH
TECHNICAL EDUCATION PROJECT
Schedule of Appointment of Additional Staff
Totalto be
Institution Appointed FY85 PY86 FY87 FY88 FY89 FY90
Technical Education Board 7 4 3Directorate, Technical Education
- PIU 207 a/ 177 30 -- PIW (Inspectorate) bf 18 6 6 6 - -
Technical Teacher TrainingCollege cl 47 27 20 -
Engineering Colleges b/ 135 59 46 30 - - -
Polytechnics 274 112 102 60-
A/ Includes 194 temporary technical and other personnel for a period of18 months to assist in supervision of the rehabilitation program.
b/ Additional staff to be appointed and financed by GOB.
ci To be financed, by ODA.
Additional Staff Salaries to be Financed by IDA
1. Technical Education Board
Annual SalaryNumbers including Total
Title to be 65% Benefits Staff-Appointed US$ Years
Manager (printing) cumProof Reader 1 767 5Machine Operator Curriculum 1 635 5Press Mechanic 1 370 5Compositor 2 370 10Binder 1 370 5Machine Attendant 1 209 5
Total: 7
-44-
ANNEX 7Page 2
2. A. Project Implementation. Unit
Annual SalaryNumbers including Total
Title to be 65% Benefits Staff-Appointed U3$ Years
Equipment Officer 1 1,450 5Assist. Equipment Officer 1 875 5Senior Accounts Officer 1 875 5Estimator/Draftsman 1 590 5Steno Grapher 1 488 SSteno Typists 3 442 15Support Staff (Class III) 12 330 60Support Staff (Class IV) 18 215 90
>Subtotal: 38
2. B. Staff For 22 Sites
Annual SalaryNumbers including Total
Title to be 65% Benefits Staff-Appointed Us$ Years
Site Engineers 22 875 33Sub Assistant Engineers 15 590 22.5Work Assistants 44 330 60Support Staff (Class III) 22 330 33Support Staff (Class IV)((Guards) 66 215 99
Subtotal: 169
GRAND TOTAL 2.A + 2.B ....... 207
-45-ANNEX 7Page 3
3. Polytechnic Institutes
Annual SalaryNumbers including Total
Title to be 65% Benefits Staff-Appointed US$ Years
Principals 4 1,900 20Vice Principals 5 1,692 25Chief Instructors 27 1,470 135Instructors 52 905 260Workshop Superintendants 26 905 130Lecturers 17 905 85Junior Instructors 90 554 450Supporting Staff (Class III A IV) 53 293 265
Total: -74
.40 ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~~a.OX In .4.4 In 5.-S~~~~~~~~~n
QIQ at a l o g| e ° 4M -
_____ ________________________________--------___- ____----
.4., c_.4 . 0 _4 S -
- - - -- -- - - - - - - - - - - - - - - - - - - - - -
a ____ I_________ __4__________ _
- - - - - -* - - - - - - - - - - - - - - - - - - -. - .. - 2
9 j . S_ w e 8 a a $ $ ,.a - 2 a s _> g o b a °w<o e @ j s s I s e @ f w s a
----- -- ---------------------------------------- -- ----- ---
if .. O*2 ... .
upa- 'IO4 SI. .
ca. i~ .0 Z . 00 ~
35.~~~aa *0 5
_47_ ANNEX 8Table 2
BANGLADESH
TECHNICAL EDUCATION PROJECT
Summary Account by Time(TK '000)
Base Costs +Price Cunt.
Base Costs Foreisn txchanse on Base Tot.l Incl,-------------................ -------------------------------- ----------- ---------------- Custs t:ont.
85/86 86187 E7/88 88/s8 89/9Y 90/91 lotal Z Aeount (USB '000) (UbS '000)
1. IHVESTHENT COSTS
CIVILIORIKS 23,443.1 203659.0 67,146.B 5,439.6 - - 319'688.5 8.9 28,482.6 16v6;8,0 18,123.8FURNITURE 2.302.5 10 2./9' I0P32..9 ,- 10411.2 44,8 10,S41.1 t.I53,7 1,269.1PROFESSIONAL FEES 3P196,9 3408565 1j,09.8 - - - 7992,2 0,0 0.0 373,7 411.1FOREIGN EXPERTS 4,711.7 32,982,1 26.699Y8 6,28i.3 - * 70676,0 849Y 59,9iJ.9 3.3256 3,491.8FOREHIN AND REGIONAL FELLOISHIPS - 6t471,4 6.170.7 6,144.6 21179, 2.117a9 23.0225 V4.9 21t859,1 1.142,5 1p199.6LOCAL FELLOWSHIPS - 729.3 729.3 12V.3 72Y.3 158.5 3,07,9 0,0 0.0 1672.9 171.1EQUIPMENT 29,929,1 292,532.7 165.422.1 4i',Y15.9 - - 5350b79,8 6/.0 358.813.7 250748.4 28.323.3VEHICLES 8,784.7 - - - - - 8,784. 67,0 5t882.9 381.6 419.8
MOgKS 2)587,1 6.517.4 7,123.7 - - - !v229.2 100,0 16,228.2 767,7 840.,4
Total INVESTMENT COSTS 74,955.1 5564350.4 305375.1 66,511.8 2,847.2 2.276-.5 1.00)816.0 49.' 501,561.6 490714.1 54,454.0
11, RECURRENT COSTS
A. CONSUdIABLE TRAINING MATERIAL 109`10.9 120736-5 16t664.5 21,193.7 21,656.0 - 83r161.0 44.8 '3h226,6 4,885,1 5,043.68. SALARIES
TEACHING STAFF 3,086.4 3507.1 3,b07.1 3#06,'.4 t.245.1 1,638.3 7.0Y90 5 0.0 0.0 878.4 922.3_- - -- - -- - -- - -- - -- --- - -- -- - --- - . __.._. ... _.. ..... -- -- -- - -- - -- - -- - - -----------
Sub-Total SALARIES 3.086.4 34507.1 3,507.1 3,086.4 2,24b.1 1,638.3 17P070,5 0.0 0.0 878.4 922.3C, PRACTICAL A(TACHNENT COStS - 6t240.5 6,9`18.0 7.001.2 /,001.2 - 27.160.9 0.0 0.0 1.429.7 1,501.2D. OPERATION AHD MAINTENANCE 442.6 8851 885.1 885.1 885.1 442.6 4p425 , 24,8 1.097.6 257.6 283.3
'otal RECURRENT COSTS 14t440,0 23P169.2 2h914.8 32t166.5 31.787.4 2.080.Y 1318b18,8 29.1 38.324.2 7t150,b 7h750.5,tal BASELINE COSTS 8WJ95.0 579,119.6 343J,49.Y V8P6/11.2 34644,7 4d 357,4 1,140.134.8 47.4 U39pb85.7 56P864.9 62t204.4Phosical Continsencies 8.549.6 55.475.4 31,133.7 8,705.6 2.858.8 240.D 106.963.2 46.6 49v896.9Price Contingrncies 11,167,4 134,676.6 110,803.7 40t960.6 20t375.5 2.470.4 32(P4536 38.0 121,771.7 - -
Ptal PROJECT COSTS 109.112,0 769871.6 4?5,286.8 148,344.4 57t868.Y 7,06/.8 1567.551.6 4S-4 /11.561.4 56,864,Y 62.204.4
Taxes 176517.0 127.391.3 /Y.618.8 26.859.3 5.849.4 89.8 2b?t325.U 0.0 0.0 - 10,211,3Foreign Exchanse 48,520,2 338,016.7 226,041.0 77,268.6 18.482.9 3,232.D 711.561.4 0.0 0.0 - 28236.6
_ _ _ _- - ----- ---- ---- ----- --- - ---- ----- ---- ---- ----- ---- ---- ----- ---- ---- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
-48-
Table 3BANGLADESH
TECHNICAL EDUCATION PROJECT
SimMary Account-by Protect Inatitutign
Base Costs Total
65/86 86/97 87/88 P8/89 99/90 90/91 Tk (USI '000)
A. ENGINEERINO COLLE1ES_......... ._ -
CHITTAGONG ENGINEERING COLLEBE 191.8 24p520.7 21651.4 5,336#9 42#1 21.1 51076440 2P054,1KNULNA ENGINEERINU COLLEGE 1,016.6 29F510.8 244331.7 5W942,3 42#1 21.1 60,864.7 2,415.3RAJHAHI ENGINEERING COLLE8E 128.9 20,598.0 17,771t8 4,318.4 42.1 21.1 42.88093 1,701.6DHAKA ENGINEERING COLLEOE 873#1 32y362#3 26,224.6 6,336,7 42.1 21.1 65,H59.9 2,613.5
Sub-Total ENGINEERING COLLEGES 2,210.4 106,991.9 89,979.5 210934#3 168#6 8443 221,368.9 8P784#5B. POLYTECHNIC INSTITUTES
DINAJPUR POLYTECHNIC 2,202.5 24,919.5 10,628.9 1,503,7 21,1 10.5 39t286#2 1,559.0FARIDPUR POLYTECHNIC 2,162.1 25,109.3 10,999.6 1P877.1 21.1 10.5 40,179.7 1,594.4FENI POLYTECHNIC 2U467.6 24,288.6 11166.7 1,740,7 21.1 10,5 410695o2 1,654.6JESSORE POLYTECHNIC 1,983.3 26,848,4 11628,? 2,129.1 21.1 10.5 42t621,3 1P671#3KUSHTIA POLYTECHNIC 2t162#1 26t561,4 11282,5 1,803,4 21.1 10.5 41,921.0 1,663,5RAJSHAHI POLYTECHNIC 2,391,2 32,286.3 13.894,1 2p567.8 21.1 1045 514171.0 2P030,6DHAKA POLYTECHNIC 2p451,6 32,369.4 14,566.? 2.59342 21.1 1045 52?012*5 2v064,0NYMENSINOH POLYTECHNIC 1,213.7 19,139.1 8,899,4 J0778.5 21.1 10.S 3.1i62.3 1,232.6;HULNA POLYTECHNIC 2,391.5 30,205.4 13,406.1 24313.8 21.1 10.5 48pa48.3 1,928.6COMILLA POLYTECHNIC 1t225.1 17,306.3 7,803.1 1IPJV.4 21.1 1045 27,763.6 Il01#.7RANOPUR POLYTECHNIC 635.6 15.33..7 7,323.7 1,769,0 21.1 10.5 25095,6 M?.9PADNA POLYTECHNIC 63,56 16#557,4 7?934.5 1,972.6 21.1 10.5 27,31.8 1tO/6.7BOGRA POLYTECHNIC 760.6 16036467 7,697,3 1,797.5 2141 10.5 26.651.8 1,057.6BARISAL POLYTECVN1W 6J356 15,407.9 7*359.8 1W781#0 21.1 10.5 25t215.1 1,000.6SYLHET POLYTECHNIC 635,6 16#160.2 7F735,? 1906.4 21.1 1O.S 26,489.8 11050,4CHITTAGONG POLYTECJ4NIC 2,2210 34t98J.l 15395,7 2#913,7 21,1 10*5 54,549.1 2,164.8CHITTAGONG HILL TRACTS POLYTECHNIC 8P323.8 8,279,1 3,259.2 21.1 21,1 10.5 19P914,8 790.3DIRECTORATE OF TECHNICAL EDUCATION 25,091.6 3.0U44*4 J3,606.7 346185,6 32.403.9 34043.4 167.J95.7 6,642.?TECHNICAL TEACHER TRAINING COLLEGE 250731.6 49,208.5 36t945.0 80396#4 1,490,1 1.030.5 122,802.1 4,873.1TECHNICAL EDUCATION BOARD 1.860.9 3,353.0 1,836.6 213,8 213.8 - 7#478.2 296,8
Sub-Total POLYTECHNIC INSTITUTES 87#184,7 472,727.7 243.370,4 76.743,5' 34466.1 4t273.1 918076S,9 36o459,0
Total BASELINE COSTS 89,395.0 579,7±9.6 333#34Y#9 9q8678,2 34#634,7 4,357,4 1.140,134,8 45,243.4Phvsical Contingencies 8,549.6 55,475.4 31J133,7 8,705,6 2,858.8 240.0 106P963*2 40244.6Price Contingencies 11,167.4 134,676.6 110,803.2 40.960.6 20,315#5 2,470.4 320,453.6 12,?16.4
Total PROJECT COSTS 109.112.0 769,871.6 4754286,9 148,344.4 57,868,9 7,067.8 1.567.51,6 62s204.4--------- - -. s==a 4c m cc= C z : X==V4aazrCssr = a2zt 03==:Zma:cr XsCC=v=zC= z=z=_==gzzz
TaXes 17s517#0 127,391,3 79,618.8 26,859,3 5,849,4 89.8 257,325.5 10,211.2Foreign Exchange 48,520.2 338,016,7 226#041,0 77t268#6 18,482,9 3,232.0 711,561,4 28r236.d
-- _ - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - ---------------------------------------- _ _ _ .
-'9-AANN 91
BA! GLADIOGI
TECIOINBCAI gDUCATIOR PROJECT
FISCAL g'A: I FY 84 1 I TYT 1 FY 86 I FY07? I FY8as I FY 89 PTY90 I FY 91
CALEN2DAR IYA01C83 1 CVO84 1 CY5 1 CY 86 I CiB I7a YBe I CYS89 I CY 9O I CY O-- --- I------------ I------- …--- -- --…--------I…--------I …----
QIIABTFB;l 3 141 1 12 13 14 1 112 13 141 1 12 13 14 11 12 13 14 11 12 13 1 41 1 1 2 13 141 1 12 I1314 1 282
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c. lEcD.rt Services PerBipiod PeId I I I I I I 0lo00lcologologto Iooooolooo boo I I I I I I wlool. I I I I I- I I Id1. Oellery/ip ooPer iod loto I I I I I I looooooooolooolo ooolooolo.*Io olo oool01..ooolooolo.oo I I I I I I
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APPRAISAL ~ ~ ~ I I I I I I I I I I I I I I I
K. EGOr gIA L AOSBSOIKI I I IOIBIOIOIOIOIOI0IOIOIOIOIOISI0IOICIROO00O I I I I I I
BOARD PRESE"ATIONI I I I I I I I I I I I I I I I
SrZT A. E (eEcSTcoIMATE) yFoo noocl I I I I I I I I I I I I CLSIG AgoiooofrAgreeoeo 12 Ioo I I30I I I I I 90I I I
-50-ANNEX 10
BANGLADESH
TECENICAL EDUCATION PROJECT
Forecast of Ex-enditure and Dsbaurseieents(US$ million)
Exp,entditure8 Di_eburaemenat aIDA FY & Semester Semester Cumulative Seneater C%i1lative
1985lot (Jul. 84-Dec. 84)2nd (Jan. 85-Jun. 85) 1.38 1.38 0.50 0.50
1986lst (Jul. 85-Dec. 85) 2.88 4.26 1.00 1.502nd (Jan. 86-Jun. 86) 14.54 18.80 2.88 4.38
1987lot (Jul. 86-Dec. 86) 14.66 33.46 2.88 7.262nd (Jan. 87-Jun. 87) 9.54 43.00 4.68 11.94
1 9881st (Jul. 87-Dec. 87) 9.55 52.55 5.76 17.702nd (Jan. 88-Jun. 88) 4.30 56.85 6.12 23.82
1989lot (Jul. 88-Dec. 88) 2.73 59.58 4.32 28.142nd (Jan. 89-Jun. 89) 1.33 60.91 2.16 30.30
i990lt (Jul. 89-Dec. 89) 0.89 61.80 1.44 31.742nd (Jan. 90-Jun. 90) 0.40 62.20 2.52 34.26
,1991lst (Jul. 90-Dec. 90) 1.74 36.00
Closing Date: December 31, 1990.
-51- ANNEX 11
Page 1
BA1NGLADESH
TECHNICAL EDUCATION PROJECT
Selected Documents Available in the Proiect File
A. Reports and Studies Related to the Sector/Subsector
A-1. Thoughts on the Third Five-Year Plan 1985-90, Planning Commission,Ministry of Finace and Planning, Dhaka, September 1983.
A-2. Thoughts about Perspective Plan, Planning Commission, Ministry of.Finance and Planning, Dhaka, September 1983.
A-3. Second Five-Year Plan 1980-85, Planning Commission, Ministry ofFinance and Planning, Dhaka, 1980.
A-4. Education and Traning in Bangladesh, SIDA, A Sector Survey withSpecial Emphasis on the Vocational Traning Sub-sector - A. Gorbam,J. Lofstedt, The Institute of International Education at theUniversity of Stockholm, September 1982.
A-5. Policies, Planning and Administration of Technical and VocationalEducation in Bangladesh - S. Ahbed, I. Hussain, National Foundationfor Research on Human Resource Development (NFRHD), Dhaka, 1982.
A-6. Report of the Committee on Financial Administration and Manageimentof Higher Education, Planning Commission, Dhaka, September 1980.
B. Reports and Studies Related to the Proiect
Government Documents
B-1. Proposal for Strengthening of Technical Education, Project PlanningSection, Directorate of Technical Education, Dhaka, June 1981.
B-2. Evaluation Report on Polytechnic Institutions, prepared by Committeeconstituted by the Directorate of Technical Education, May 1983.
B-3. Proposed Statutes for Bangladesh Institutes of Technology(Chittagong/Rhulna/Rajshahi), 1981.
B-4. Strengthening Student Assessment and Examinations System of theEngineering Colleges/Polytechnic Institutes, Prof. L. Sirawardene(UNESCO), Dhaka, September 1983.
-52- ANNEX 11Page 2
B-5. Technical Teacher Training, Proposals for Strengthening of TechnicalEducation Scheme for Staff Development, Directorate of TechnicalEducation, September 1982.
B-6. Restructuring/reorganization of the Engineering Colleges, Proposalfor Removal/reducing Present Constraints, Prof. L. Sirawardene(UNESCO), Dhaka, September 1983.
B-7. Project Proformas:
(a) Revised Scheme for Rajhahbi Engineering College;(b) Revised Scheme for Chittagong Engineering College;(c) Dhaka Engineering College (Joydebpur);(d) COmpletion of Incomplete Works of Four Polytechnics (Dhaka, Khulns,
Mymensingh and Conilla);(e) Completion of Incomplete Works and expansion of 6 Technical
Institutes into Polytechnic Institutes; and(f) Completion of Incomplete Works for Sweden Bangladesh Polytechnic
Institute (Kaptai).
B-8. Proposal for Reorganizing and Strengthening the Directorate ofTechnical Education, Planning Section of the DTE, Dhaka, June 1981.
B-9. Proposal for Creating a Facilities Department under the Ministry ofEducation, Dhaka, September 1983.
B-10. Report of the Committee Appointed to Study and Make Recommendationson the Examinations system for the Award of Diploma-In-Engineering,May 1983.
B-11. ACT Establishing the Technical Education Board (Allocation ofFunctions), 1977.
B-12. Regularizing the Academic Activities of Polytechnic Institutes,Cabinet Brief, Dhaka, March 1983.
World Bank Documents
B-13. Education Sector Memorandum, August 1980.
B-14. Bangladesh: First Education Project, Credit 407-BD, ProjectCompletion Report, December 1981.
C. Selected Working Papers
C-1. Complete Set of Workin3 Papers - April 1984.
-53-
BANGLADESHTECHNICAL EDUCATION PROJECT
Imrplernentatilon Orgonizatlon
UNIVERSITY MINISTRY OF MINISIRV OF MINISTRY OF EDUCATIONGRANTS INDUSTRIES FINANCE &
COMMISSION PLANNING JOINT SECRETARY (DEV) WORLD BANK/ UNDP/ ILO/uN_RSITIES CORPO_ATONS _ AN COWP--I-. F'ROJECTCOORDINATOR IDA | (UNESCO) ODA IPO
UNIVE RSI TIES CORF'ORAIIONS FLtAN COMMENTERPRIZES ERD
FACILITIESDEPARTMENT eCIRATE OF TECHNCA[ E UA NTEO-NICA. EDUATION BOARD
CHIEF ENGINEER DIRECTOR-GENERAL CHAIRMAI,ROJECT DIRECtOR
PROJECT IkMPLEMENTATION UNIT ADMNISTRAIION PLANNING & DEVELOFPENT PROGRAiM INS%ECTION
DlRECTOR D RE CTOR DIRECTOR DIRECTW
ENGINEERING ICNCIAHR | | FXYTCHNIC| COLLUGES | TQAININGGCOLEGEL
woid EBonk-25729
1BRD 17776
n9° 90 E92' DECEMBER 1983
.} >. ~~~~~BANIGL ADESHTECHNICAL EDUCATION PROJECT
AA. POLYTECHNIC INST ITUTFS OB. ENGINEERING COLLEGESj/1 / ( \ \| t fio GorwhoA I Sylhet 61 Dhaka(Joydebpurl1 / 1 1 \ * A 2 Rangpur B? Khulna
A S Bogra 83 Chittagong-26' N. A Rajhahi 84 Raishahi 2V-
A5 Chittagong Oc. OTHERSAS Kaptai C2 Technical Teacher Training College
11 ~ ~ ~ ~ ~ ~ ~~l aiyrC2 Technical Education BoardAS Dnraipur C3 Directorate of Technical EducationAg Ccmilla
1. Awh- j \ AIC B arisalD4aldurtir Ke,,ho,.. A \ I Al 2 Feni PRIMARY ROADS
AI 3 { \ i Al3Jessore RAILWAYSA \ \ ,. At4 K ush tia RIVERS\ | \ t . A15 Khulna __ DISTRICT BOUNDARIES
A17 Iynengsingh IN TERNATIONAL BOUNDARIEE
-25' Jt 9 Chhatak ^ 25+_
0 ) ogin A'Tra " SYLHET
<0, i dan.. VopalpuNl-.
C~~~~~~~~~~~~~~~~i- Asud, Kihrgn Habigni
) Q~~EGANJ S I
I d ~ ~ /
24' 16 xI8_ fi , Joydebpur <_*2'
} < ,~~ ~ ~~ us ar: 'a niat' N D I A
IaridprA71'
J739 sote < ( < *> t \i 2 >2'i
)7 ->A5C , . 'A L.fkLi / jt KHAL % il17~~~~~~~~~~~~~~~~~~~~~~~~~~~21
h.Ina~~~~~~~~~~~~I
* ~ ~ i *-.- '1)< ' \&t-u m
O 2 J 50 '.5NEtEES A
s \ C~~~~~~~hittagong C I
.;I Nw \ \ f ! D I'A I
21' , I5 MILES
o 50 100 KILOAAETERS A
SRI LANKA 92'91
- ,,., ,.X\,,,,,^,,,,,e, ; ' S I J \ t ., y22~~~~~~~~~~~~~91
