Document of

The World Bank

FOR OFFICIAL USE ONLY +I 'JLi ic;¢ i t

Report No.3560-IND

STAFF APPRAISAL REPORT

INDONESIA

SECOND TEXTBOOK PROJECT

February 11, 1982

Projects DepartmentEast Asia and Pacific Regional Office

This document 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

Currency Unit - Indonesian Rupiah (Rp)US$1.00 = Rp 625Rp 1.00 = US$0.0016Rp 1 million = US$1,600

GLOSSARY

BP3K - Office of Educational and Cultural Research and Development,Ministry of Education and Culture

CCD - Center for Curriculum Development of BP3KCCT - Coordinating Committee on TextbooksIKAPI - (Ikatan Penerbit Indonesia) Indonesian Publishers' AssociationIKIP - Secondary Teacher Training InstituteINPRES - Primary school library book program (based on presidential

decree)ITP - Integrated Textbook ProjectKabupaten - DistrictKecamatan - SubdistrictMEC - Ministry of Education and CulturePGI - Pusat Grafika Indonesia (Ministry of Education Graphic Arts

Training College)PIU - Project implementation unitSD - Primary schoolSMA - Upper secondary schoolSMP - Lower secondary schoolSPG - Primary Teacher Training InstituteTPB - Book depot at subdistrict level

Fiscal Year

April 1 - March 31

School Year

July - June

FOR OFFICIAL USE ONLY

INDONESIA

SECOND TEXTBOOK PROJECT

Table of Contents

Page No.

BASIC DATA

1. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . 1

2. TEXTBOOK DEVELOPMENT . . . . . . . . . . . . . . . . . . . . 2

Overview . . . . . . . . . . . . . . . . . . . . . . . . . 2Puspil Achievements and Textbooks . . . . . . . . . . . . . 3The Government's Textbook Program . 3Curriculum & Manuscript Development. 4Procurement . . . . . . . . . . . . . . . . . . . . . . . 5Distribution System. 6

Government Strategy. 6World Bank Assistance and Strategy. 7

3. THE PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . 10

General Description .10Integrated Textbook Project .10Manuscripi: Development . . 11Manufacturing . . . . . . . . . . . . . . . . . . . . . . . 11Distribut:Lon . 14Monitoring and Evaluation . . . . . . . . . . . . . . . . . 14Center for Curriculum Development . . . . . . . . . . . . . 15Project Cost . . . . . . . . . . . . . . . . . . . . . . . 16Procurement .19Disbursement .20

/1 This report is based on the findings of an appraisal mission inDecember 1980 with Eklund (economist, mission leader), de Guzman

£ (consultant in textbook production), Lewis (senior implementationadviser and architect), Matheson (consultant in curriculum and teachertraining), Montenegro (consultant in evaluation), and Turalba(consultant architect), and earlier assistance from John H. Kyle(consultant: in educational publishing). At the request of the Govern-ment, the project was postappraised in May/June 1981 by Eklund andMatheson (consultant). Editorial assistance was provided byC. Bayulken.

This document 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.

Page No.

4. ORGANIZATION AND MANAGEMENT . . . . . . . . . . . . . . . . . 22

ITP . . . . . . ... . . . .... 22Center for Curriculum Development . 26Coordinating Committee on Textbooks .26Technical Assistance . . . . . . . . . . . . . . . . . 26

5. BENEFITS AND RISKS . . . . . . . . . . . . . . . . . . . 30

Benefits. . . . . . . . . . . . . . . . . . . . . . . . . . 30Risks . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

6. AGREEMENTS REACHED AND RECOMMENDATIONS.. . 31

LIST OF TABLES IN TEXT

2.1 Textbook Supply under Repelita I, II and III . . 42.2 Enrollment Projections . . . . . . . . . . . . . . . . . . . 82.3 Ministry of Education Textbook Development Program . . . 93.1 Manuscript Development Program . . . . . . . . . . . . . . . 113.2 Printing Schedule .. 123.3 Summary of Costs. 163.4 Cost by Category of Expenditure .. 183.5 Schedule of Projected Disbursements . . . . . . . . . . . . 203.6 Allocation of Loan Proceeds . . . . . . . . . . . . . . . . 214.1 Training Schedule for ITP staff at Pusat Grafika Indonesia . 284.2 Consultant Services. . . . . . . . . . . . . . . . . . . . . 29

ANNEXES

1. Comparative Education Indicators. . . . . . . . . . . . . . . 332. Development and Communications . . . . . . . . . . . . . . . 353. Implementation Schedule ... . . . . . . . . . . . . . . . . 424. Development Cost Per Manuscript . . . . . . . . . . . . . . . 475. Summary of Estimated Project Costs. . . . . . . . . . . . . . 496. ITP Professional Staff Appointment and Training Schedules . . 517. CCD Professional Staff Appointment Schedule . . . . . .. . 558. Selected Documents and Data Available in the Project File . 59

CHARTS

1. Organization Chart . . . . . . . . . . . . . . . . . . 602. Structure of Education System 1980 . . . . . . . . . . . . . 63

MAP

Distribution Network - IBRD No. 16001

INDONESIA

SECOND TEXTBOOK PROJECT

Basic Data (1979)

GENERAL

Population (millions) 147.0 /aAnnual Growth (%) 2.3

GNP per capita (US$) 430 /a

Secondary

EDUCATION Primary Lower Upper(Grades 1-6) (Grades 7-9) (Grades 10-12

Institutions

Public 80,950 3,290 1,240Private 11,550 5,770 2,400

Total 92 500 9,060 3,640

Enrollment ('000)

Public 16,775 1,373 645Private 2,300 1,245 561

Total 19,075 2,620 1,206

As % of age group 92 25 12

Expenditure

Percent of GNP devoted to public educationexpenditure 2.4

Percent of public expenditure devoted toeducation 9.1

/a 1980

1. INTRODUCTION

1.01 Steady growth and development characterized the Indonesian economyduring the past decade, with GNP increasing at an annual rate of almost 8%.Contributing factors were the emphasis on basic infrastructure investmentduring Repelita I (1969-73), the easing of the foreign exchange constraintthrough Repelita II (1974-78) with the quadrupling of oil prices, and, to asmaller extent, the growing contribution of industry to GDP. The Govern-ment's concern with social goals and satisfying basic needs is reflectedirn a quadrupling of the numbers of health centers and construction of morethan 30,000 schools.

1.02 Indonesia, with a GNP per capita of only US$430 in 1980, remains apoor country, characterized by underinvestment in human capital. Thisuniderinvestment is reflected in almost 30 million illiterates aged 15 andover who comprise a large portion of the unemployed and underemployed.Simultaneously, there are acute shortages of middle- and high-level skilledmanpower, particularly in the scientific, technical and managerial fields,which constrain the country's development. The shortages are due to two majorweaknesses of the educational system: (a) low internal efficiency; and(b) low scholastic achievements. Within the system there is a need forgreater planning, implementation and supervision capabilities, together withincreased focus on curriculum development, production of learning materialsand teacher training.

1.03 Availability of better textbooks is recognized as one of the mostimportant preconditions for raising scholastic achievements and efficiencyin education: "... the availability of books appears to be the single mostconsistently positive school factor in predicting academic achievement."/lCurrent textbook projects in Indonesia, one of which is financed under Credit387-IND, have been successful in engendering an impressive book productionprogram. During the last decade, over 300 million books were printed. Des-pite these achievements, the quantity of textbooks delivered has been insuffi-cient. Further, poor design has prevented books from being as effective asthey should be in raising learning achievements. These shortcomings areattributable to inadequate institutional structures for the development andprovision of textbooks. Quality books can only be produced when there is aninstitutional structure comprising professional publishing skills; such acapability ensures adherence to production cycles and continuity in textbookprograms. The short physical life of books, even under ideal conditions, anda curriculum that should respond to shifts in technology and culture,necessitate continuing development activities.

/I Stephen P. Heyneman, Joseph P. Farrell and Manuel A. Sepulveda-Stuardo,"Textbooks and Achievement: What We Know." Bank Staff Working PaperNo. 298.

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1.04 This project seeks to: (a) establish and develop a permanentinstitution, to be designated the Integrated Textbook Project (ITP), staffedwith technical and managerial personnel capable of carrying out the integra-ted activities of textbook development, production and distribution; and (b)produce and distribute about 82 million textbooks and teachers' guides inmathematics, science and English for primary and secondary schools. Fur-ther, to improve the linkage between curriculum and manuscript development,the existing Center for Curriculum Development (CCD) would be strength-ened. The Center is part of the Office of Educational and Cultural Researchand Development (BP3K) in the Ministry of Education and Culture. The pro-ject would represent a fundamental contribution towards improving teaching-learning methods and raising learning achievements in Indonesian primary andsecondary education. In conjunction with efforts underway to improveteacher training, it reflects a consistent and integrated sector strategyfor addressing the structural weaknesses of basic education in Indonesia.The proposed loan would include Bank financing of US$25 million, chiefly forprinting procurement, a building for the ITP/CCD, the central paper ware-house, professional architectural services for all project buildings includ-ing distribution facilities, and technical assistance. The proposed loan isan important link in the Government's long-term strategy for raising educa-tional achievements and improving equity in access to basic education.

2. TEXTBOOK DEVELOPMENT

Overview

2.01 By the beginning of the Third Five-Year Development Plan, 1980/81,Indonesia had achieved an impressive enrollment ratio of 92% at the primaryschool level, and ratios of 25% and 12% at the lower and upper secondaryschool levels, respectively. Further, it had established the nationallanguage, Bahasa Indonesia, as the medium of instruction at all levels.During the 1970s, more than 300 million textbooks, teachers- manuals andlibrary books were provided for primary schools, and 65 million textbookswere provided for secondary schools. These are considerable achievements.Given the magnitude of the task involved in providing access to education toabout 25 million pupils, it is not surprising that inefficiencies remain inthe quality and effectiveness of schooling. Dropout and repeater rates arehigh, and learning achievements in basic skills are low, particularly inmathematics, science and English language. Textbooks, particularly in thesesubjects, are inadequate in terms of quality of content, physical standardsand availability. Insufficient professional staff, systems and proceduresfor curriculum and manuscript development and textbook distributioncontribute to these deficiencies.

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Pupil Achievements and Textbooks

2.02 Assessments of scholastic achievements for grades six and ninewere undertaken in 1975 and 1976 by BP3K. Achievements of grade six stu-dents were lowest in science. For grade nine, scores were low in all of thethree subjects, science, mathematics and English. Achievements variedwidely between regions. Low achievement scores can be traced to a set ofinterrelated factors, but are strongly related to schools located in iso-lated areas, where instructional facilities, educational planning andsupervision, and inputs such as textbooks, are less common. The assessmentssuggest that use of prescribed textbooks in grades six and nine, at least inthe mid-1970s, was not effective in raising student achievements. Theseresults reflect an inappropriate book content. There is evidence that useof books with appropriate content contributes significantly to higher learn-ing achievements (para. 1.03). The assessment of grade nine achievementsalso indicated that an adequate library with a supply of books for borrowingby teachers and pupils, is strongly associated with achievements and standsout as the most significant of examined school quality variables. This"library services" variable is independent of home background factors, bothin rural and urban areas. This latter finding confirms that provision ofsupplementary readers should be an integral component of an educationstrategy to improve equity in the access to educational opportunity.

The Government"s Textbook Program

2.03 During the 1970s, the Government made remarkable progress inprinting and delivering textbooks. In the late 1960s, pupils largely reliedon copied notes. To avoid this situation, during Repelita I, (1969/70-1973/74), 63 million books were delivered to primary schools, and 3 millionto secondary schools. During Repelita II (1974/75-1978/79) two large pro-jects, the First Textbook Project (Credit 387-IND) and the INPRES LibraryProject, developed and distributed 262 million primary level textbooks andteachers' manuals (Table 2.1). However, the Government has concluded thatthe critical error in the past has been to underestimate the complexity,i.e., the skills and amount of time needed for curriculum development,textbook writing, manufacturing, and distribution. Implementation of theFirst Textbook Project suffered because of understaffing and lack ofmanagerial and technical know-how. Institutional weaknesses in curriculumand manuscript development, and in procurement and distribution resulted indeficiencies in content, physical standards and availability of books.

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Table 2.1: TEXTBOOK SUPPLY UNDER REPELITA I, II AND III

RepelitaI II III

(1969/70-1973/74) (1974/75-1978/79) 1979/80 1980/81Level ------------------------ (million) ------------

Primary 62.6 262.3 40.7 69.8INPRES Special 4.5 60.3 - -Third Education

Project - 202.0 38.0 69.8Other 58.1 - 2.7

Secondary 3.1 57.3 16.5 17.3General 3.0 46.5 12.0 16.3Technical & 0.1 10.8 4.5 1.0vocational

Total 65.7 319.6 57.2 87.1

Curriculum and Manuscript Development

2.04 The Government has concluded that the content of books can beimproved through strengthened professional skills and procedures in thedevelopment of curriculum and manuscripts. Presently, books give exclusivepriority to cognitive learning outcomes and little attention to affectiveachievements, i.e., to stimulating motivation and attitudes towards learning,which would improve cognitive achievements also. The texts do not take intoaccount the vocabulary progression of pupils. Layout and illustrationscould be more attractive and the latter could be better integrated with thetext. Finally, teacher manuals fail to give adequate support to teachers,and teachers are confused by inconsistencies between text and curriculum.

2.05 Curriculum Development. The CCD is charged with responsibilitiesfor curriculum development, but with only 15 professionals and inadequateresource materials, it has not been able to provide the expertise andcontinuity needed to carry out systematic curriculum development and toensure consistency between curriculum and textbooks. Under the project, thestrengthened Center will conduct intensive studies, make necessaryadjustments in the primary and secondary schools curricula, and developbetter teaching methods for different subject areas, to support textbookdevelopment. Among the three subjects, science education would receivespecial attention.

2.06 Manuscript Development. In the textbook projects during the 1970s,including the Bank-assisted First Textbook Project (Credit 387-IND), bookswere produced by inexperienced staff who were unable to handle all the tasks

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involved in textbook publishing. Managers and editors with experience inpublishing were not employed. Writers were employed on an ad hoc basis andreceived inadequate supervision. Staff without specialized training had tolearn on the job, and assignments were temporary, thus preventing any buildupof professionalism or institutional memory. Finally, the Ministry ofEducation staff involved had little incentive since their tasks did not carryany ministry career advancement.

2.07 Related to manuscript development were deficiencies of the pastsystem for testing textbooks. In particular: (a) sufficient priority was notaccorded to obtain a full involvement of teachers, writers and supervisors inthe revision process, hence writers visited distant teaching sites forfirst-hand feedback only infrequently; (b) the objective of improvingprototype manuscripts became secondary to gathering data on how much pupilslearned from various units; and (c) in the instances where interviews withteachers and pupils in classroom situations generated useful insights, bookproduction schedules were too tight to permit required revisions. In short,while revisions improved manuscripts, the field testing contributed little toimprove quality of content. To improve the process of tryout, testing andevaluation of manuscripts, it is necessary that: (a) writers visit teachingsites and be properly compensated for necessary manuscript revisions; (b)editors be professionals, hired full-time, and be charged with developingmanageable field-testing schemes; and (c) there be close coordination betweeneditors, manuscript writers, and curriculum specialists in developing andrevising manuscripts.

Procurement

2.08 The Government is concerned that inadequate quality control in theprocurement of paper and printing services has led to poor physical standardsof books. Paper quality has often been deficient in specifications,including inadequate weight, strength, opacity and brightness. As aconsequence, paper has not always been suitable for textbooks and has beenunable to withstand handling by children over the planned physical life ofthe books. Teachers, who are responsible for books, often refuse to givethem to pupils because they fear the books will disintegrate. While thequality of body printing generally has been adequate, book covers at timeshave been less well printed. Book edges are not always trimmed and pages areout of line. At times, books (using 70 g paper) exceeded 96 pages and werethen too voluminous for the saddle wire stapling used. Perfect binding withthe pages cut into single sheets and glued together at the spine would havebeen preferable. Further, despite printing contracts that specify rustlessstaples, those used have often rusted.

2.09 Staff involved in the procurement of paper has not been suffi-ciently trained and equipped to supervise bulk procurement and large con-signments. Minimal control has been exercised beyond the public biddingevent. Paper was tested at Pusat Grafika Indonesia (PGI), but rarely beforeas well as after shipments had arrived. Inventory control has been rudimen-tary, relative to the volume and value of paper purchased. With improper

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storage facilities, paper has been damaged. Lax enforcement of printingcontracts has permitted printers to subcontract to nonqualified firms.Unauthorized printing or overprinting has also occurred. Inferior qualityof printing is often the result. Moreover, quality control from filmprocessing for offset printing through binding has been minimal.

Distribution System

2.10 Weaknesses in the distribution system have led to deficient anddelayed availability of books. Despite impressive quantitative performancein textbook production in the mid-1970s, BP3K concluded in its nationalassessment of learning achievements that books remain scarce in bothprimary and secondary schools. In grade six, the proportion of pupilswithout all the prescribed books in science, mathematics, social studies andBahasa Indonesia, ranged from 40% to more than 60%. Many pupils possessedno books at all; for instance, the assessment suggests that 15% of thestudents possessed no books in mathematics and 17% possessed no books inBahasa Indonesia. In grade nine, mathematics textbooks in particular werein short supply. The assessment revealed that deficiencies in availabilitywere particularly common in rural schools. The Ministry of Education isconcerned that books often fail to arrive on time.

2.11 The distribution system for textbooks is not effective. There isa lack of storage facilities in the provinces and books are often damagedand lost. The system for monitoring book distribution is also inadequate,and record keeping needs to be improved and computerized. At present booksoften arrive late and do nn^ always match local enrollments. Provincialauthorities are uncertain a-out which books are sent from Jakarta and theirarrival schedules. Finally, the promotion and information system is notadequate. There is no programmed feedback from the field to ensure improvedavailability of books. Teachers, parents and pupils are not fully informedabout the Government's free textbook program, and do not know what books toexpect or their time of arrival.

Government Strategy

2.12 Having resolved many of the problems in providing adequate numbersof books to the school system, the Ministry of Education is now turning itsattention to resolving the deficiencies in the book content, physicalstandards and availability to pupils. To overcome these deficiencies, itsstrategy emphasizes improvements in curriculum and manuscript development,in procurement of paper and printing services, and in the distribution oftextbooks. These improvements in turn are expected to help raise scholasticachievements and the internal efficiency of primary and secondary schools.The Ministry recognizes that this aim can only be accomplished throughcontinued investments over the longer term which would ensure the viabilityof the institutions associated with textbook production.

2.13 To help upgrade the quality of textbooks the Ministry proposes tostrengthen the BP3K Center for Curriculum Development and link it more

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closely to textbook development. The Ministry has established a textbookdevelopment institution (ITP) to undertake all aspects of textbook produc-tion, from writing through editing, design, testing and promotion todelivery. To ensure an improved distribution system, the Ministry hascompleted an extensive survey of the existing textbook distribution system.

2.14 The Ministry's textbook production program is impressive not merelyin terms of the quantity of books it intends to produce but also in terms ofthe comprehensive efforts to upgrade the quality of books, to improve theirdistribution to the schools and to strengthen the institutions associatedwith textbook production. On the basis of school enrollment projections(Table 2.2) during the five-year period, 1982/83 through 1986/87, theMinistry plans to produce and deliver 470 million textbooks and teacherguides for primary and secondary schools (Table 2.3). About 250 million, orslightly more than 50% of these books, would be for the primary level. TheGovernment's program implies that Ministry of Education spending on textbooksfor primary and secondary education would increase from Rp 21 billion in1979/80 (13% of the Ministry's development expenditure) to about Rp 80 billionin 1984/85 (16% of the Ministry's development expenditure).

2.15 The Government's short-term aim is to provide prescribed textbooksthrough Ministry of Education programs and to purchase a limited number ofsupplementary readers and library books from private publishers. Over thelonger term, it intends to remove the constraints limiting the capacity ofthe publishing industry to provide supplementary readers (para. 2.02). Inthe early 1980s, although private publishers will still play a limited andsubordinate roLe in textbook publishing, they will continue to supplylibrary books or supplementary readers (Annex 2, para. 5). To support bookpublishing, the Government intends to promulgate a domestic copyright law toensure that publishers and writers receive proper and fair compensation.The Government also intends to reduce the differential between local andworld market price of book paper. For this reason, the Government issupporting capacity expansion in selected paper mills and an improvedvertical integration to ensure lower production costs through increased useof bleached pulp from local forest resources (Annex 2, para. 12). TheGovernment is also examining the feasibility of raising the industry'scompetitiveness through other means (Annex 2, para. 15).

World Bank Assistance and Strategy

2.16 The Bank Group since 1970 has extended nine loans/credits totalingnearly US$230 million to the education sector in Indonesia. The Bank Group'sinvestment program in education has pursued three main objectives: meetingmanpower requirements, improving quality and, more recently, increasingequity. The First Textbook Project (Credit 387-IND of 1973), assisted by acredit of US$13.5 million, was directed towards improving primary andsecondary education through provision of textbooks and in-service training.The project was completed on schedule on December 31, 1981. The strengthsand weaknesses of this project have been discussed above (paras. 2.03 -2.11). The proposed (tenth) project is a follow-up of the First

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Table 2.2: ENROLLMENT PROJECTIONS(t'00)

1982/83 1983/84 1984/85 1985/86 1986/87

Primary1. 6,600 6,700 6,900 7,100 7,3002. 5,900 6,100 6,200 6,400 6,5003. 5,300 5,500 5,500 5,700 5,8004. 4,500 4,600 4,700 4,900 4,9005. 3,800 3,900 4,000 4,100 4,2006. 3,200 3,300 3,400 3,500 3,600

Lower Secondary1. 2,000 2,200 2,300 2,500 2,7002. 1,700 1,900 2,000 2,100 2,3003. 1,400 1,600 1,700 1,800 2,000

Upper Secondary1. 650 720 790 870 9602. 570 630 700 780 8603. 500 550 600 680 750

Three streams in upper secondary, distributed in raLios

Science Stream : 50%Social/Science Stream : 40%Language Stream : 10%

Source: MEC.

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Table 2.3: MINISTRY OF EDUCATION TEXTBOOK DEVELOPMENT PROGRAM

Primary SecondaryVoc.

Textbooks Readers /a SMP /b SMA /c tech. Others /e Total------------------…7 millions of books) --------- (rounded)

1981/82 50 12.5 12 4 14 8 100

1982/83 50 12.5 11 2 14/d 1 901983/84 50 12.5 10 5 147- 18 1101984/85 50 12.5 57 19 14/d 15/d 168

Total 200 50.0 90 30 56 42 468

/a Includes INPRES library books.7-b Lower General Secondary School./c Upper General Secondary School.7_ Estimates.7e Includes teacher guides, readers for primary teacher training schools

and practical skill books.

Source: Repelita III and IV documents. Excludes books in nonformaleducation.

Textbook Project and aims at building up a permanent capacity for textbookdevelopment. Together with the proposed second teacher training project,it seeks to remedy the present weaknesses in school efficiency and raiselearning achievements in primary and secondary education. It would alsocontribute towards greater equity in educational opportunity as textbookswith an improved content will be distributed free to all pupils.

2.17 To date, two OED Project Performance Audit Reports have been pre-pared on education projects in Indonesia. One (No. 2998, dated June 2, 1980,SecM80-440), reviews performance on the First Education Project (Cr. 219-IND).This audit stresses the importance of including fellowships to train teachersand school administrators, and the timely appointment of key staff to projectimplementation units to ensure the success of the project. To address thesefindings, the proposed project provides for study tours and the earlyappointment of key personnel. The second Project Performance Audit Report(No. 3058, dated June 30, 1980, SecM80-527), reviews performance on theSecond Education Project (Cr. 288-IND), and describes the project as beingsuccessfully implemented. The major audit finding of relevance is the needfor more advanced project preparation. The current project addresses thisissue, since it is based on extensive Ministry of Education studies in thesubsector and on the experience of Credit 387-IND.

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3. THE PROJECT

General Description

3.01 The project would support the long-term aim of raising learningachievements in primary and secondary education by assisting the Govern-ment's textbook development program. It would build on the quantitativeachievements of the First Textbook Project and address the main issuesof deficiencies in content, physical standards and availability of textbooksthat have arisen. The project would assist in institution building in text-book publishing, distribution, and curriculum development by: (a) strengthen-ing the Integrated Textbook Project (ITP), so that it can operate as apermanent organization with appropriate staff to plan and manage textbookdevelopment activities; (b) introducing an improved national distributionsystem for textbooks; (c) strengthening the Center for Curriculum Development(CCD) to enable it to make necessary adjustments and improve teachingmethods in the primary and secondary schools curricula; (d) developing about110 revised or new book manuscripts in mathematics, science and English forprimary and secondary schools; (e) printing and distributing 82 milliontextbooks based on the manuscripts developed; (f) constructing and equippingone office building, one central warehouse for paper storage, 37 warehousesand 250 depots for the book distribution system; and (g) training staff andproviding consultant services.

3.02 The project would be implemented over a five and-a half-yearperiod, 1982-1987 (Annex 3). Physical facilities would be completed in four-and-a-half years. Final payments on the last building work involved wouldbe made half a year later to cover the liability period for defects.Initial paper procurement would be scheduled in 1982. Printing would beginin 1982/83, and distribution in 1983/84. The closing date of the proposedloan would be June 30, 1987.

Integrated Textbook Project (ITP) (US$4.0 million)

3.03 The ITP, as an entity under the Ministry of Education, has beenformally set up as of April 1, 1981. Its Director and Deputy Director havebeen appointed, as well as some ten management staff, and ITP presentlyoccupies a leased building in Jakarta. The project would strengthen the ITPso that it can operate as a permanent textbook publishing organization toensure improved content, physical standards and availability of textbooks.The ITP would be responsible for management and quality control of alltextbook development activities, from initial planning of manuscript develop-ment through writing, testing, revisions, printing and binding, to distri-bution of books to schools. The project would finance the construction ofan office building, including furniture and equipment, staff training andthree man-yearsof consultant services for the ITP. The ITP office buildingwould be shared with the strengthened Center for Curriculum Development.The joint building, which would measure about 7,000 sq m, would beconstructed on the present site of Balai Pustaka, the publishing/printingarm of the Ministry of Education.

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Manuscript Development (US$4.3 million)

3.04 For new book titles, the normal development cycle would comprisefour years, the first year for planning and writing, the second year (oneschool year) for testing and revisions, the third year for printing andbinding, and the fourth year for distribution. For revised titles, theplanning and writing year would be eliminated and the cycle would be reducedto three years. Of the 112 book titles to be developed under the project,34 would be new and 78 would be revisions (Table 3.1). A program of revis-ing, testing and rewriting has already been initiated through contracts withstaff in teacher training colleges in Bandung and Yogyakarta, specializingin science and mathematics education. Printing of revised titles wouldbegin in 1982/83; new titles initiated in 1981/82 would be printed in1983/84.

Table 3.1: MANUSCRIPT DEVELOPMENT PROGRAM

Titles Initiated 1982/83 1983/84 1984/85 1985/86 Total

New 12 9 13 - 34Revised 20 37 13 8 78

Total 32 46 26 8 112

3.05 The project would finance all costs related to manuscript writingand preparation, including fees of writers, consultants and school supervi-sors, travel, research and tryout (Annex 4). Tryout involves limited test-ing, teaching a newly written unit or units in one or two classrooms,whereas testing (para. 4.05) involves trying a prototype for a full schoolyear in a sample of schools. Agreement was reached with the Governmentat negotiations that the loan would not be used to reproduce any textbook orany part of any textbook without first obtaining the copyright.

Manufacturing (US$38.3 million)

3.06 Under the project, 82 million books in mathematics, science andEnglish language would be printed over the four-year period 1982/83-1985/86(Table 3.2). In the first three years of the project, 76 million bookswould be printed, representing 21% of the Ministry of Education's totaltextbook production program in these years (Table 2.3). Over the projectperiod, the number of books printed would decline. This phasing is in linewith the Government's manuscript development program (Table 3.1) and with

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Table 3.2: PRINTING SCHEDULE

(Millions of books)

1982/83 1983/84 1984/85 1985/86 TotalText Tg Text Tg Text Tg Text Tg Text Tg

PrimaryMathematics - - 25.600 1.300 - - - -

Science - - 18.200 0.900 - - - -

Subtotal - - 43.800 2.200 _ - - - 43.800 2.200

LowerSecondary (SMP)Mathematics - - - - 2.300 0.040 - -

Science 10.900 0.020 6.500 0.040 - - - -English 2.000 - - 0.040 2.000 0.040 6.600 0.040

Subtotal 12.900 0.020 6.500 0.080 4.300 0.080 6.600 0.040 30.300 0.220

UpperSecondary (SMA)Mathematics 0.700 0.010 0.400 0.030 - - - -

Science 1.300 0.030 0.200 0.010 - - - -

English - - 1.400 0.020 1.400 - - 0.050

Subtotal 2.000 0.040 2.000 0.060 1.400 - - 0.050 5.400 0.150

Total 14.900 0.060 52.300 2.340 5.700 0.080 6.600 0.090 79.500 2.570

Grand Total: 82.070

Tg = Teacher guides.

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3.07 Paper. Book production under the project would require about20,000 tons of paper. Paper for the project would meet specifications,including the opacity and brightness requirements (94% and 73%, respectively,at 62-70 grams); and cover material would be sufficient for books to endurefor at least three years. Paper would be tested at the Government's graphicarts training center, Pusat Grafika Indonesia (PGI) both at the stage ofprequalification of supplying mills, and later as paper shipments arereceived, and as books are distributed, stored and delivered. The ITP wouldcontract paper testing services from PGI, the equipment for which is financedunder the project. The paper would be purchased from local paper mills.During negotiations, agreement was reached with the Government that paperspecifications would be satisfactory to the Bank. It is understood thatrepresentative samples of paper for textbook production under the projectwould be tested and the results communicated to the Bank not later than June30, 1982.

3.08 Printing. Private printers and Balai Pustaka, the Ministry ofEducation publisher/printer, would share in printing the project books. ITPstaff would manage the procurement of printing services. The MEC would notpermit overprinting of project books within one year after the completion ofthe first printing of these books. Subcontracting of printing serviceswould require the explicit approval of the ITP. The annual prequalificationof all printers conducted by the Ministry of Education Secretary General'sOffice, would be supplemented by periodic assessments by the ITP printingprocurement unit of printers eligible to participate in local competitivebidding. Assessments would reflect printers' capacities and their perform-mance related to staff skills. Printers who fail to meet required deadlinesand standards would be removed from the list of prequalified printers forone year. The Government has indicated that procurement initially would belimited to printers in the Greater Jakarta area so as to facilitate controland supervision. The MEC intends to rely on printing by private firms tothe maximum extent practicable in procurement of printing services, with agoal of about 40% of the total books to be printed by private firms over thelife of the project. About one-third of the total number of commercialprinters, with about 50% of total available capacity, is located in Jakarta.Hence, a sufficient number of printers are available to ensure efficientprocurement and reasonable prices. It is expected that with the increasedcapacity of the ITP procurement staff for control and supervision,prequalification would be extended outside Jakarta.

3.09 In the first year of printing under the project, Balai Pustakawould print about 5 million copies. In subsequent years, the numberof copies would increase in line with Balai Pustaka's printing capacity.Balai Pustaka would also service the typesetting reprographic needs of theITP on a contract basis. During negotiations, agreement was reached withthe Government that it would carry out an evaluation, under terms ofreference satisfactory to the Bank, assessing how the quality and cost ofprinting and paper procured for the project affect the longevity of bookuse, and that a copy of this evaluation would be submitted to the Bank forreview and comment by December 31, 1984.

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Distribution (US$27.5 million)

3.10 The project would strengthen the existing textbook distributionsystem to ensure that schools receive sufficient books to match enrollments.The distribution system would: (a) create a unified storage and distributionsystem for all textbooks for the primary and secondary education levelsrespectively; (b) increase the control and participation of provincialeducation authorities in the planning and implementation of book deliveries;and (c) include central storage of paper. There would be 37 warehousesranging in size from 60 to 1,500 sq m built in the provincial capitals, or,if more appropriate, at the port nearest to the provincial capitals. About250 book depots ranging in size from 50 to 250 sq m would be constructed.Funding under the project would be provided to construct/improve thewarehouses and for adequate compensation for warehouse staff. Timelydelivery would be ensured through strengthened control in the procurement ofpaper and printing services, and in the distribution of books.

3.11 Printers would be required to collect paper from these warehouses.Bids for printing services under the project would exclude the cost of paper.Construction in Jakarta of the central paper warehouse, measuring about10,000 sq m, would be completed by mid-1984. Until then, paper would bestored in existing government warehouses in Jakarta; when necessary,additional storage space would be leased.

Monitoring and Evaluation (US$2.7 million)

3.12 Monitoring. An improved monitoring system is required to ensurerealistic production and distribution schedules. Availability of books andtheir use in schools would be monitored through sample surveys. Sampledata would include frequency of, and methods of, textbook use, and attitudesof teachers, students and parents towards textbook use. Preparations for themonitoring system would be initiated before June 1982 with the developmentof survey instruments, and baseline data would be collected in the schoolyear 1983/84. The data base would include actual enrollments, numbers ofteachers by subdistrict and actual number and titles of textbooks andteachers manuals printed and delivered to schools and teacher traininginstitutions. Information campaigns would encourage village communitygroups to monitor availability and use of books in local schools. Theproject would finance monitoring and information activities, includinghonoraria, data collection and processing, transportation, and other relatedcosts.

3.13 Evaluation. The evaluation would assess the project's impact onimproving the provision of books, and on teaching-learning processes whichwould influence the quality of learning achievement. The evaluation wouldconsider several major aspects: (a) the quantity of manuscripts developed ineach year; (b) the relevance of the content of the manuscripts to thecurriculum; (c) the quality of the materials used including suitability andcost effectiveness of various design approaches and the use of illustrations

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and color; (d) the appropriate size of books; (e) the availability of thebooks in schools; and (f) the quality of teaching-learning processes takingplace in the classrooms. Teachers- manuals would be evaluated for theirassistance to teachers in using the textbooks and for their relevance topre- and in-service teacher training programs. The evaluation of textbookswould be closely integrated with the planned improved evaluation of teachertraining in the proposed second teacher training project. A preliminaryreport would be submitted one school year after textbook distribution. Allevaluation activities, staff honoraria, transportation, sampling and dataanalysis, etc., would be funded by the ITP. Teachers manuals would beevaluated for their assistance to teachers in using the textbooks and fortheir relevance to pre- and in-service teacher training programs. Theevaluation of textbooks would be closely integrated with the plannedimproved evaluation of teacher training in the proposed second teachertraining project. A preliminary report would be submitted one school yearafter textbook distribution. All evaluation activities, staff honoraria,transportation, sampling and data analysis, etc., would be funded by theITP. (Evaluation of the project's managerial aspects is covered in para.4.09.)

Center for Curriculum Development (CCD) (US$2.5 million)

3.14 Since an appropriate curriculum is a precondition for the devel-opment of improved manuscripts with relevant content, the project wouldstrengthen the BP3K Center for Curriculum Development (CCD). The Center-sprogram of activities supporting textbook development (i.e. part of theCenter) would become a subproject of the Second Textbook Project (ITP). TheCenter, through the subproject, would have the following tasks: (a) conductevaluation of, and make necessary adjustments in, the curricula; (b) providesupport for establishing better linkages between curriculum and textbookdevelopment; (c) conduct studies needed for the improvement of design, con-tent, language, physical standards, and use of the textbooks. To supportthe strengthened Center, the project would finance: (i) the construction ofthe Center's new building shared with ITP; (ii) provision of office furni-ture and equipment; and (iii) provision of training, consultant services,studies and recruitment incentives. The 1975 curriculum, particularly inscience, would be examined for its relevance to present requirements inIndonesia.

3.15 Studies. To support the textbook development program, thestrengthened Center, through the subproject, would be responsible for thefollowing: (a) evaluation and adjustment of the existing curricula;(b) basic studies on language abilities, cognitive development and bookdesign; (c) studies on teaching methods and equipment suitable for eachsubject area; (d) studies on the use and appropriateness of existingtextbooks and the need for supplementary materials.

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Project Cost

3.16 Total Cost. The total cost of the project is estimated atRp 70 billion or US$111.7 million. The project cost net of paper is esti-mated at US$73 million. The estimated cost by main project items issummarized below and detailed in Annex 5.

Table 3.3: SUMMARY OF COSTS

Project Components Local Foreign Total Local Foreign Total---- (Rp million) ----- ------ (US$ 000) -------

ITP 1,380 1,115 2,495 2,210 1,780 3,990

Manuscript development 2,295 410 2,705 3,670 660 4,330

Manufacturing /a 21,040 2,920 23,960 33,660 4,670 38,330

Distribution 10,620 6,595 17,215 16,990 10,550 27,540

Monitoring/evaluation/b 1,405 295 1,700 2,250 470 2,720

Pusat Grafika (PGI) 105 165 270 170 260 430

Center for CurriculumDevelopment (CCD) 1,120 470 1,590 1,790 750 2,540

Subtotal base costs/c 37,965 11,970 49,935 60,740 19,150 79,890(rounded)

Physical contingencies 3,800 1,200 5,000 6,080 1,920 8,000Price contingencies 12,370 2,510 14,880 19,790 4,020 23,810

Total Project Cost 54,135 15,680 69,815 86,610 25,090 111,700(rounded)

/a Because of reserved procurement, foreign exchange component of paper isnot considered.

/b Includes promotion.

/c Base costs reflect December 31, 1981 prices.

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3.17 Textbook Unit Costs. Primary level textbooks produced under theproject (typical book with 168 pages) on average would cost US$0.38 inDecember 1981 prices for paper and printing, and US$0.58 when costs ofmanuscript development, and distribution are included. For the secondarylevel (modal book with 264 pages), the corresponding costs would be US$0.59and US$0.80, respectively. These costs are based on recent experience withmanuscript development, paper costs, printing contract awards and internaltransportation rates. For comparison, the corresponding costs (December1981 prices) of primary level textbooks developed by the First TextbookProject averaged US$0.36 and US$0.39, respectively. The cost of a typicalsecondary textbook produced by the Ministry and currently in use wouldaverage about US$0.60. The difference in unit costs of books between thefirst and the proposed second textbook projects reflects the emphasis in thenew project on improving the content and design of books, through improvedwriting, supervised tryouts, field testing of manuscripts, printing in morethan one color and improved delivery.

3.18 Sites. The joint ITP/CCD building would be located on a portionof the old Balai Pustaka site, officially reserved for the purpose. No legalitransfer of title is required. The site of the central paper warehouse hasalso been obtained. A feasibility study has been conducted to provide thedata required on location, size, number and cost of warehouses and depots.Local Public Works Departments and/or local technical teaching staff wouldsurvey warehouse and depot sites at locations determined on the basis of thefeasibility study, and supervise warehouse and depot construction. Duringnegotiations, agreement was reached on a schedule of acquisition of sitesfor provincial warehouses/depots.

3.19 Construction and Equipment. The total base cost of hardware isestimated at US$13.5 million and is distributed as follows: buildings,including site development, US$11.3 million; furniture, US$0.9 million; andequipment, US$1.4 million (Table 3.4). Construction cost estimates for theproposed project draw on experience with previous Bank/IDA-financed educationprojects in Indonesia, and reflect December 1981 unit building costs. Costsper square meter of gross construction area are estimated to average aboutUS$330 for the joint ITP/CCD office building in Jakarta and range betweenUS$195 and US$250 for the warehouses and depots of the book distributionsystem (dependent on locality). These costs are reasonable and in line withBappenas standards. The need for higher floor bearing capacities in storagefacilities and for the structures to withstand earth tremors has been takeninto account in the cost estimates. The estimated costs of equipment andfurniture needs are based on approximate quantities for program requirementsand December 1981 prices. Detailed lists of equipment and furniture needswould be prepared simultaneously with building designs and major components.

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Table 3.4: COST BY CATEGORY OF EXPENDITURE

Category of Local Foreign Total Local Foreign Totalexpenditure ----- (Rp million) ------ ------ (US$-000) -------

Site development 360 60 420 580 90 670

Buildings 3,970 2,645 6,615 6,350 4,240 10,590

Furniture 330 215 545 530 350 880

Equipment /a 305 570 875 490 910 1,400

ProfessionalservicesArchitectural 615 70 685 980 110 1,090Curriculum deve-lopment incl.studies 885 155 1,040 1,410 260 1,670

Manuscript deve-lopment 2,295 410 2,705 3,670 660 4,330

Promotion 105 25 130 170 40 210Warehouse

operation 1,870 340 2,210 2,990 540 3,530Monitoring,evaluation 1,280 250 1,530 2,050 400 2,450

Paper /b 17,490 - 17,490 27,980 - 27,980Printing 3,550 2,920 6,470 5,680 4,670 10,350Forwarding 4,620 3,800 8,420 7,390 6,080 13,470

Technical assistance 290 510 800 450 830 1,280

Subtotal 37,965 11,970 49,935 60,740 19,150 79,890base costs /c(rounded)

Physical contingencies 3,800 1,200 5,000 6,080 1,920 8,000

Price contingencies 12,370 2,510 14,880 19,790 4,020 23,810

Total ProjectCost 54,135 15,680 69,815 86,610 25,090 111,700(rounded)

/a Includes library books and testing equipment for PGI./b Because of reserved procurement, foreign exchange component of paper not

considered./c The project base cost, net of paper, equals US$51.9 million; with contin-

gencies added, total project cost, net of paper, equals US$73.4 million.

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3.20 Technical Assistance and Training Unit Costs and Contingencies.Project cost estimates include contingency allowances for: (a) unforeseenfactors (physical contingencies) equivalent to 10% of the base cost; and(b) price increases totaling US$24 million equivalent or 30% of the basecost. Local price increases forecast are 14% and 12% for 1982 and 1983,respectively, and 10% for subsequent years. Foreign price increasesforecast are 8.5% for 1982, 7.5% for 1983-85, and 6% for subsequent years.Specialist services represents US$1.7 million and foreign fellowshipsUS$0.14 million (base cost). Foreign consultants unit costs, includingallowance for overhead, housing and travel averages US$9,400 per man-monthand the unit cost for a three-month foreign study tour averages US$5,800.Man-month costs of local experts, including salaries and allowances, wouldaverage US$1,300.

3.21 Project Financing. The proposed Bank loan of US$25 million wouldrepresent the foreign exchange component of the project cost, net of paper,or 22% of total project cost (net of taxes). The Government would providethe remaining US$87 million (78% of total project cost).

Procurement

3.22 Of the total project cost of US$112 million equivalent, paper forprinting is estimated to account for about US$40 million equivalent (witha base cost of US$28 million equivalent). This paper would be procured bythe Government under reserved procurement arrangements and would not, there-fore, be eligible for financing under the Bank loan. Project viabilitywould not be impaired by the estimated US$12 million equivalent additionalcost of obtaining the paper by means of such reserved procurement arrange-ments - (about 11% of the total estimated project cost).

3.23 Contracts for: (a) the construction of: (i) the joint ITP/CCDoffice building (base cost US$2.5 million equivalent); and (ii) the centralpaper warehouse (US$2.4 million equivalent); and (b) the procurement of(i) the ITP computer; (ii) CCD equipment (mainly for laboratories); (iii)forklifts for the central paper warehouse; and (iv) paper testing equipment(total base cost US$0.7 million), would be awarded on the basis of interna-tional competitive bidding (ICB) in accordance with Bank Group guidelines.In the comparison of bids for equipment, local manufacturers would beallowed a preferential margin of 15% over the c.i.f. cost of equipment, orthe existing customs duty, whichever is lower. Prior Bank review of pro-curement documentation and contract award recommendations would be requiredfor all construction and equipment packages presented for ICB.

3.24 Contracts for: (a) the construction of all other building works,i.e. 287 regional textbook warehouses and depots; (b) all other equipment,with the exception of library books; and (c) all furniture needs - would

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be awarded on the basis of local competitive bidding under governmentprocedures acceptable to the Bank. Such bid packages would be too small toattract foreign bidders. Library books would be purchased on the basis ofnegotiated prices.

3.25 Textbook printing would be awarded on the basis of contracts with:(a) private sector printers (for between 20% and 60% of total annual bookrequirements) on the basis of local competitive bidding in accordance withgovernment procedures acceptable to the Bank; and (b) Balai Pustaka (for thebalance of annual book needs). (The Government aims at awarding contractsto private firms for about 40% of the total books to be printed over thelife of the project.) Contracts between MEC and Balai Pustaka would bebased on unit costs per book equivalent to the lowest competitive bidreceived from a private printing firm during that fiscal year. Distributioncontracts with private firms would be awarded on the basis of local compe-titive bidding in accordance with government procedures acceptable to theBank. Tender and contract documents in standard formats are being preparedfor printing and distribution procurement.

Disbursement

3.26 The proposed loan of US$25 million equivalent would be disbursedover a period of five-and-a-half years, as shown in Table 3.5, to finance

Table 3.5: SCHEDULE OF PROJECTED DISBURSEMENTS

Disbursement Cumulative AnnualIBRD fiscal year during semester disbursements disbursements

and semester -----------(US$ million) --------- ()

FY82 2 0 0

FY83 1 0.5 0.5 22 1.0 1.5

FY84 1 2.0 3.5 122 3.5 7.0

FY85 1 4.5 11.5 322 4.5 16.0

FY86 1 4.0 20.0 342 2.5 22.5

FY87 1 2.0 24.5 182 0.5 25.0 2

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22% of the estimated project cost and 100% of the estimated foreign exchangecomponent (net of paper cost; para. 3.23). The disbursement profile is morecompressed than the standard profiles for education projects in Indonesia,for which lending was made earlier in the development cycle. In addition,major disbursements against printing will occur within the first three yearsof implementation.

3.27 Disbursements would be made as shown in the table below:

Table 3.6: ALLOCATION OF LOAN PROCEEDS

Amount of the Loan Allocated % ofDisbursement Categories ------ (US$ million) - Expenditures

Technical assistanceIncluding professionalarchitectural services(for all constructioncomponents) 2.4 100%

EquipmentITP computer, CCD equip- 100% of foreign expendi-ment, forklifts and paper tures; 100% of localtesting equipment 0.9 expenditures (ex-factory);

65% of local expendituresf or items purchasedlocally.

Civil worksOffice building andcentral warehouse 6.5 100%

Printing textbooks 12.6 100%

Unallocated 2.6

Total 25.0

3.28 Project Accounts. The Government would establish and maintainproject accounts for the ITP, and the Center for Curriculum Development.These accounts will be audited by independent auditors, not later than sixmonths after the end of each fiscal year, until one year after the closing

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date. The Government's accounting and auditing system will be analyzed in astudy to be undertaken by the State Financial Council. The study will befinanced under Credit 869-IND. The ITP would submit to the Bank quarterlyprogress reports on project implementation and biannual reports on financialstatus. The quarterly reports would specifically include detailed accountsof completed and ongoing activities under manuscript development.

3.29 State of Project Preparation at Board Presentation. The Directorand key staff of the ITP have been appointed, as has the Director of theCCD. Staff for the CCD and additional professionals for the ITP are beingrecruited. Development and testing of manuscripts is underway. Thefeasibility study for textbook distribution was completed in May, 1981 andschedules for manuscript development, book printing, book distribution andforeign training have, subsequently, also been completed. A localarchitectural firm has been selected to design: (a) the integrated ITP/CCDbuilding; (b) the central warehouse; and (c) standard modules for regionalwarehouses and book depots in the distribution system. Sketch plans whichhave been prepared for the ITP/CCD building are being revised in accordancewith MEC's needs and the revisions should be completed shortly after loanapproval. Sketch plans for the central warehouse and standard modules forthe regional warehouses and depots would be in an advanced stage ofpreparation by loan approval. Lists of equipment needs would be completedby the end of March 1982.

4. ORGANIZATION AND MANAGEMENT

ITP

4.01 The ITP, under the MEC, would be responsible for project manage-ment and implementation, and for liaison with the Bank. The ITP wouldconsult the Director of the Center for Curriculum Development on suchmatters as building design and equipment lists for the Center. During thefirst two or three years of project implementation, while construction isongoing, a project architect would be assigned to the ITP to assist withcivil works.

4.02 The ITP began operations in August 1981, with the appointmentof the first 25 full-time staff; it would become fully operational with astaff of 150 professionals, to be appointed in accordance with an agreedschedule (Annex 6). There would be three administrative units, and fouroperational units under the Technical Director. The latter units representmanuscript development, (writing, editing and try-outs), production (design,typsetting, illustration and film making), procurement (paper, printing andbinding) and distribution (Organization Chart). The success of the ITPwould largely depend on its ability to attract and retain good staff. Dur-ing negotiations, agreement was reached with the Government that: (a) ITPprofessional staff would be appointed in accordance with an agreed scheduleand with functions and responsibilities of key staff acceptable to the Bank;and (b) sufficient remuneration and/or incentives would be provided to hire

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INTEGRATED TEXTBOOK PROJECTORGANIZATION CHART

Ministry ofEducation and Culture

CoordinatingCommittee

on Textbooks

Director of ITP

echnical Director ITP

A DeputY Technical DirectOr io Architect

r nfraon | Planning/ Monitoring/ | |ePrmto Research || Evaluation 0g Cmue

| Assistant Director | e D i | | Assistant Directo Assistant Director Assistant Director Assitant Directo

St Finance Development Production Procurement Distribution

l . I . , I lI I I I

Program Support Budget Editorial Copy Paper Warehouse

Records Accounting Try-outs Design Printing - Distribution

Personnel Disbursement Reprography Supplins

World Bank-22743

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and retain qualified ITP professional staff. There are eight key staff: theDirector, the Technical Director, the Deputy Technical Director, the Assist-ant Directors for Manuscript Development, Production, Procurement and Dis-tribution, and the Chief Editor. During negotiations, agreement was reachedwith the Government that a study would be completed by June 30, 1984: (a)presenting an action plan satisfactory to the Bank, which plan the Governmentwould thereafter implement, to integrate ITP with Balai Pustaka, or to estab-lish it as an independent entity under the Ministry of Education; and (b)establishing the structural and functional relationship between ITP and CCD.

4.03 Manuscript Development. The ITP would be responsible for manu-script writing. Professional editorial advice and services in areas such astextbook planning (viz. development of scope and sequence charts) writing,testing, design, etc., would be provided to authors and writers by the ITP.A professional content editor on the staff of the ITP would be assigned tomanage the development of each set of textbooks. The editor would selectwriters and monitor the authors activities through the various controlpoints, reflecting the scope and sequence chart and the publication plan.Author teams would generally consist of a curriculum expert, an experiencedteacher and a writer. Authors would generally not be staff of the ITP orthe Center for Curriculum Development. A book designer and a graphic artistwould cooperate closely with the editor and the author team.

4.04 Under the project, teacher guides would be written so as to pro-vide teachers with sufficient instruction in the use of new books. Theguides would emphasize basic concepts and instruct teachers to avoid frag-mentation of subject matter while providing sufficient flexibility topresent syllabi in line with student abilities. Writers, teacher trainersand other specialists would be briefed by ITP manuscript development staffon the effective use of the new textbooks in regular preservice and inser-vice courses run by the Directorate for Primary and Secondary Education.

4.05 Testing and Revision. In the second year of the textbook develop-ment cycle, prototype books would be tested for one school year in a repre-sentative sample of classrooms. The testing would be conducted in a sampleof nine schools in Jakarta and vicinity, designed to combine reasonableaccessibility with a representative range of schools in terms of quality andpupils- socioeconomic, cultural and linguistic background. The testingsystem would be improved through direct observation of the classroom learn-ing situation which would permit immediate feedback from pupils and teachersto editors and writers. The main instrument in testing would be the recor-ded observations of teachers after each lesson unit as to the suitability ofprototype manuscripts. Visits would be required of authors and editors tothe test schools. Curricular validity, attractiveness of presentation,adequacy of content for about 200 school days of the year, readability andrelevance to political, cultural and economic conditions would be ensured.The testing would pay particular attention to teacher guides to ensure theyare effective in helping teachers use the books. Revision and continuedediting would start once significant field feedback from the testing isavailable. Results of a readability study presently conducted by BP3K wouldbe utilized during the tryouts.

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4.06 The field testing would be under the administration of theAssistant Director for Manuscript Development of the ITP. A researchspecialist, seconded from BP3K, would assist with sampling and assuring thereliability of the testing. No other staff training would be requiredexcept for guidance by the Center for Curriculum Development and BP3K staff;the cost of testing is included under manuscript development. Duringnegotiations agreement was reached with the Government that testing of newtitles would be carried out during a full school year in a representativesample of nine schools.

4.07 Distribution. The focal point of control for the distribution ofboth primary and secondary books, would be at the provincial (kanwil) level.Staff in the warehouses/depots would be managed by the provincial educationauthorities. Primary school books would be distributed through warehousesand book depots at the provincial, kabupaten and kecamatan levels. Second-ary school books would be shipped directly from provincial level warehousesto schools. The warehouses and depots would have two functions. First, toreceive, store and dispatch books; and second, to provide a reserve stock tocover unexpected wastage, and to offset shortfalls and transportationdamages. To facilitate handling, distribution and control, where feasibleprinting contracts would be packaged by province. Under the supervision ofthe ITP, private expeditors would pick up books from printers and deliverthem to designated warehouses and depots.

4.08 Monitoring. The Deputy Technical Director would be in charge ofmonitoring (Organization Chart). The ITP departments in charge of manuscriptdevelopment, production, procurement and distribution would be responsiblefor the day-to-day progress of their various programs. The monitoring systemwould cover the performance of writers and private contractors, especiallyprinters. Reasons for delays in book production and distribution and fordifferences in actual against budgeted expenditure would be analyzed. Bookdistribution would be monitored by education officers trained in distributionat the kanwil and the kabupaten levels with the help of school supervisors.The Deputy Technical Director, in cooperation with the Directorate forPrimary and Secondary Education, would establish methods and procedures toimprove reporting by education officers and supervisors throughout thesystem. The Manuscript Development Department would also be responsible formonitoring the use of books in schools.

4.09 Evaluation. The Deputy Technical Director would be in charge ofevaluation. The process evaluation would include the ITP-s institutionaldevelopment, particularly staff training, local and overseas, in relation todefined managerial and technical needs. This evaluation would assist theITP Director in project implementation. It would focus on decision-makingprocedures, and ITP's relationship with Balai Pustaka and the Directoratefor Primary and Secondary Education (PDM), and the process leading to amerger or integration with Balai Pustaka. Surveys would be used todetermine the capacity of provincial education officers and supervisors toparticipate in evaluations of book availability and use. The Manuscript

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Development Department will be in charge of the evaluation of new manu-scripts under its regular tryout and testing activities.

Center for Curriculum Development

4.10 The Center for Curriculum Development would be expanded from 5divisions to 11 divisions (Organization Chart). It would begin operationsin April 1982 with 35 full-time professional staff consisting of 20 existingstaff plus 15 new staff. By September 1983 it would have 65 professionalstaff; by September 1984 it would have 105 professional staff. Towards theend of the project period, 1986, it would have 140 professional staff, 55 ofwhom would be directly involved in manuscript development. During negotia-tions, agreement was reached with the Government that professional staff ofthe Center would be appointed in accordance with an agreed schedule.

Coordinating Committee on Textbooks

4.11 The Coordinating Committee on Textbooks (CCT) would establishlong-term manuscript development priorities, review program implementationand ensure synchronization between curriculum and textbook development forITP. Its Chairman would be the Minister of Education or his designate. Itsmembers would be, inter alia, representatives at the Directorate Generallevel (or their designates in the appropriate functional field) from theBP3K, the Directorates of Primary and Secondary Education, Higher Education,the Secretary General's Office, and the Directors of ITP.

Technical Assistance

4.12 The project would implement a program of training and consultantservices for staff of the ITP, the Center for Curriculum Development andPGI. For ITP staff, foreign study tours and short- to medium-term on-the-jobtraining in appropriate institutions abroad would be complemented by in-country training to be conducted largely at the PGI (Table 4.1). The projectincludes: (a) 48 man-months of foreign study tours for ITP staff in publish-ing; and (b) 6 man-months of foreign study tours for staff of the Center forCurriculum Development in curriculum development and research. It is plannedthat foreign consultant services would be used, according to availabilityand type of expertise required, as follows: (a) ITP - 3 man-years in manu-script development and information management (Table 4.2); (b) PGI - 3 man-years in reprography, quality control and book production; and (c) CCD - 3.5man-years for job specific studies and technical support for ongoing activi-ties of curriculum development. The Government retains the option of usinglocal consultants according to availability of local expertise. Requiredjob descriptions and terms of reference for the consultants have beenprepared.

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Organization Chart of CCD

ChairmanofBP3K

DirectorofCCD

Administration(1)

* Pre-School and Primary Hig.her EducationSchool Curriculum CurriculumDevelopment (2) Development (7)

Special School Non-formalCurriculum CurriculumDevelopment (3)J Development (8)

* General Secondary Cultural EducationSchool Curriculum CurriculumDevelopment t4) Development (9)

Vocational Secondary Educational *Schocl Curriculum FacilitiesDevelopment (5) Development (10)

Teacher Education Wlorkshop and *Curriculum Micro TeachingDevelopment (6) . Laboratories (11)

* Note : Parts of thie activities witlhin divisfuns (2), (4), (10), and (11)

cons,titute tLe :subproject ssuplorLin,h tdxtlk. cevelopiuent

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Table 4.1: TRAINING SCHEDULE FOR ITP STAFF AT PUSAT GRAFIKA INDONESIA(No. of staff)

PGI Course FY81/82 FY82/83 FY83/84 FY84/85 Total

Publishing and Bookmaking 30 30 30 30 120/a

Management of Printing 10 9 - - 19/b

Layout and Design * 10 10 10 8 38/c

Photocomposition * 10 10 10 8 38/d

Reprography * 11 10 10 10 41/d

Ink and Paper Testing 11 11 - - 22/e

Binding and Finishing * 11 11 - - 22/e

Lithography Quality Control 11 11 - - 22/f

Book Handling and WarehouseControl - 10 10 - 20/1

/a Represent all technical staff of ITP to be employed before July 1, 1982.7T Senior ITP staff: directors and assistant directors.7i Manuscript development and technical production staff./d Production and procurement staff.7e Procurement staff.7? Special course to be organized by PGI.E Distribution staff and personnel in nearby ITP warehouses.

* Technical staff from Balai Pustaka would participate in these courses(10 in layout and design, 9 in photocomposition, 5 in reprography, and20 in binding and finishing).

Note: On average, each course would last two weeks.

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Table 4.2: CONSULTANT SERVICES

Total(man-months)

ITPTechnical Director's Office 12Manuscript Development 12Information Management 12

36PGIReprography 6Ink and Paper Testing 6Book Production 12Quality Control in Lithography 12

36CCDCurriculum Development 42

Note: Man-months under consultant servicesmay be provided in successive assign-ments and reflect inputs from more thanone person.

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5. BENEFITS AND RISKS

5.01 The proposed project is an integral component of the governmenteducation strategy which is supported also by the Bank's teacher trainingprojects. Over the longer term, it would raise learning achievements andensure more equitable distribution of educational opportunity through thedelivery of improved textbooks throughout Indonesia. It would build up theinstitutions, professional skills and management capacity required to ensurethe availability of improved textbooks in priority subjects to primary andsecondary schools. Through its output of textbooks, it would meet about 22%of total textbook needs in all subjects at the primary and secondary levels.The project would prepare the base for further textbook improvements underRepelita IV (1985-89).

Benefits

5.02 Institutional Development. The central objective of the projectand essential justification for Bank financing, is to assist the Governmentin institution building. This entails strengthening a Ministry of Educationcapability for continuous textbook development, closely linked to astrengthened curriculum development capability. By strengthening the BP3KCenter for Curriculum Development, the project textbooks would reflect theadjusted content and sequence of the curriculum taking into account theoutcome of the various studies conducted by the Center. With more staff andskills in curriculum development, continuity in development and testingwould be ensured. Curriculum would be better attuned to the progression ofchild development, which would permit the writing of more relevant textbooksin terms of content and volume. Teacher guides, reflecting the adjustedcurricula/syllabi and better textbooks, would assist in improving teaching-learning practices.

5.03 Under the project, the ITP would be strengthened through theappointment and training of key staff to initiate, coordinate, execute andsupervise the full complement of textbook publishing functions. Itspermanent staff would be responsible for realistic, coordinated planning andimplementation of the various activities: manuscript preparation, testing,revision, production, manufacture, distribution and monitoring. Local stafftraining in publishing and printing would be carried out by Pusat GrafikaIndonesia.

5.04 Improved Quality. The project would improve the content andrelevance of textbooks in mathematics, science and English and raiselearning achievements of students over the longer term. Mathematics andscience subjects account for about 20% in the primary timetable and with aprimary school enrollment of 25 million, the benefits of improved textbooksin these key subjects are substantial in terms of raised learning potentialand more effective use of pupil time. In the absence of a broadenedknowledge base in both primary and secondary education, institutions ofhigher learning will be unable to produce the technical manpower necessarytor economic development.

- 31 -

5.05 Equity. The project would help improve equity in access toeducation. By establishing strengthened regional distribution and monitoringsystems, it would ensure a timely and adequate supply of uniform textbooksthroughout the country. Achievements of pupils from lower income bracketswould improve because research indicates that textbooks have the greatestimpact on achievement levels of these pupils./l Moreover, with improveddelivery capacity and better physical design of books, pupils would not haveto buy alternative books, thus reducing the cost of access to education forpupils from low income households. It is likely that school attendance wouldbe raised and there would be fewer dropouts.

Risks

5.06 The content of books would not improve if qualified professionalstaff could not be hired by the ITP. Recognized risks are: (a) the diffi-culty in attracting, motivating and training a sufficient number of qualifiedpersons to carry out the task of textbook development; and (b) ensuring theestablishment of an institutional framework which would permit the Governmentto retain qualified staff into its textbook publishing program. These risksare reduced since the ITP has already been established and management staffappointed. Moreover, the Government is reviewing remuneration and incentivesrequired to hire and retain qualified staff. The project also includes aprogram of training for ITP staff.

6. AGREEMENTS REACHED AND RECOMMENDATIONS

6.01 During negotiations, agreements were reached with the Governmentthat:

(a) the copyright would be obtained before reproduction of anytextbook (para. 3.05);

(b) paper specifications would be satisfactory to the Bank(para. 3.07);

(c) an evaluation would be carried out to assess how the qualityand cost of printing and paper affect the longevity of book use,and the results submitted to the Bank by December 31, 1984(para. 3.09);

(d) professional staff of the ITP and the Center for CurriculumDevelopment would be appointed in accordance with accepted

/1 Schiefelbein and Farrell study of Chile quoted in Heyneman et al."Textbooks and Achievement: What We Know." Bank Staff Working PaperNo. 298.

- 32 -

schedules; functions and responsibilities of key ITP staff wouldbe acceptable to the Bank; and sufficient remuneration and/orincentives would be provided to hire and retain qualified ITPprofessional staff (paras. 4.02 and 4.10);

(e) a study would be completed by June 30, 1984: (i) presenting anaction plan satisfactory to the Bank, which plan the Governmentwould thereafter implement, to integrate ITP with Balai Pustaka,or to establish it as an independent entity under the Ministry ofEducation; and (ii) establishing the structural and functionalrelationship between ITP and CCD (para. 4.02); and

(f) testing and revision of new titles would be carried out during afull school year in a representative sample of nine schools(para. 4.06).

6.03 Subject to the above conditions, the proposed project constitutes asuitable basis for a loan of US$25 million equivalent to the Republic ofIndonesia for a term of 20 years, including five years of grace.

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Cl,�l'!!!Il�l�.!!2�ATIDN.INEIICATORS ANNEX I

JANUARY 27, 151B2

--------------------------------------------------------------------------------------- ----------------------:CENTRAL:

GOVT. IGNP/ :EXF. ON: :PRI. :RECURRENT' :!;EC.

'.CAPITA' :LOU. AS: EDUCATIUN :LITER- PRI. :COMPLE- :STU- :UNIT C0ST.PR0GRF5S-: SEC. :STU- :HIGHER:: AT '. :% TTL. ; RECURRENT :Acy :ENROLL.TION ;DENTS:F'k'IM. ED.:ION RATE :ENRDLL:DENTS:CNROLL::MARKET. 7 GNP :CENTRAL:EXP ALLOCATED: RATE RATIO :RATE FOR:PER :AS X GNP/:FROM PR'I.:RATIO :PER :RATIO :

PIIP. :PRICLS' DEUOTED: GL)VT. ! TO: :(% OF : NET :PRI.SCH.:TEACH' CAPITA :TO SEE. NET :TEACH-- GROSS'.Yk:MILLS.: (U',$).' TO EDU.: EXP. :PRT. SEC. HI.IADULTS): (%) :CYCLE(%):ER (X) I%) :LR (z)

I I : . : -: �1, (2) (3) (4) : (5) I (6) : (7) : (8) (Y) I (10) (11) (12) :(13) :114)----------------------------------------------------------------------------------------------------------------------------

ADVANC, 11

14 24Y 51Y 15Y 99 98 93C 26 ID 7c 99C SIC 19C 16 FISYT"A 7!? 3':S I; 670 8 1 4 3K 25 39 23 79 00 21 17 6 DO 92 8 -2 001144L'A tooyrJ�Cp. 6 G

IIFI 7F 13tit 4.BDW B.4L 99 100 1008 94xy 2�B �2: 00",:APMf;N IL 300H 4 3 �;�y ;;6y il�y .997-197 700 ';;D 99 9 95 El 69YMET VRLANUS 7i, 3Y9 200 3 1;.;L 20 35 24 19 96 93 19 17.B 9 8- 132H I3.SK 39 24 99 99 99 26 1?.4 919, 67 19 1. 0000NEW ZIALAND 7 3 �5530H 5.2w 25,PJORWAI 76 4,C)H,9:560 7 19 36 54 24 ' 15 99 99 99 16 15:8 9RE 6 1IF 11 00ri WE El E N /111 B 30 540 :28FW 0:11- 37 It 10 9 '? 99 100 16F 22 7 100 7y 13 30:008L; : K : A 78 6: D4,596. 151.6 26, 39** 22 99 99 100 24 12.3 00 65 l7o -0.6Ls 7EI 2 18,59 770 7.t 2 9K .. 57 18 99 98 99 22D 99 97 19 4t 00

V OROPE.

('I.'p E 74, 9:4H 4,350H 2 6W 10 6H 37 26 21 11 61% 99X 82C 31 62? 700 so 27 irl. DOIULANU y y y I I y .:�4 i _H 3:144JOH 5.IW 43 41 14 BB De 99A 35 95A 65XY I� 1!,: 4 7YV OR-TIJ 913H 1 9 OH 3 6W i;.7E 41 21 Is 71 B2 600, 19 79, 75V 35 I, 5 no

MANI I.?K 9, 10x 9, 2 1'; -1 9H 6 OH 4 0 36 IP 13 8 I 210, S. 49 2 0oo

F, PA I N i437.1H 3,96OH 2.4A B.OK 49y 22y 15y 9,0A 11 5XY 35 7axy 30 l'/.68Y

.,F RICA

ALGERIA 7 ?IB 1,450H 7:114 34K 26K 21K 35H 94XK 45K? 37K 119 52 K 33K? 37K 5.OOKXt' N T 79 4 65 43 21 5 11 42 3D 46 14 0 30 11 43 ---1: OT�, AfIA /9 0:13 7 52 00 6.7 19.3 4a I5 35 94 74 32 22.0 33 2 0 IB 1.50E, LJRU ],I 4.0 ED 2BL 20.66 44L 33L 22L 25 25X 34 35 11.0 17 2.5X 17 0.8t AMERCION 76 8.IH490N 3.7W 13 .6K 33 43 20 60 45 52 11.8 2D go 24 0.9oryC.A.k '4 1. "H27(H 3DCW ... 56a Igo ... 79xy 25 69Y 21 5A is OXY 27BY (I 21 yCHAD 71 4.3H 150H 3ow I3.5F 78 22 ... Is 29xby 30 65BY 2XBy 30 0.OIBYAIMORDS 0.4 611K 6.5 25.4L 40 28 14 20E 99x 65 45 1: 21 30 1.4t ONGO � B) 74 1.5H5EnH 6.(W ... 40 32 2i 50? 133X 63 63 13.3A 48 33X 22 3.40D-11 FIVOT I 8 (.4 440 5.4 I(.8 60 40 - 10 32 ... 41 ... 60 a 19 0.50EGYP't 7 7 400 5 5 11 3H 30 35 26 4413 73 so 30? ... 82 49 17?' 15.00

131) 2 2 11 '56 1�. 3.yTHIOPIA 3I0 59 4':' -37 W 2, I00 1 '19YGABON 711 0-H �;; 46C 391Y 11ED -�.SH 46 25 6 27 9D 33 44:7 92GAMBI O.hHIH 3.3W 3 25GHANA II.0H 3BOM 5 5K 43Y 22Y 20YQ 6oxy 62B 30y 14B 35XY 16CY 1.�9Yn 4 ;j. I.?GOINI 4, 5.IH _tom ;:;I.. 30 31 30 3OX 64 B -6 4.00IVORY C Cl A' ST 76 7 EN 950 6.BW 33 46 13 "A so Ell, 453 19.7 467 137xy 26, 1:1,41KENY 'N 79 15:3 3BDH 5.9w 17.9K 71 is 14 45 92 74 '40 15.8 41 19 :la I1)LESOTHO 79 1.3 340 4.1 21.3D 41 251 20 52 68 32 49 8.0 65 IF 23 0.90LIBERIA, 77 t 46014 3iw 11 9L 23 13 26 30 51X .;. 54 27 9, 76 24X 16 j:;.MADAGAS AR 8 3H 4 OW 15 3c 53 28 19 -50 90 3 44 38 14 -3MALAWI 79 5.9 201 22 W 7K 40 23 23 25? 59 17H 62H IO:DG 50DE 6X 21 ...7 . H 13DH 4 2HMW E: E E E5 6 3 I 7K 45 37 is IOE 22 ... 4SE 5 E 6x 21MALI XEMAURITANIA 7 t Ei 27 55 16 33 43 25 17 32 60 45 520 30 9 25H 91,00 47 I: "K 26 SOB 24 19,5 D 45 3-liAURI T I LIS 76 0 9 -H w 75 50 94 99 : ? 5(MDRDCCE) B0I9.5 740 6.3w 17.5K 36 44 2 60 2B 72X 35 39 19.7 409 25X 21 4:bONIGER 7 5.OH 24DM 2.Ila 23.3r, 52 43 a 17 50 39 38.7 3 2 244.I . 0 y 34 Cy Xy :;tyNIGERIA 74 80.6H 600H 96 23 16Y 42Y 49xy I� 2otly 0RWANDA 80 5.G 200 3.2 20.7 62 17 11 2; 66 i�-? 40 I;.; - 13 0 40SENEGAL 77 5.4H 360H 5.0 18.9E 46 34 20 10 32 ... 49 21.6A 20 to 21 1:5SIkRkA LEONE 73 3:3H 230H 3 4W 16 OH 31 36 3D 151F 34X 45. 32 13I;7C 61.1 13X 21 0 S3AYSo MAI IA 79 3 7H IBSH 2:OW 8:IH 55 10 21 50 44 32 2 4 4 5 is i 00SU1)AN A174H 34OH 4SW 52H 40 36 16 20 34 33 46.�s 33 14 24 l.;4

8 W 7 X .7Ei WA2ILAND 78 0 TH 5 0 6 IG 21 4D 3 33 23 65 92 49 37 7 66 32 -0 2 oxTANZANIA 70 17.1 20 6BNW it.3K 43 V? 10 �. 6F 96 87 58 lI.IF 9 4 2OU 0.38T06C) 77 2.4. 30 5 5w 13:76 30 2B 21 10 74 40 590 13 36 44 2 00TUNISLA 79 6-,41, 120H 9:B I6 9 41 36 20 62 100 so 3 12:8 30 3D 3( 6:00UGANDA f, 12 4H 2BOH? 3 4CY 340Y 400Y 22DY 25A 53XY 34DY 14A 6KBY 21A 0 56YuppER VCILTA 77 5:6H 16OH 3:414 I;:;x 31 16 32 SC 13 51 5;:;, 19 2 '5 I:OZAIRC 7626.SH 240H '?6.ow ... 49 26 25 15 86X 44 42x 20.OA 41 13X 27 1. OOXZ MBIA a 1.

A 1) 5 7 540 5.6 II.IL 4a 23 22 44 95 so 48 12.7 I? 16 -2 50ZIMBABWE 81 7:7 700 5.1 19.5 62 32 6 74 90 55 39 2D.0 es IF. 23 0.50

CENTRAL AMERICA AND THE CARIBBEAN------------------------

BAHAMAS 79 0.2 2,780 6.5w 23.1K 36 36 11 V3 99 24 ... ?7 75 19BARBADOS 76 0:2 2,08014 a IW 21 7K 43 31 16 99 L06X 99 21 19 9F ?9 94X 17C067A RICA so 2 I 810 8:4 38:i 40 27 33 90 93 77 33 5:5 77 40 -7 14:00C"JBA 711 9:7H 1,000H 8:0 ;2, 9.6 11. 1. 22 9. 65 lb I5.00DoKIHICAN REP 72 5 1 9OD 3 0 51 so 17 54 63 14 ,4 700EL SALVAE'Dk 77 4.3m 640N 4.0 19 3L 64 8 27 62 x 32 39 ... 41 23 �I 7.00A 73 6.6H v3DH I.9 12 6K 55GLI TCMALA 23 14 47 14' 26 35 ... 69 8 -5 4 09YHIIITL 110 5.D 260 3.4v 2 9 6 23 50 2D 41 19.0 62F 4F 27 0.8HoNr'ORAj 18 3.4 480 4.2F 1�.LK 62F ISF 19F 6DE 7B 30 35 1 2. 9? F 68 11 17 4.ODJAMAICA ( - 2 240 6 5 18.4G 37 43 20 90 9B 98 40 2.3 95 1 2L 8 ODm Xit(i BD 67 41,1110 5 0 78 46 39- 15 92 53 44 9 5 56 17 1( 30660 3 0 1)2:e' w ::9F 61D 13 3 90L 6i 24 44 7 3 4 67 7 OOL.NtCARA6UA 7H 5 I D 93. LPANAMA 7B 1 260 54 12.7K 42 136 13 78A 97 820 320 11.6 850 4Y 346 2(.00TRINIDAD II T. 77 1I. lot. 4.5 11. 7K 48 32 20 95 96 91 30 10.5? 49 62 24 ...

SOUTH AKERICA

ARGENTINA 7t) 26:7H 1,9104 4:4 3K 436 31F 180 93 e9 17 87 31 8 23.00L, 5 1 5 0 8: 24 ... I BI:OLIVIA 76 5 3 0 W 30 5K ... ... ... 42L Boo 29C 4 ...E, RAZIL 7t. I 19.5H 1, 51 OH 2.BtiW 6. 2K 420 200 228 64A OBF ... 27BY ... 26F 15BY 6.UOA1;HILE 75I0.7H 1, 47CIH 3.BRY I3.OH 23Y IDY 50Y ... 119xy ... 35Y B.B?A ... 4HXY .1. 16. �,5�C'IL "MBIA 74 25.6H 900H 3 3cy 44CY 22CY tlY 71�1 C IllIlY 211 33Y 11:011 110 3,X1 14A %blyE II OR 80 8.41, 369P 6:OP 45 31 16 0 105 .48 36 I2 6 86 4/ 16 .. .70H:'Y"DA 74 0.13H 560H 5 am 13:,4H 47 35 14 83A 92X 39 33 19 ED I 9 �2X 24 100PARAGUAY 79 3 0 5120H 1:4 12 K 42 17. 20 4 82 32 29 3:tR 75

- L. OD75 I6.SH 6 'y I L y y i I Xy Cy I Xy , C

P P BoH 4.2r 1 L 4t) 2 t5 2 It 38 39 1 OA 70 -3 4 41YL' 'yO"UG UAY 75 2.9H 1,790 14 2.5 9.4K 46 i4 20 9,4 93x 24 12.3E 83 10. w I .' a a 7AVENEZUELA 73 I4.OH 2,850H 4 6 8 K 3DO 28 35 7 81 33 33 ... 1,:�21CY

- 34-

COMPARATIVE EMOATIO INDIOAIOeO (CANTO) ANNEX I PAGE 2

JANUARY 27. 1982

IC EN TR AL. I I GOVT. t

I SNP/ I SEX?. DM1 K OF PUBLIC I S t PRI. tRECURRENTS 2 :SEC S I ICAPITAS :EDU. As: EDUCATION SLITER- S PRI. :CONPLE- SSTU- WUHIT CDOTtPROGRESS-S SEC. :STU- :HIGHER;1 2 AT I 552 TTL. I RECURRN10T $ACY SENROLLITIQN SDENTU*':PRIM. ED.ZI10d RATE IENROLLSDENTSSENROLLI

:MARKET: % GNP SCENTRALSEXP ALLOCATED$ RATE SRATIO IRATEr FOR5PER tSA Z INP/FRWO# PRI.?RATIO SPER %RATIOGPOP. IPRtICES: DEVOTED: GOUT. TO: IC%2 OF t MET tPRI.8CN.STEACHS CAPITA STO SEC. N ET STEACH- GROSIS

YR:MILLS.S (UBS)l TO EDU.1 EXP. tPRI. SEC. NI.tADUJLTS)I CZ) lVfCLE(Z)tER I 1 (52) t (K) :ER S(K) I

(1) (2)t (3 : (4) 1 (5) t (s) : (7> 'I 13) S (9) S (10) 2 (11) 5(12) 2(13) 1(14)

ASiIA AND OCEANIA

AFGHANISTAN 77 14.6H 160K 1.3 . 47 19 15 12 29K 69 37 13.9 62 ex 17 1.00BANGLADESH 79 92,9M 90 I.iLP L4.91C 51 17 20 229 71X . 53 6.2P ... 14K 23. 1.43CHINA 79 971.0 256 S.; 6.6 34 36 30 66 93 64 27 9.0 83 SIX 19 2.00INDIA 75 643.9H 1IM 2.-6Y 1.9K .. . . 291 65XK .. 43A .. ... 29XY 20AY 2.34EYINDONESIA 7'B(147.0 430 2.41i .. 266 325 158 62 92 48 32 .. 70 19 17 2.00IRAN 73 ._ 12.2N 3.3W L2.2H 5OS III 123 50 77 744 32 I.DBA 24 32 4.32CYIRAO 75 12.2H IiESON 6.7Cw ... ....... 2AC P3Xy.. . . ...22 35XY 26C 8.47YJORDAN 79 2.2 1.l90K 6.8 10.9F 19 44 18 70 97X 85 32 7.2 94 65 21 14.00KOREA 79 36.6 1,310 2.8W 16.81C 35 29 36 93 102K..9 49 *.6c 91 60 45 13.00LEBANON 72 3.0K ... 3.5w .. 39 40 10 68 86 65 I9 23.25 63 26U 25 23.00MALAYSIA 80 14.2 1,460K 6.7)29 15.0 39 32 13 603 9" 94 20 6.6D 84 65 28 4.20NEPAL 50 14.3 140 1.1)2F 9.9 29F 209 41F 19F 59F 2SF 31F . 64F 14F 24F 0.99OMAN 72 .8K 29790K 1.7NN--- 8.1KC 96 - -- 20 24X '99 279 28.0? .. 0.4X 9PAKISTAN 79 78.0 270 2.0 2.5KC 39 26 27 24 .56K got 48 6.5 ... 20K 17 6.OOEP~APUA N.BS. 75 2.9H 620K 5.4LU 17.OK 36 1& 24 32 -57? -f739 31 23.0? 90 12X? 24 0.90?PHILIPPINES 79 46.8 600 2.9)2 15.7KC 64 36*88 78 54 65 31 7.0 89 55 36 21.00SINGAPORE 74 2.3K 3,260K 2.7Y)2 14.9KC 39Y 39Y 17Y 72A 109XY . 724 319 7,4A 994 44XY 24 7.68YSOLOMON ISL. 80 0.23 460 5.4 11.0K 41 34 20 ... 60 70 36 . 35 1o ..SYRIA 78 7.9 960K 4.4 6.30 39 25 26 53 09K so 35 - 7.71 6 48X 21 12.60THAILAND 77 44.5 830 4.0O.2W 19.9K 85 30 15 34F 83 30 38 10.00 70 23 28 3.00TURKEY 73 43.1K 1.250K 5.6CYW 19.6K.... ... ... 69y - 34Y 7.2h ... 24Y 270Y 5.03YYEMEN 73 5.6K 410K 0.5)2 i0.GK 489 nIP 23P 10 15K to .36 19.3 75 21 19 0.05BYYEMEN P.D,R. 80 1.9 424 6.0 10.8 62 14 8 40? 70 53 24 22.4 11 31 16 2.50

SUMMARY FOR DEVELOPING COUNTRIES$

NUMBER OF COUNTRIES: 102 62 B9 90 90 94 101 It. 101 71. 85 100 99 7

RANGE' (0.8- (1.9- (20 (9-. (3- (8- (13- (13..' (16- (3.1 (5- (.4- '8- (.01-9.9 30.5) .96 73) 80) 99) 133X) VP ) 9)52.5 ) 99) 95' 45) 41.0>

S2UARTILES2UPPER 25.6 17.5 49 35 22 56 PS1 -? '4 .2 9 -91 46 25 11.0MEDIANS 4.2 13.0 42 26 15 60 92 .65! 34 11,l 65 24 22 3.4LOWER 2. 3.0 9.9 34 21 13 25 56 23. 29 20' 41 It 13 1.0

SYMBOLS:... DATUM UNAVAILABLE OA-1971 OR DIPFOlE N-CUftENT PRICFS SOUSCESS- MAGNITUDE NIL OR NEGLIGIBLE 3-1972 P.Gop? QUESTIONABLE C-1?73 GiINCLUDING FOREISIA AID *CDLlJNNII AND 2 WORLD DANK ATLAS* INCLUDES PART-TIME STUDENTS D-1974 R-CENTRAL GOUT. ONLY. OR 1160 mIssKONS*8COMBINED WITH PRIMARY E-1975 S-MINI1STRY OF EDUCATION 11NIt)ONLY 3 TO 14 1IS0 MISSION!54COMBINED WITH HIGHER F-1976 TKMOE AND STATE GOUT. ONLY AND/OR UNESCO

G-1977 U-EXCLUDING CENTRAL GMVT. STATISTICAL.H-1978 V-INCLUDIN8 PRIVATE EXPENDITURE .YE.AROOKK-1979 *-PUBLIC EXPENGITURE ONLYL-1910 X-INCLUDIN9 OVERAUO STUDENTS-M-1981 Y-uNEsca sOuRCEs

COMPARATIVE EDUCATION DATA ARE USEFUL IN THE EVALUATION OF VARIOUS EDUCATION4 SYSTEMS AND AMALYSIlPO9 RELATIVE STAGES OF EDiUCAiTIONALDEVELOPMENT BETWEEN VARIOUS COUNTRIES. NOWEVERvON THE BASIS OF THE PRESENT DATAtCROSS-NATIONAL COMPARISON SHOULD SE APPROACHED WITHGREAT CAUTION, DATA PRESENTED IN THE ABOVE TABLE NAVE BEEM COLLECTED LARGELY BY THE BANK MISSIONS FROM4 UOVERNMENT SDURCEB2 THEREMAINDER ARE STAFF ESTIMATES OR DATA FRDM UNESCO. EFFORTS NAUE BEEN MADE TO STANDARDIZE DEFINITIONI AND WITHIN LIMITS. TO CHECK THEACCURACY OF THE DATA. NEVERTHELESB.SUCH DAtA ARE STILL IMPERFECT IN SEVERAL RESPECTS AND THE BANK IS NORKINS TO IMPROVE THEMPROGRESSIVELY ON THE OCCASION OF ITS OPERATIONAL WORK. IN THE USE OF THESE DATA. THE rOLLOWING OUALIFICArIONS SHOULD BE BORNE INMIND:

h1)'EDUCATION' AS DEFINED IN THE TABLE INCLUDES ALL EDucATIoN AND TRAININUv FORMAL AND NON-FCHMALl(2)'PRIMARY EDUCATION REFERS TO EDUCATI ON AT THE-FIRST LEVEL AND 'SECONDARY' EDUCATION REFERtS TO ALL EDUCATION AT THE SECONDARY

LEVEL REGARDLESS OF TYPE (E.O. BENERAL, TECHNICAL. AGRICULTURAL) (3)'LITERACY RATES'(COL.6) ARE OFTEN OBTAINED FROM COUNTRY CENSUSES. IN MANY COUNTRIES THEY ARE oNLy APPROXIMATIONS AND IT IS

DOUBTFUL THAT ANY UNIFORM DEFINITrION OP 'LITERATE' HAS BEEN FOLLDWED CON8ISTENTLYD(4)'PUBLIC EXPENDITURE IN EDUCATION' (COLS 4 AND 5) REFERS TO ALL CAPITAL ANM RECURRENT EXPENDITURES DEVOTED TO EDucATION By

PUBLIC AND QUASI-PUBLIC AGENCIES#(5)'ENROLLMENT RATIOS?4COLS 7. 12 ANO 14) REFER TO SCHOOL YEAR AND MEAN THE PERCENTAGE OF ELISIBLE CHILDREN ENROLLED FULL-TIME

IN THE APPROPRIATE SCHOOL. PUBLIC AND PRItVATE BY LEVEL. THEY ARE OFTEN BSUJECT TO A WtCE MAIRGIN OF ERROR IN TH4E DEVELOPINGCOUNTRIES OWING TO VARIATION IN THE ACCURACY OF BASIC DATA(I.E. AGE-SPECIFIC POPULATION AND ENROLLMENTS). ENROLLMENT FrBSRESFREGUENTLY ARE HIGHER THAN THE NUMBER OF STUDENTS ACTUALLY IN SCHOOL. OVERABED STUDENTS WHO0SE INCLUSION IS INDICATED BYFUOTNOTEB ALSO CAN INFLATE THE RATIOS.

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ANNEX 2Page 1

INDONESIA

SECOND TEXTBOOK PROJECT

Development and Communications

Overview

1. Indonesia's population is scattered unevenly over some 13,000islands in a territory 3,200 miles long. Official statistics and projectionsshowed a population of 145 million in 1979, rising to an estimated 160 millionin 1986, and 176 million in 1991. Population density ranges from as few as 2persons per sq km in Irian to as many as 625 persons per sq km in Java, Maduraand Bali. The literacy rate varies between urban and rural areas and betweenmales and females; the overall rate has, however, risen dramatically, from 10%before independence, to 39% in 1965 and an estimated 62% at present. Theuneven distribution and the ethnic and socioeconomic diversity of thepopulation throughout the 27 provinces make it difficult to administer publicservices, including education. Around 200 languages are spoken, althoughBahasa Indonesia, the national language, is increasingly understood throughoutthe country. Local languages are the medium of instruction up to the thirdgrade. After third grade, the medium of instruction is Bahasa Indonesia.Bahasa Indonesia is used for all school textbooks.

Communications

2. In Indonesia, as in other developing countries, modern mass mediaand traditional communication systems co-exist. The vast majority of thepopulation rely on traditional communication channels, where information isgathered through village and community meetings. The use of modern massmedia, newspapers, radio and television, as well as books, is still limitedto the small urban elite. While newspaper consumption rose from 0.8 millioncopies per day in 1971 to 2.0 million in 1977, in the latter year there wasstill only one newspaper circulated for every 67 persons. This compares withone newspaper for every 11 persons in Malaysia and for every 56 persons in thePhilippines. The low usage of written material reflects a cultural patternwhich emphasizes the spoken word as the medium of communication. Radio is thepreferred modern medium. In 1974/75, 2.1 million radio receivers wereregistered. This represents one radio for every 60 persons; however, theregistration figures severely underreport radio ownership. Television as amedium is not yet well extended due to the high cost of facilities and sets.Over a four-year period, 1973 to 1977, registered television sets rose from250,000 to 860,000.

3. Wider use of modern and adapted technology to raise productivityin agriculture and industry requires an improved knowledge base andacceptance of scientific and technical concepts that may be alien to

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ANNEX 2Page 2

traditional cultural and societal values. The application of modernscience, in turn, presupposes basic literate and numerate skills among thegeneral public, and also an inquiring and critical approach to the learningprocess. To be effective, these skills must reach beyond the small modernand high salaried subsectors of the economy. In this context, mass mediaand general reading matter play an important role in the disseminationof knowledge and acceptance of modern ideas. School textbooks representone of the most pervasive components of the communication network, for theyenter almost every household. When well written, and designed to relate tothe local environment and living conditions, they have an impact on parentsas well as on scholastic achievements of pupils.

Publishing, Printing, Copyright and Paper

4. Publishers and printers fulfill useful functions to both thegeneral reading public and schools and should be encouraged. Two majorconstraints have been identified to the expansion of publishing andprinting: the lack of an effective copyright law and the cost differentialbetween locally produced and imported printing and writing paper.

Publishing

5. Recent evaluations by BP3K in Indonesia have indicated that thereis a positive correlation between educational achievements of pupils and thenumber of books at home. A greater availability of books and printed matterwill therefore not only encourage literacy among the general public, it willalso contribute to higher scholastic achievements. In Indonesia, publishinghas largely been an activity of the private sector, although the Ministry ofEducation and Culture (MEC) under its various book projects during the1970s, has become the major publisher of textbooks for the primary andsecondary levels. In addition, the Ministry publishes cultural books andsupplementary readers and library books through Balai Pustaka, its printer/publisher. Private publishers are also important in supplying the schoolpopulation with supplementary readers and library books. From 1974 to 1979they produced the INPRES school library books with some 400 titles per yearcurrently in editions of 25,000 per title, and since 1979 they have producedup to 100 titles per year in editions of about 125,000 per title. About 3,000new titles are published in the private sector each year. Most of these arepublished by the 112 publishers organized under IKAPI (Ikatan PenerbitIndonesia), the Indonesian Publishers' Association, but a few are published bythe 80-90 occasional printer-publishers. Forty-one of IKAPI's members areheadquartered in Jakarta, twenty in Bandung, twelve in Surabaya, eight inMedan, and two in Yogyakarta, with the remainder scattered throughoutIndonesia's provinces. In general, publishers do not specialize but issuetitles in many subject areas and at many levels.

6. Organized private publishers are divided into large-, medium- andsmall-size operations. The largest five or ten houses have their own printingplants and issue about 100 new titles each year. They usually have their own

-37-

ANNEX 2Page 3

(20 or more) sales representatives and retail outlets throughout the country.There are about 50 medium-size publishers who issue from 20 to 80 new titlesand reprints annually. Few of these publishers own printing plants, but theypossess retail outlets, and also sell through other bookstores. They handletheir own marketing. Finally, there are about 50 small publishers or"seasonal" houses that publish only on occasion, principally when they obtaina government contract for textbooks or for INPRES school library books. Theypossess no retail outlets and conduct little or no promotion.

7. The publishing industry is developing despite constraints. Booksare better designed and printed than they were a decade ago and are morewidely distributed. An annual book fair, comprising a national exhibit ofpublishers' lists, is popular, particularly among younger people, and anannual catalog of publishers' announcements of important new books andperennial good sellers is also issued. Finally, the INPRES program permitsprofitable long-run editions of 400 children's titles each year. Yet thepublishing industry needs to be further developed if it is to make its fullcontribution to Indonesia's development.

Printing

8. Within the printing industry, there is ample additional capacity andcosts are reasonable. In total, there are about 2,000 printing houses ofwhich about 85% are privately owned. A few modern, large-scale printing firmsuse webfed presses, while smaller printers, one-third of whom are located inJakarta, use the labor-intensive sheetfed presses. Webfed printing as a wholeis about eight times faster than sheetfed printing, but equipment is morecostly and employment generation is limited. In recent years, textbook print-ing for primary and secondary schools has averaged about 25-30 million copiesper year and the Ministry of Education publisher/printer, Balai Pustaka,has supplied about one-third of this amount. Balai Pustaka's two-unit weboffset equipment and four book-size sheetfed presses have the capacity toprint about 15 million books annually. Its printing capacity will be expandedwithin the next two years to match its binding capacity of 25 million books.In addition, at least six two-unit webfed book presses will soon be inoperation in the country. The combined capacity of these six presses will beabout 60 million books per year.

9. The duties and sales taxes on imported books reflect the Govern-ment's concern with developing its medium- and small-scale indigenous printingand paper industry and protecting it against foreign competition (Table 1).To protect local printers, importation of books printed in Bahasa Indonesia isprohibited and only books printed in foreign languages may be imported. Thestandard import duty is 40% and the sales tax is 10%, but books classified aseducational and scientific in nature may, upon application to the Ministry ofEducation, enter duty free. With regard to other materials used in book pro-duction, ink and glue are found locally. The standard 60% duty for importedwire is reduced to 30% when the wire is used in book binding.

-38-

ANNEX 2Page 4

Table 1: DUTIES AND SALES TAXES RELATED TO PRINTING AND PUBLISHING

Local CustomsItem sales tax Duty Sales tax

BooksReading and scientific 0 0 /a 0 /aOther 40 10

PaperNewsprint 0White 20 /b 10 /bColored 20 7 io 7

Printing and Writing 2-1/2Woodfree 60 10Mechanical 20 10

P ulp 0 0 0

Other Materials Used inBook ProductionInk 2-1/2 30 10Wire for stitching /c 2-1/2 60 /d 5Glue 2-1/2 40 10Film, exposed 2-1/2 50 10

Machinery and EquipmentPrinting presses 0 10 10Spare parts - 5 5Plates 0 10 10

Electronic equipment composer - 20 10Bookbinder 0 20 10Paper machines 0 10 10

/a Application in each individual case to the MEC which, after approval,requests the Directorate of Customs to grant exemption.

/b On application, exempt from duty when used for newspaper printing.

/c Same duty for iron, galvanized and copper wire.

/d On application, duty is reduced from 60% to 30% when wire is usedfor book binding.

-39-

ANNEX 2Page 5

Copyright Law

10. In recognition that Indonesia's copyright law needs to bestrengthened, the Government has proposed a new copyright law to Parliament.The present law is an adaptation of the 1912 copyright law introduced by theDutch, and covers only domestic copyright. The country is not a signatory toany international copyright agreement and no government agency is responsiblefor enforcing the copyright law. Despite Indonesia's nonparticipation ineither the Berne International Copyright Convention or the Universal CopyrightConvention, there is wide compliance with the terms of those treaties inrespect to translation and reprint rights for books of foreign origin. Withregard to domestic copyright protection, owners are responsible for detectionand proof of infringement. They may file suit in court, but penalties forproven violations of the copyright law are modest and constitute no deterrentto piracy (Rp 300 or one week in jail). While subsequent legal action byinjured parties is feasible, legitimate publishers normally do not have thestaff resources to search for pirated editions of their publications or topursue those who print them. Presently, banks are reluctant to make loans forbook publishing; writers generally do not view authorship of books as a meansof livelihood; and without the security of copyright protection, publishersare not encouraged to order large prints runs, which could reduce costs andincrease markets. A strengthened copyright law would provide better financialsecurity to writers and publishers and generally encourage the publishingindustry. The Ministry of Education, which is concerned with increasing thesupply of supplementary educational materials, would also benefit from theenactment of this law.

Paper Industry

.1. Cost Structure. The price of printing and writing paper is about:30% above world market prices, which constrains the expansion of thepublishing and printing industry, and the availability of reading matter.The high cost of written materials reflects small, nonintegrated mills andhigh tariffs and taxes on paper. Printing and writing paper consumption per1,000 inhabitants in Indonesia is low, at 825 kg in 1977, compared to2,260 kg for China, and 1,100 kg for the Philippines. The industry iscomposed of many small, uneconomic mills with high unit costs of productionand a heavy dependence on imported pulp. In 1980, of the 13 mills producingprinting and writing grades, only 4 had a capacity exceeding 15,000 tons.Imported materials, pulp and chemicals represent about half of theproduction cost. Typically, for small nonintegrated mills, direct operatingcosts exceed thea cost of imported printing and writing paper, net of duty.The price of imported paper suitable for textbooks is presently about US$900per ton (net of duties, ex-warehouse in Jakarta, including handlingcharges), while that of locally produced paper is US$1,200 per ton./l

./ Quotations obtained May/June 1980 from registered paper merchants inJakarta.

-40-

ANNEX 2Page 6

12. The tariff structure protects domestic mills. However, it alsoacts as a disincentive against vertical integration, i.e. producing locallybleached pulp by exploiting domestic forestry resources and establishingintegrated pulp and paper mills. While the combined duty and sales tax onimported printing and writing paper is 70%, imported pulp is presently notsubject to duty or sales tax. In 1978, 110,000 tons of pulp were imported,about 70% of which represented bleached short-fiber pulp suitable for themanufacture of woodfree printing and writing paper. Presently, most papermills rely on imported pulp though some mix it with locally produced pulp,made from rice straw or bagasse. Bleached chemical short-fiber pulp importsare expected to grow from 80,000 tons in 1978, to 100,000 tons by 1985 andto reach not less than 170,000 tons by the end of the 1980s. These importssuggest an inefficient use of domestic forestry resources, and do not seem tobe in line with Indonesia's comparative advantage in production and trade.

13. Demand for and Supply of Printing and Writing Paper. Presentestimates indicate that local production of printing and writing paper doesnot fully match domestic consumption. In 1978, consumption of woodfree gradesreached 115,000 tons, of which about 15,000 tons were imported. Continued netimports of the same volume are foreseen through 1985, increasing to 40,000tons by 1996 (Table 2). The paper requirements for the proposed textbookproject are relatively small; during the period of the project (1982/83through 1984/85), an average of 7,000 tons or about 5% of annual productionwould be needed for the project books.

Table 2: DEMAND FOR AND SUPPLY OF WOODFREE PRINTING ANDWRITING PAPERS IN INDONESIA, 1978-90

1978 1985 1990…---- ('000 ton)…

Production 100 175/a 225/aImports 15 15 40

Consumption 115 190 265

/a Production based on 80% capacity utilization.

Source: Jaakko Poyry and mission estimates.

14. Future Policy. Industry transformation towards larger millcapacities, fully integrated mills and the use of hardwoods for local pulpproduction, are central issues the Government must face if it is to make thepulp and paper industry more competitive. Capacity expansion is alreadyunderway, and if sufficient measures are taken to replace imported by local

-41-

ANNEX 2Page 7

pulp, local printing and writing paper can be expected to become more compe-titive with imported paper towards the mid- or late-1980s. The Government hasdesignated the Leces paper mill located in East Java to become the mainsupplier of paper to the Ministry of Education. This mill mixes importedchemical pulp with locally produced pulp made of rice straw. Its productionwould increase from about 25,000 tons per year presently to 85,000 tons by1984/85. Its expansion is likely to reduce overhead costs (net of deprecia-tion) by about US$100 per ton towards the mid-1980s. If the 45,000 tons ofimported bleached short-fiber pulp could be replaced by locally producedshort-fiber pulp, production costs would probably fall by another US$50 toUS$100 per ton.

15. A desirable strategy to raise the industry's competitiveness would:(a) reduce the dependence on imported bleached pulp; (b) expand the capacityof the mills to more economic levels; and (c) gradually reduce the 70%combined duty and sales tax on printing and writing paper. The objectivewould be to make the industry more competitive with imported paper by themid-1980s. The Bank is discussing this strategy in the framework of its workon a pulp and paper project in Central Java.

- 42 -

Cont"_ IN_D0NESlA.ft.jeCt X _SECOND TEXTBOO.K I V,a'iRLNLAT1ON SOT,;EM.E ANNEX 3

Sheet 1 of 5 pages

1 18 2_ 1 ri'. 1i984 19 85 187

23s efl*. _T a _tt

1_39111 1E3 -67110 2 r91 _ _ _ a _ 4 8 . _T1- 1 4_6__

-rot=abli=er== l _*]t or t~- - f| I I =| I- -I3, Curriculum Miscripts

- Development 2~ ~ ~ ~ i

- Revision la o

4. aper Test Equipment i

Procurement4

5. Paper Procurement 7 " 4

6. Printing _ __ _ 7t

8. ITP/CCD Building

) B n WLoan Signing (April 1982)| oBoard Presentation nhirch 1)82)

-ConstructinNegotiations (n/Feb 1382) Corpletion Date (June 30, 1987)

|t Li___--ty __-------- -IPost Appraisal (.June l981

L Appraisal (Deceber 1981)

David Lewis 1/ Processing of xnanusr4rptB ;1ruc2 d,veluped,

February 1982 2/ First phase 5euelnpeOt ul prCsfl5 of new manuscripts.

- 43 -

Co.ntry INDONESIA Nrolct X - S_lC(Nn TXTNROIn , IMPLENENTATION SCHEDUtLE ANNEX 3

Sheet 2 of 5 pages

~~~~~~__ __ -_.L__ ...__ ___________ ___ otApria(un19)

I9 81I9 82 83 1984 19A85 1p9a86ia(D e 198)7

b. Equ[ipmenlt & Furn

Dai LasewiLst

- Tender1982

-ContractAward a1 0 m I - ~ ProcoaruPrsenatint/Deli192)

9.~ ~ Ceta PosaAprislo(uns181

Siteb Appcqsl Decmbrv180

Aai oeintetoFerur 1982

- 44 -

Country INDONESIA Project X - SECOND TEXTBOOKt IMPLEMENTATION SCHEDULE ANNEX 3

Sheet 3 of 5 pages

3981 1982 983 9 84 985 1 9 86 1 9

rIIOLBZ5lAT1O8 CURT 7 l=1 2 3 415 6 7 1 1 11 1 1 2 314151617 8 91 1 14 21314 3 6 7181- 1011121 3 4 5 6 7 89 1 1 1 12 3 4 5 6 7 8 9 1I I I

9. Regional Warehouse-- - -- - - -& Book Depots (250)

a) Buildinjq Work

-Standard Module

S__ketc~h Desin

-Site Survey-S~,c,h Plan

ustmntIonstretion

-Drgs./Documents

-Tender-

-Contract Award

I Construction

Defects Liabilit

Pery 1o

Phase 2 Builidngs

- Site Survey

C ConstructilonDr; sfDocuments

- Tender

- Contract Award

- Constructionaetects Labilt

- Period

L-Loan Signing (April 1982)Board Presentation (March 1982)

LLI ----Negotiations (Jan./Feh. 1982) Completion Date (June 30, 1987)

Post Appraisal (June 1981)Appraisal (December 1980)

David LewisFebruary 1982

-- 45 -

Country INDONESIA Project X - SECOND TEXTBOOK IMPLEMENTATION SCHEDULE_IN DONESIA_ __ _ __ _ __ _ _ __ _ __ _ __ _ __ _ANNEX 3

Sheet 4 of 5 pages

1 981 1 982 i 9 83 1 84 1 985 I 9 86 2 9 7IMnPIZ4KATION CHRT 195i961

9.1 2 45 61 .7 819 11U1 2 3 4 5 6 17-89 10 1121314 3 6 7 8 911011141 3 4 5 6 8 9 1 1 1 1 2 3 4 5 6 7 8 9 1 1 1 1 2 3 4 5 6 7 9 1 1 1 2 3 4 S 7 8 91 m

9. Regional Warehous,, & Book Depots (250)

a) Building Work

-Phase 3 Buildinas

- Site SurveySketch Plan A)dios tment~

_ocument~

- Tender

- Contract Award

- Construction~Defe~cts Liabi-

- lity Period

(37)9. ReRional Warehous e---

&Book Depots (250(

a) Equip.& Furn.

-Phase 1 Devel

- Master Listsr rocurement

Documents

- Tender

- Contract Award-l To urement

0Delivery

Loan Signing (April 1982)Board Presentation (March 1982)Negotiations (Jan./Feb. 1982) Completion Date (June 30, 1987)Post Appraisal (June 1981)Appraisal (December 1980)

David LewisFebruary 1982

I

- 46 -

Country INDONESIA ,,j,,t X - SECOND TEXTBOOK IMPLEMENTATION SCllED_LE ANNEX 3

Sheet 5 of 5 pages

I 9 {31 l9 82 1 9 83 1 9 84 1985 19.t6 99

11FLEUATION NART . I

|~ ~~~~~. 2 3otc 4wr 51 7I89141 1 2 311111 9 IO I 1 211 511 8 9 10 11I 4 5 6 7 8 9 14 V. 1 1 2 3g 4 5 {1 I : 1 ; 2 3 4 3 6 7 I

10~~.246892124681 Techncal Asistac _i__ _ __ _6__ _ __ _ __ _ __ _ __ _ 34 5 yt t ±sLLl34 3 7 gfl

a~Eti1~umen &Furn.

-Phase 2 Developmer

-Master Lists9 ~~~~rOcurement

-Docusents

-Tender

Contract Award

P6o ~ jVremordPrsettin Mach192

e Delvery

-Phase 3 Develop Ae

-~ ~ Aprasa eDcme 90Master Lewis

Procurement

-Contract Award-Proiyrement/

10. Technical Assistance

11. Monitoring/Eval.

Loan Signing (April 1982)Board Presentation (March 1982)

L' -',---Negotiations (Jan./Feb. 1982) Comnpletion Date (June 30, 1987)

Post Appraisal (June 1981)Appraisal (December 1980)

David LewisFebruary 1982

I I I

--47 -

ANNEX 4Page 1

INDONESIA

SECOND TEXTBOOK PROJECT

Development Cost per Manuscript /a /b(Base Cost)

Year I Year II Year III Totalsnew rewriting & testing & productionwriting revision or revisions

(Rp -000)Writers /c- initially 2x6 mths 2,520 2,520- revising 2x6 mths 1,260 1,260 1,260

Evaluators/Editors/Illustrators (6) Id 1,260 1,260

School Personnelsupervisors, head-masters, curriculumspecialists & othersinvolved with tryouts(30) /e 3,150 12,600 12,600 15,750

Supporting Activities /f- Travel, accommodation,conferences, per diem,etc. 4,200 6,825 6,825 11,025

Production of TryoutEditions /g 1,380 1,380

Total Rp 11,130 20,685 20,685 1,380 33,195Total US$ 17,810 33,100 33,100 2,210 53,110

/a Excludes costs of required training of writers in art of textbook writing.

lb The estimate for a single manuscript (pupil text or teacher's guide) fromthe initial writing stage up to type setting and film-making, i.e.,readiness for mass printing.

/c Teams of 2 writers for each manuscript contracted for 6 months for initialwriting and additionally for a similar number of months spread over themonths required for revising and rewriting (column 2 or column 3 in chart) -12 man months x Rp 210,000.

- 48 -

ANNEX 4page 2

/d Employed during most of the initial writing period and with allowancefor input during later months of tryout and revision. Honoraria for /cand /d calculated at Rp 210,000 per month.

/e Payments for teachers, headmasters, supervisors and curriculum officersduring tryouts, with a portion of the budget allocated for the initialyear of writing so that writers can benefit from the services ofeducators during their writing. Honoraria calculated for 30 personsduring 10 months at Rp 53,000 (300 man-months) additional allowances permonth.

/f Calculated at 50X of the total cost of employing those in /b, /c and /dabove (Rp 21.0 million) and the funds made available for estimatedperiods of less or greater activity.

/g Purchase of reprographic services - design, type setting, illustration,photography, film processing - not economically available in house butavailable from the graphics art trade.

INDONESIA

SECOND TEXTBOOK PROJECT

Summary of Estimated Project Costs(Rp million)

Exchange rate: IJS$l - Rp 625

Site development Buildings Furniture Equipment Professional oervices Salartes PaperLocal For. Total Local For. Total Local For. Total Local For. Total Local For. Total Local For. Total Local For. Total

(1) (2) (3) (4) (5) (6) (7)

Curriculum development /a /a 80 50 130 60 110 170 880 160 1,040 - - - - -

PublishinITP/CCD /a 85 15 100 860 575 1,435 50 35 85 145 265 410 155 15 170 - - - - -Manuscript development - - - - - - - - - - - - 2,295 410 2,705 - - - - -Manufacturing - - - - - - - - - - - - - - 17,440 - 17,4°0Distribution 270 50 320 3,110 2,070 5,180 200 130 330 85 155 240 465 5n 515 1,870 340 2,21n - - -Promotion - - - - - - - - - - - - 105 25 130 - - - - -Monitoring/ - - - - - - - - - - - } 1,280 250 1,530Evaluation - - - - - - - - - - - -

TrainingPGI - - - - - - - - - 20 35 55 - - - - - - - - -

Total Base CoatRp million 355 65 420 3,970 2,645 6,615 330 215 545 310 565 875 5,1R0 910 6,090 1,870 340 2,210 17,490 - 490

/a Site development, buildings and professional services refer to joint ITP/CCD building.

El

Specialist Foreign Local Total technical

Printing Forwarding services fellowships fellowships assistance /c Sum total

Local For. Total Local For. Total Local For. Total Local For. Total Local For. Total Local For. Total Local For. Total

(8) (9) (1n) (11) (12) (13) (14)

Curriculum development _ 100 150 250 - - - - - - 100 150 250/b 1,17n 470 1,59n

PublishingITP 85 130 215 - 80 80 - - - 85 210 295 1,3pn 1,11, 2,4Q4

Manuscript development - - - - 2,245 410 2,7n0

Manufacturing 3,550 2,920 6,470 - - - - - - - 21,n4n 2,92n 231 60

Distribution - - - 4,620 3,800 8,420 - - - - - - - - - - _ 10,620 6,5Q5 17,215 e

Promotion - - - - - - - - - -

Monitoring/ - - - - - - - - - - - - - - - - - - 105 25 130

Evaluation - - - - - - - - - - 10 10 20 1n 30 20 20 44 1,300 270 1,570

TrainingPGI - - - - - - 85 130 215 - - - - 85 110 215 105 165 77n

Total Base CostRp million 3,550 2,920 6,470 4,620 3,800 8,420 270 410 680 - 90 90 20 1n 30 290 510 800 37,465 11,470 43,935

UJS$ million __60.7 19.2 70,9

Physical ContingenclesRp Million 3,800 1,200 5,000

US$ million 6.1 1.9 8.0

Price ContingenciesRp million 12,370 2,510 14,880

0S$ million 19.R 4.0 21.R

GRAND TOTAL - (rouinded)

Rp million 54,135 15,680 69,815

1TS$ mlillion 25.1 111.7

/c Columns 10+11+12.

- 51 -ANNEX 6Page 1

INDONESIA

SECOND TEXTBOOK PROJECT

INTEGRATED TEXTBOOK PROJECT

Professional Staff Appointment and Training Schedules

April 1, 1981

Director*Deputy Technical DirectorAssistant Director for FinanceAssistant Director for Manuscript DevelopmentTechnical Director*Assistant Director for Production*Assistant Director for Procurement*Assistant Director for Distribution*Chief Editor*Accountant ChiefAssistant Director for Administration

January 1982

Manuscript Development Editors (7)

July 1982

Computer Section ChiefCopy ChiefWarehousing ChiefDistribution Monitoring ChiefManuscript Development Editors (2)

October 31, 1982

Field Testing ChiefDesign ChiefChief of Planning and ResearchPaper Procurement ChiefPrinting Procurement ChiefMonitoring and Evaluation ChiefBudget ChiefProgrammerComputer OperatorAsst. Manuscript Development Editors (9)

* Denotes already appointed.

- 52 -

ANNEX 6page 2

Copy Editors (4)Assistant Copy Editors (4)Coordinators (3)Junior Architects (2)Paper Procurement OfficerPrinting Procurement Officer

Assistant Budget OfficerAccountants (2)Assistant Accountants (2)

Disbursement OfficerAssistant Disbursement Officers (2)

December 31, 1982

(Director's Office)

Administrative AssistantInformation OfficerAssistant Information OfficerAssistant Architects (2)Assistant Planning and Research Officers (2)Assistant Monitoring OfficerAssistant Evaluation Officer

(Administration)

Program Support OfficerAsst. Program Support OfficerRecords OfficerAsst. Records OfficerPersonnel OfficerAsst. Personnel Officer

April 30, 1983

(Manuscript)

Editors (3)Asst. Editors (3)Series Editors (3)Coordinators (3)Copy Editors (2)Asst. Copy Editors (2)Designers (4)Paste-ups (4)Photo Research (2)

- 53 -

ANNEX 6Page 3

(Reprography)

Printer (1)Strippers (2)

(Procurement)

Paper Procurement Officers (2)Paper Tester (1)

Printing Procurement Officers (2)Printing Quality Control Officers (12)

(Distribution)

Distribution Officers (8)Field Monitors (8)

July 1, 1983

Distribution Officers (4)Field Monitors (4)

- 54 -

ANNEX 6Page 4

Schedule of Foreign Study Tours for the Initial ITP Staff*

June 1982 Technical Director 3 monthsManuscript Development Editor 2 months

September 1982 Design Chief 3 monthsAssistant Director for Finance 1-1/2 monthsAssistant Director for Production 1-1/2 monthsAssistant Director for Procurement 1-1/2 monthsAssistant Director for Distribution 1-1/2 monthsField Testing Chief 1 month

October 1982 Assistant Director for ManuscriptDevelopment 2 months

December 1982 Chief Editor 1 monthDeputy Technical Director 3 monthsCopy Chief 3 monthsChief of Planning and Research 2 monthsPaper Procurement Chief 1 monthManuscript Development Editor 6 months

March-April 1983 Assistant Director forAdministration 1 monthWarehousing Chief 2 monthsPrinting Procurement Chief 1 monthMonitoring and Evaluation Chief 2 monthsBudget Chief 1 monthDistribution Monitoring Chief 2 months(5 others to be selected)

* This training can be divided into up to three tours for staff inkey management positions.

- 55 -

ANNEX 7Page 1

INDONESIA

SECOND TEXTBOOK PROJECT

CENTER FOR CURRICULUM DEVELOPMENT

Professional Staff Appointment Schedule

July 1, 1981

CCD Director (a) *

April 1, 1982

Head Administrative Division (a)Head Pre-school and Primary School Division (a) *Head General Secondary School Division (a) *Head'Teacher Education Division (a)Head Educational Facilities Division (a) *4 Specialists in Science Education *3 Specialists in Math Education *2 Specialists in English Language Education *1 Specialist in Pre-school Education1 Specialist in Teacher Education2 Specialists in Educational Materials *1 Specialist in Curriculum Development *1 Specialist in Development Psychology *

* Plus 6 existing staff involved in Science, Math, English andeducational facilities development.

- 56 -

ANNEX 7Page 2

September 30, 1983

Head Vocational Secondary School DivisionHead Higher Education DivisionHead Special Education Division2 Specialists in Science Education *1 Specialist in Math Education *2 Specialists in English Language Education *1 Specialist in Pre-School Education1 Specialist in Teacher Education2 Specialists in Educational Materials *1 Specialist in Curriculum Development *1 Specialist in Learning Theories *1 Specialist in Educational Evaluation *1 Specialist in Educational Research *1 Specialist in Guidance and Counseling1 Specialist in Special Education1 Specialist in Curriculum Administration2 Specialists in Social Studies Education2 Specialists in Pancasila Moral Education1 Specialist in Skill Education2 Specialists in Sport and Health Education2 Specialists in Art Education2 Specialists in Indonesian Language Education *

* Denotes subdivisions directly involved in the project.

- 57 -ANNEX 7Page 3

September 30, 1984

Head Out-of-School Education DivisionHead Cultural Education DivisionHead Workshop and Micro-Teaching Lab. Division *2 Subdivision Chiefs (Pre-school and Primary) *2 Subdivision Chiefs (General Secondary) *3 Subdivision Chiefs (Teacher education)2 Subdivision Chiefs (Educational Facilities) *4 Subdivision Chiefs (Higher Education)9 Subdivision Chiefs (Workshops and Labs) *I Specialist in Special EducationI Specialist in Curriculum Administration1 Specialist in Vocational Education4 Specialists in Higher Education2 Specialists in Out-of-School Education2 Specialists in Cultural Education1 Specialist in Skill Education1 Specialist in Regional Language Education1 Specialist in Educational Evaluation *1 Specialist in Educational Research *

* Denotes subdivisions directly involved in the project.

- 58 -

ANNEX 7Page 4

1985-1986

2 Subdivision Chiefs (Vocational Educational)2 Subdivision Chiefs (Special Education)

(F)2 Specialists in Educational Materials *1 Specialist in Curriculum Development *1 Specialist in Educational Evaluation *1 Specialist in Educational Research *1 Specialist in Guidance and Counseling1 Specialist in Special Education2 Specialists in Higher Education2 Specialists in Out-of-School Education2 Specialists in Cultural Education1 Specialist in Social Studies Education2 Specialists in Skill Education2 Specialists in Vocational Education1 Specialist in Indonesian Language Education *I Specialist in Regional Language Education1Specialist in Arts Education1 Specialist in Pre-school Education1 Specialist in Developmental Psychology *1 Specialist in Learning Theories *1 Specialist in Curriculum Administration1 Specialist in Pancasila Moral Education1 Specialist in Sport and Health Education

(a) denotes already appointed

* indicates professional staff involved in the subproject (Specialistsin Indonesian Language Education are included due to their role in thereadability study)

F 2 Subdivision chiefs (Out-of-School Education)2 Subdivision chiefs (Cultural Education)

- 59 -

ANNEX 8

INDONESIA

SECOND TEXTBOOK PROJECT

Selected Documents and Data Available in the Project File

A. Reports and Studies Related to the Subject

A.1 Unesco, Educational Development A Practical Issue. Guidelines for thePreparation, Production and Distribution of Textbooks, 1980

A.2 John H, Kyle, Pre-Preparation Study National Education Book Agency (NEBA),March 1979

B. Reports and Studies Related to the Project

B.1 Government of Indonesia, Preliminary Draft of the Project Preparation ofPerum Perbukuan Nasional (Perum Pernas), May 1979

B.2 Ministry of Education and Culture, Report of the Pre-Investment Studyon Textbook Development and Other Book Projects in Indonesia, November1978

B.3 Government of Indonesia, Draft of the Project Preparation of ITP ofMinistry of Education and Culture, April 1980

C. Working Papers

C.1 Publishing for Schools. Textbooks and the Less Developed CountriesPeter H. Neumann, Bank, Staff Working Paper No. 398, June 1980.

C.2 Textbooks and Achievement: What We Know, Stephen P. Heyneman, et al.,Bank Staff Working Paper No. 298, October 1981

C.3 The Evaluation and Monitoring of the Integrated Textbook Project inIndonesia (Xenia P. Montenegro, February 1981)

- 60 -

INDONESIA CHART ONESECOND TEXTBOOK PROJECT Page

INTEGRATED TEXTBOOK PROJECTORGANIZATION CHART

Deputy Director AdnninistretivaAnsistanmt Sacratarv

Typist (2)

As nAs tant Assistant PlEr Ast. Mon.

Secretary ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Anat. Ews). Operator

Assistant DirectorScrty

Ad,ini,t,.t L F~~~~~~~~~~~~~~~~~~~~~~~Pin ance ps

Program Support Records Prsonne Budget Accounting Disbursment

AsCbiktant Clerktont Assistant l Accountant . Accountent Assistant

Assistat CkAssistant Accountant Assistant

Assistant,

AmunChrkr

Accoutant

Clerk |

Clark |

I . I . ~~~~~~I IAssistant Dir,ctor Assistant Diroct.r Assisttnt Director Assistant Director

Monusc,ipt Development Production Procurement Distribution

World Bank - 22136

- 61 - CHART ONEPage 2

INDONESIASECOND TEXTBOOK PROJECT

ORGANIZATION CHART(Manuscript Development and Production)

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-62 CHART ONE

INDONESIA Page 3SECOND TEXTBOOK PROJECT

ORGANIZATION CHART(Procurement and Distribution)

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