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PROJECT PERFORMANCE AUDIT REPORT

CHILE: THIRD EDUCATION PROJECT

(LOAN 668-CH)

February 12, 1979

Operations Evaluation Department

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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FOR OFFICIAL USE ONLY


CHILE THIRD EDUCATION PROJECT (LOAN 668-CH)Page 1 of 3

Table of Contents

Page No.

PREFACE i

PROJECT PERFORMANCE AUDIT BASIC DATA SHEETS

HIGHLIGHTS iv

PROJECT PERFORMANCE AUDIT MEMORANDUM 1

I. Project Summary and Background 1

II. Main Issues 2

1. The inadequacy of the basis for project generation 2

2. Project management arrangements 4

3. Physical implementation 54. Technical assistance and fellowships 55. Project costs and disbursements 66. Supervision by the Bank 6

III. Educational Outcomes 7

IV. Conclusions 7

ATTACHMENT: PROJECT COMPLETION REPORT 9

I. SUMMARY AND CONCLUSIONS ................................ 10

II. PROJECT BACKGROUND AND CONTENT .................. ...... 15

A. General Background ........... ................ 15

Education .. . . . . . . . . . . . . . . . . ...... 15

B. Content and Objectives of the Third EducationProject ..................... . . . 16

Bank Involvement in the Education Sector .......... 16Evolution of the Third Education Project .......... 17Content and Objectives as of Loan Signing ......... 171974 Modification of Project Content .............. 191976 Modification of Project Content ............. 19

This document has a restricted distribution and may be used by recipients only in the perfornmncof their official duties. Its contents may not othewise be dclased without World Bank authoriation.

TABLE OF CONTENTS (Continued) Page 2 of 3

Page No.

III. PROJECT IMPLEMENTATION ....................... ........ 20

A. Project Management ............................... 20

General .................................... ...... 20

The Project Unit ..... .............. ............ 20

Bank Implementation Assistance .................... 21

B. Physical Implementation ............. ........... 22

Professional Services ............................. 22

Design of Project Buildings ....... ............... 23

Sites ... ................................ .......... 24

Civil Works Contractors ........................... 24

Project Capital Costs and Financing ............... 25

IV. ATTAINMENT OF PROJECT OBJECTIVES ....................... 28

A. Agricultural Education Component .................. 28

Rationalization of Secondary Agricultural Education 28

Enrollments and Output ................ ........... 29

Curriculum ............................ .......... 31

Teachers ... ...................................... 32

Staff Training ................................... 32

Internal Efficiency .. ........... ........... 32

Technical Assistance ... ............ ............ 33

Relationship of Schools to the Community ......... 34

External Productivity ............................ 35

B. In-service Primary Teacher Training Component .... 35

ANNEXES

1. Comparison of Originally Estimated Cost and Actual Cost

2. Implementation Schedule and Accumulated Disbursement - Appraisal

Estimates and Actual Outcome

3. Summary of Disbursements for Civil Works and Professional Services

4. Comparison of Originally Required Premises and Actually Provided GrossConstruction Areas

5. Comparison of Originally Required Premises and Actually

Provided Premises

No. 101 Perfeccionamiento del Magisterio - Vina del Mar (Ex-Normal)

6. Comparison of Originally Required Premises and Actually Provided

Premises

No. 301 Escuela Agricola de San Fernando


Premises

No. 302 Escuela Agricola de Chillan

TABLE OF CONTENTS (continued) Page 3 of 3


PremisesNo. 303 Escuela Agricola de Los Angeles


PremisesNo. 304 Escuela Agricola de Osorno (ex-Temuco)


PremisesNo. 407 Escuela Agricola de Coyhaique

11. Enrollments and Other Salient Features of the Agricultural Schools

12. Agricultural School Teachers and Qualifications13. Agricultural School Student Responses to Questionnaires14. Training Courses for Staff of Agricultural Schools Given by

UNESCO Technical Assistance Specialists15. Training Courses for Agricultural School Staff Given by

IICA Technical Assistance Specialists16. Project-Financed Foreign Fellowship Programs

ACRONYMS

AID United States Agency for International Development

CEPAL Comisi'n Econ6mica para America Latina(Economic Commission for Latin America)

CORA Corporacibn de Reforma Agraria(Corporation for Agrarian Reform)

CORFO Corporacion de Fomento de la Produccibn(Corporation for the Development of Production)

FIDETECNIA Catholic Federation of Technical EducationINACAP Instituto Nacional de Capacitacion Profesional

(National Institute for Professional Training)INDAP Instituto de Desarrollo Agropecuario

(Institute for Development of Agriculture and Livestock

IICA Instituto Interamericano de Ciencias Agricolas(Interamerican Institute for Agricultural Sciences)

ODEPA Oficina de Planificaci6n Agricola(Office of Agricultural Planning)

ODEPLAN Oficina de Planificaci6n Nacional(Office of National Planning)

SAG Secretaria AgrTcola y GanaderCa(Secretariat for Agriculture and Livestock)

SCEE Sociedad Constructora de Establecimientos Educacionales, S.A.(School Construction Company)

SCT Servicio de Cooperacin Tecnica(Technical Cooperation Service)

UNESCO United Nations Educational Scientific and Cultural Organization


CHILE THIRD EDUCATION PROJECT (LOAN 668-CH)

PREFACE

This is a performance audit of the Third Education Project in

Chile for which Loan 668-CH in the amount of US$7.0 million was made on

March 19, 1970. The scope of the project was significantly reduced twice

during implementation and the loan amount was reduced to US$5,450,000.

The closing date for this project, originally set at June 30, 1975, was

extended to December 31, 1977,and by April 1978, the amount of US$5,450,000

had been fully disbursed.

The audit consists of a Project Performance Audit Memorandum pre-

pared by the Operations Evaluation Department (OED) and a Project Completion

Report (PCR), attachment, dated June 16, 1978 prepared by the Latin America

and the Caribbean Regional Office. A three-member Operations Evaluation

Department mission visited Chile in March 1978 and held discussions on the

Borrower's experience with this project (as well as the first two projects)

with officials of ODEPLAN, the Ministry of Education and the University of

Chile. The contributions of these officials have been fully reflected in the

report and are gratefully acknowledged. The audit memorandum is also based

on a review of the loan agreement, the Project Appraisal Report (PE-6a) dated

February 27, 1970, the PCR, material in the Bank's files related to this

project and discussions with present and former Bank staff concerned with the

project. A draft of the report was sent to the Borrower on November 21,

1978 and the Borrower has indicated his support of the report's findings.

The audit memorandum supplements the PCR, with which it generally

concurs, by reviewing in greater detail the background of the generation of

this project so as to shed more light on why the project components suffered

such attrition throughout the project cycle.

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PROJECT PERFORMANCE AUDIT BASIC DATA SHEET


KEY PROJECT DATA

Appraisal Actual or

Expectation Current Estimate

Total Project Cost (US$ million) 14.0 10.67

Underrun (%) - 24Loan Amount (US$ million) 7.0 5.45

Disbursed as of April 4, 1978 7.0 5.45Cancelled - 1.55

Repaid to -Outstanding on September 30, 1978 - 5.45

Date Physical Components Completed 9/30/74 /j 12/31/77Proportion Completed by Above Date 30 100Proportion of Time Overrun 75%Institutional Performance Good Weak

OTHER PROJECT DATA

Original Actual or

Plan Revisions Estimated Actual

First Mention in Files July 12, 1967Government's Application June 1968Negotiations (Re-negotiations) June 1969 (Feb. 1970)Board Approval March 20, 1970Loan Agreement Date May 7, 1970Effectiveness August 5, 1970 Sept.11, Oct.12, 1970 October 21, 1970Closing Date June 30, 1975 June 30, 1977 December 31, 1977Borrower Republic of ChileExecuting Agency Project Unit, Ministry of EducationFiscal Year of Borrower January-December

MISSION DATA

No. of No. of No. ofItem Sent by Month/Year Weeks Persons Man/weeks

Project Generation

Identification Unesco Jan./Feb. 1967 5.5 4 21.5Reconnaissance* Bank/Unesco Oct. 1967 1.5 3 4.5Preparation Unesco May/July 1968 8.4 5 26.3Appraisal Bank Oct/N.ovO 1968 5.0 5 22.5Reappraisal Bank Dec. 1969 1.0 2 2.0

____ ___ ____ ___ ___76.8

/1 Including approximately one year to cover construction

defects liability period.

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PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (cont'd)

No. of No. of No. of Date of

Item Sent by Month/Year Weeks Persons Man/Weeks Report

Project Implementation

Supervision 1* IBRD December 1970 1 2 1.0 1/21/71

Supervision 2* IBRD July 1971 2 2 2.0 10/13/71

Supervision 3* IBRD March 1972 2 2 2.0 4/19/72

Supervision 4* IBRD December 1972 0.8 1 0.4 1/04/73


Supervision 6* IBRD May 1974 2.2 2 2.2 6/27/74


Supervision 8 IBRD April 1975 1.0 2 2.0 6/09/75

Supervision 9* IBRD Oct./Nov. 1975 1.0 2 1.0 12/12/75Supervision 10* IBRD April 1976 1.0 1 0.5 -7/07/76

Supervision 11* IBRD Nov./Dec. 1976 2.0 1 1.0 1/25/77

Supervision 12 IBRD March 1972 1.0 2 2.0 5/02/77

Completion IBRD Sept./Oct. 1977 2.0 3 6.0 6/16/78

21.1

* These missions devoted time to supervising the Second Education Project.Hence only one half of the manweeks has been attributed to this project.

CURRENCY EXCHANGE RATES

Name of Currency (Abbreviation) Escudos (Eo) (up to September 1975)Pesos (after September 1975)

Year: Appraisal Report year Average US$1 = Eo 9.00Completion Year Average US$1 = 27.94 pesos

ALLOCATION OF LOAN PROCEEDS

RevisedAllocation as per All6cation Actual

Category Loan Agreement (Aug. 17, 1976) DisbursementsUS$ US$ US$

I. Construction 3,400,000 3,660,000 3,625,648.67

II. Furniture 270,000 82,100 82,087.19

III. Instructional equipmentand C.I.F. cost ofimported construct-ion material 1,800,000 1,190,000 1,188,496.71

IV. Technical Assistance 475,000 425,000 510,514.09

V. Fellowships b0,000 65,000 43,253.34

VI. Unallocated 995,000 27,900Cancelled - 1,550,000 1,550,000.-(Total Disbursed) - (5,450,000.-)

Grand Total 7,000,000 7,000,000 7,000,000

- iv -



HIGHLIGHTS

The Third Education Project in Chile (Loan 668-CH, signed inMay 1970) provided a loan of US$7.0 million to help to expand and improveprimary teacher training colleges, agricultural secondary schools and toprovide technical assistance (experts) and fellowships to strengtheneducational administration. The previous two education projects hadaddressed adult vocational training.

This project was prematurely developed. The country's policy basisfor a project of this type was still in its very formative stages and theproject design reflected insufficient awareness of the attendant risks.After appraisal, the project experienced considerable attrition of itsitems - a process that continued into the implementation phase (paras. 7-12).During project implementation, all but one of the primary teacher trainingcolleges were deleted - following a government decision to transfer primaryteacher training to the university - and the agricultural schools were con-siderably reduced in size and number - in line with the forecast of manpowerneeds prepared during implementation (PCR, paras. 1.04-1.05, 2.06-2.12).Despite these problems, portions of the project have been implemented andthese are providing modern, well-equipped facilities for middle-levelagricultural education and in-service teacher upgrading/training (para. 17;PCR, paras. 3.09-3.17).

In terms of its "software" aspects the project has been success-ful on the whole. The fellowship program strengthened the staff of theMinistry of Education and the schools. The technical assistance (expert)component was of value in launching staff training programs and manpowerstudies but its impact was limited because the Borrower had reservations aboutthe need for, high cost and competence of the experts (paras. 18-19; PCR,paras. 4.16-4.17). A more practical agricultural training program wassuccessfully introduced and project management capabilities were built up(paras. 14, 15, 20, 24; PCR, paras. 4.18, 4.20).

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PROJECT PERFORMANCE AUDIT MEMORANDUM


I. Project Summary and Background

1. In 1963, a Bank/Unesco Educational Investment Programming Mission,together with distinguished Chilean educators, prepared a comprehensive studyof education in Chile. In 1964, when the government expressed its strongsupport for educational development, this study furnished data needed tochart a course of reform of the education system for which external financingwas sought. The Bank's first education loan of US$2.75 million (Loan 431-CH,signed October 1965) supported adult training programs administered byCORFO/INACAP.l/ The second loan of US$1.5 million (Loan 666-CH, signed May1970) was a follow-up to help expand INACAP's training capacity. The ThirdEducation Project (Loan 668-CH, May 1970, providing US$7.0 million) wasintended to help in improving primary teacher training and secondary agri-cultural training.

2. Unesco missions, in close continuous contact with Bank staff,assisted the Government of Chile, in January/February 1967, in identifyinga project and, in May/July 1968, in preparing it. The project prepared forappraisal included: (i) seven new comprehensive schools; (ii) three newprimary teacher training colleges and extension of eight existing ones; (iii)the conversion of five existing industrial schools into streams of compre-hensive schools (iv) four new agricultural schools and expansion of sevenexisting ones, and (v) fellowships in each of the above-mentioned fields.

3. The appraisal mission deleted the conversion of five industrialschools and added provision for technical assistance experts and fellowshipsto the proposed project which was then negotiated in June, 1969. However,the Government did not confirm its acceptance of the negotiated project andin September/October 1969 the Minister of Education requested (a) deletionof the secondary comprehensive schools and (b) modifications to the primaryteacher training component and consequently, the project was reappraised inDecember, 1969 and renegotiated in February, 1970.

4. The revised project, approved in March and signed in May 1970,therefore, included (a) one new primary teacher training college and fournew agricultural secondary schools, (b) extensions/improvements to 10existing primary teacher training colleges and seven existing agriculturalsecondary schools, (c) 19 man-years of experts for primary teacher trainingand agricultural education and 12 man-years of fellowships to enable Chileaneducational administrators and supervisory and teacher training staff towiden their experience and training abroad.

I/ Corporacion de Fomento de la Produccion (CORFO), the Corporation for theDevelopment of Production. Instituto Nacional de Capacitacion Profesional(INACAP), the National Institute for Professional Training.

- 2 -

5. Under the Loan Agreement, the Borrower was required to establish

a project implementation unit in the Ministry of Education while the School

Construction Companyl/, a government controlled agency, was made responsible

for the construction, supervision and maintenance of the schools. The

Borrower was expected to review annually the output of trained teachers

from government teachers' colleges and from the universities so as to achieve

a satisfactory balance between demand and supply.

6. In March 1974, the government transferred all pre-service primaryteacher training to universities. Consequently, all project items related to

teacher training were deleted with the exception of the new teacher trainingcollege at Viffa del Mar, which was expected to be converted into a Regional

Teacher Upgrading Training Center. In 1975, the government proposed to reduce

the number of project agricultural schools from 11 to 10 and the capacity of6 of the remaining 10 schools from 406 to 106 student places each. The

Bank accepted these changes which reduced the total cost of the project to

US$10.9 million and the loan amount to US$5.45 million. This revised project

has been implemented and the revised loan amount was disbursed by April 1978,

28 months later than the originally planned closing date.

II. Main Issues

1. The Inadequacy of the Basis for Project Generation

7. The period 1967-70 during which this project was generated was

particularly inauspicious for such an undertaking. The 1966 Education Reform

Act had indicated some of the government's development intentions but had not

provided a development plan. Chile was in the process of restructuring its

education system from a primary-secondary sequence of six years (grades 1-6)followed by six (grades 7-12) to a basic eight year cycle (grades 1-8)

followed by a four year cycle (grades 9-12). New curricula at all levels were

being designed and the future role and growth of private schools were unclear.

The Unesco project identification and preparation missions and the Bank

reconnaissance and appraisal missions that visited Chile during this period

found that several important decisions had not been taken, the locus of

responsibility for educational planning was difficult to determine and, to

the extent that it existed, subsector planning was not well coordinated.Very little of the groundwork for planning had been accomplished. There were

different views within the Ministry of Education as to which development

routes the government should choose. Each subsector covered by the proposed

project was thus fraught with problems and unresolved issues.

8. The Bank and Government found little common ground on the matter of

industrial schools. The Bank wished to have a study leading to rationalization

of the technical education subsector. The first two projects had touched adult

vocational training, the proposed third was involved in comprehensive schools;

thus, the Bank staff felt that the future place of technical schools was un-

certain. The Government felt that there should be expansion of the industrial

1/ The School Construction Company (Sociedad Constructora de Establecimientos

Educacionales, SCEE), was created in 1937 as a government-owned institution

with the responsibility for the construction, supervision and maintenanceof schools.

- 3 -

school system and that no special study was needed for this. Instead,the Government regarded the proposed project item of converting fiveindustrial schools into comprehensive schools as a pilot project that woulditself assist in determining the future of technical education. Hence,the Government rejected the idea of a study and the appraisal missiondeleted the industrial schools.

9. Secondary comprehensive schools were novel to Chile but an attractiveidea to the Bank/Unesco in that era and to some Chilean educators. However,with their industrial and agricultural sections, their advent would haveposed a threat to the traditionally separate industrial and agricultural schoolsand to the already entrenched units in the Ministry of Education charged withadministering industrial and agricultural education. After the first set ofnegotiations, the Government opted to withdraw them and to study England'sexperience with them.

10. With regard to primary teacher training, once the Reform Act hadupgraded the former 'normal' (teacher training) schools operating at thesecondary level into teacher training colleges operating at the post secondarylevel, the overlap with the universities' primary teacher training programsbecame a widely discussed national issue. Furthermore, projections of supplyand demand for teachers had not been prepared in sufficient detail to enablefirm estimates to be made of the desirable training capacity. The Bank, al-though aware of the greater popularity of the university programs, held thatthese should be phased out, but the Government, aware of the political diffi-culties of such a step, undertook only to keep the total output of the twosets of programs under review. The principal reason for Bank preference ofthe Ministry's program was that the new Ministry course required one year ofsupervised teaching practice before persons could be appointed as teachers;however, in practice, this was not enforced.

11. As to agricultural schools, the Government was trying to reducetheir total number from about 45 to 27, convert their seven year post-primaryprograms (grades 7-13) into post-secondary (grades 9-12) programs and improvethe quality of instruction. Uncertainties surrounded the scale of reduction,the siting of the surviving schools, the agricultural manpower needs and theintegration of the private schools into the overall plans. Plans foreliminating inefficiencies in this subsector had not yet been devised. Thisproject item survived to the end of the project cycle but only after severereduction in scope.

12. Thus, on each item considered during project generation, there werelarge areas of uncertainty and a lack of firm plans and decisions. It isinsufficient to attribute the attrition of project items to changes in

government (PCR, para. 1.05).1 The negotiation, reduction and re-

negotiation of the project occurred under the same minister. The reason

for the deletion of the teacher training item in 1974 originated in the

1966 Reform Act and had been under discussion over the entire period 1966-74,

The reasons for reducing the agricultural school compotent centered around

manpower needs about which doubts had been expressed during project genera-

tion. In the case of this project, it appears that once the Bank had

decided that a project should be developed, the focus was on what items

should be included in the project. No further consideration appears to have

been given as to whether the circumstances offered an adequate basis for an

innovative project at all. One official observed that the project had been

discussed with too few persons within the Ministry.

2. Project Management Arrangements

13. The Loan Agreement required the Borrower to enter into a contract

with the para-statal school construction company (SCEE) to be responsiblefor "design, contractual arrangements and supervision" in regard to pro-curing the project buildings. Yet, despite the fact that the appraisal

mission had recognized the staff of SCEE to be "competent and experienced"in the design and construction of schools, the Bank, in keeping with its

practice at this time, required the Borrower to establish a project imple-

mentation unit in the Ministry of Education to coordinate the implementationwork to be done by SCEE. This unit was required to have an architect to be

"responsible for the direction and supervision of all construction works" andfor liaison with SCEE.

14. This overlap posed difficulties in coordination between theMinistry of Education and the SCEE. Project implementation was slowed downby the late mobilization of staff for the project implementation unit and

the high rate of staff turnover in this unit in the earlier years of

implementation. The eventual efficient performance of the unit after 1974

was partly due to the appointment, as project director, of a former SCEE

staff member who commanded the respect of both the ministry officials and

SCEE staff.

15. The above problems notwithstanding, the Borrower considers that the

project unit staff members have acquired some useful experience in implementa-

tion and have benefitted from their contact with Bank staff, and expects to

keep the unit intact and use it for implementing other projects.

1/ The Regional Office holds the view that during project generation the

Government had decidedly clear views on the approaches it wished to

develop in the restructuring of the education system and that the problemswhich arose later were the result of disagreements between the Bank and

Borrower arising from changes in education policies by successivegovernments.

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3. Physical Implementation

16. Apart from the delays involved in revising project content, re-cruiting project unit staff (para. 14; PCR, para. 3.04) and recruitingtechnical assistance experts (para. 18; PCR, para. 4.16), the implementationof the project encountered delays in regard to (a) site acquisition (PCR,para. 3.13),(b) producing acceptable architectural drawings (PCR, para. 3.08)and (c) the adverse economic conditions which resulted in shortages of localcurrency throughout implementation and serious weaknesses in the constructionindustry especially before 1974 (PCR, paras. 3.15-3.17, 3.21).

17. On the whole, architectural designs were functional and thebuildings satisfactory (PCR, paras. 3.08, 3.11, 3.12). In individualcases, improvements were possible in regard to (a) the thoroughness ofarchitectural briefing, (b) adaptation of building designs to climaticconditions and (c) eliminating overdesigning and the use of defectivematerials. Some difficulties were experienced with preparing equipmentlists, especially as firm curricula and the technical assistance expertswere late to materialize. Some of the items were oversophisticated whileothers were of poor quality and lacked spare parts. However, on the whole,equipment procurement was reasonably well done. The furniture was satis-factorily designed and procured by SCEE.

4. Technical Assistance and Fellowships

18. The technical assistance originally included in this projectrelated to both primary teacher training and agricultural education. Withthe substantial removal of primary teacher training from the project in 1974,the technical assistance for that item was eliminated. With regard to theagricultural education component, three Unesco recruits arrived in the countryin 1974, too late to assist in preparing equipment lists. This lateness wasdue partly to the fact that the Government, reluctant to use Unesco and loanfunds for the purpose, initially sought British Council and UNDP help instead.The Government retained some objection to the high cost of the experts,assigned no counterparts, only belatedly provided suitable office space,secretarial assistance and transportation, found only one of the three expertssatisfactory and, six months before completion of the term of the contractwith Unesco, terminated it because Unesco had proposed to increase the contractprice to meet the increased living costs of the experts.l/ Upon termination,one expert submitted his final report directly to the Government and this reportwas well received, while the others reported to Unesco which, after persistentrequests from Chile, eventually provided a report summary that the Borrower feltto be of little use. These problems are symptomatic of a borrower's reserva-tions about using loan funds for expensive experts and of a borrower's reserva-tions about the need for the experts.l/ In this case, the Government had not

1/ With the remainder of the technical assistance funds, the Borrower recruitedthe Interamerican Institute of Agricultural Sciences to provide additionalservices.

2/ Similar patterns of reaction have been noted, for example, in ProjectPerformance Audit Reports for the Tunisia Second Education Project(Credit 94-TUN) and the Korea First Education Project (Credit 151-KO).

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sought technical assistance; it had been inserted by the appraisal mission,

In retrospect, the Borrower's officials expressed the view that local

experts could have sufficed and would have been less costly.

19. While their main achievement was the review of agricultural

education which led to reduction of this project item (PCR, paras. 4.16,

4.17), the Unesco technical assistance specialists organized successful

in-service training sessions for agricultural teachers and helped to

select and place fellowship holders. The experts supplied through the

Interamerican Institute provided assistance to one of the project schools

to help transform it into a school for producing female extension agents.

20. In addition to courses given locally by the technical assistance

experts, the fellowship program was used for a wide range of short courses

for administrators, teachers and students (PCR, para. 4.12, Annexes 14-16).The Borrower is of the opinion that this component was useful.

5. Project Costs and Disbursements

21. The completion report indicates that the project buildings cost about

68% more per square meter than was estimated by the appraisal mission (PCR,

para. 3.20), because of (a) dollar devaluation, (b) higher than expected price

escalation (labor, materials and freight) and (c) unforeseen soil problems.

These overruns in unit price terms were offset by the reduced amounts of

furniture and equipment procured (53% of appraisal cost estimates) and

technical assistance used (86% of appraisal cost estimates) and by reductions

in the scope of the project's civil works (PCR, para. 3.20). The total cost

of the reduced project was US$10.67 million (76% of the appraisal estimate),(PCR, para. 3.18). The sum of US$1.55 million of the loan amount was

cancelled when the project scope was reduced. The Borrower experienced some

difficulty in meeting local currency obligations but was assisted at one stage

by a Bank advance of funds and upward adjustments to the disbursement per-

centages (PCR, para. 3.21). However, disbursements were significantly later

and slower than the pattern forecast at appraisal, principally because of

the initial delays in launching implementation and subsequent problems of

financing and project modification (PCR, Annex 2).

6. Supervision by the Bank

22. Over the seven years of project implementation, the Bank devoted inthe field some 15 man-weeks in supervision and 6 man-weeks for projectcompletion reporting, mission frequency averaging about one visit every sevenmonths and about one man-week per visit. This is about the average intensity

- 7 -

of field supervision in a sample of about 25 completed education projects. How-

ever, because this project experienced unusual sector and other problems, delays

and modifications from the outset, it should have received a higher than

average intensity of field supervision especially by educators. The completion

report notes that the unsettled state of Chile during a part of the implementa-

tion period rendered mission scheduling difficult (para. 3.06). The

Borrower's view is that Bank supervision was satisfactory in that Bank

specialists were helpful in providing suggestions on various implementation

problems. One Bank staff member gave advice on a tracer system for the agri-

cultural secondary schools and others provided useful information on project

management and educational matters. The Borrower feels, however, that the Bank

should allow supervision missions a longer duration in the field so that Bank

staff could be better able to advise project unit members and high level

officials of the Ministry of Education.

III. Educational Outcomes

23. It is too early to assess project impact in educational terms. The

completion report notes that the agricultural schools, through deliberate

government policy not to overproduce graduates, are enrolled below capacity,

some 1,415 students being enrolled in schools which can accommodate 2,584 - a

total which itself was only 58% of appraisal targets (paras. 4.03-4.07). A

similar problem of low utilization has been noted in the in-service teacher

training center because, for budgetary reasons, it operates only in the

evenings and summer vacations (when boarding is difficult to find) and so can

reach only a very limited number of teachers (para. 4.23), illustrating that,

once the decision had been taken to convert it to this purpose, it should have

been relocated and probably provided with boarding facilities.

24. The completion report indicates the extensive progress made in a

pilot effort at integrating the agricultural school into the community and

establishing a productive school farm (para. 4.19), the incidence of high

attrition rates in these schools because of poverty (paras. 4.13-4.15) and

the need to address the problem of employment of the graduates whether by

assisting them through credit to establish themselves as farmers or to

create attitudes among farmers favorable to employing the graduates (para.

4.20).

IV. Conclusions

25. The Third Education Project in Chile was prematurely developed.

The policy basis for a project of this type was still in its very formative

stages and the project design reflected insufficient awareness of the

attendant risks. After appraisal, the project experienced considerable

attrition of its items - a process that continued into the implementation

phase (paras. 7-12). Despite these problems, portions of the project have

been implemented and these are providing modern, well-equipped facilities

for middle-level agricultural education and for in-service teacher upgrading/

training (para. 17 PCR, paras. 3.09-3.17). These schools, however, are

underutilized (PCR, paras. 4.03-4.07). The project fellowship program

- 8 -

strengthened the staff of the Ministry of Education and the schools, but the

technical assistance (experts) program, which the Borrower considers to have

been less needed, has been of more limited impact (paras. 18-20).

26. Experience with this project emphasizes the critical importance of;

(a) well-developed policies and plans as a basis for educationproject lending (paras. 7-12) and

(b) the Borrower's participation in designing the technicalassistance component if full benefit is to be derived

from it (paras. 18-19).

-9-

CHILE

THIRD EDUCATION PROJECT

Completion Report

June 16, 1978

Projects DepartmentLatin America and the Caribbean Regional Office

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I. SUMMARY AND CONCLUSIONS

1.01 A Completion Mission visited Chile during September 21 - October 4,

1977 to conduct a completion exercise on the third Bank-financed education

project (Loan 668-CH). The Mission met with officials of the Ministries ofEducation, Agriculture and Planning, the School Construction Society (SCEE)and other public and private agencies directly and indirectly involved withproject implementation, as well as with local representatives of UNDP, UNESCO,

FAO and the Inter-American Institute of Agricultural Sciences (IICA). TheMission also visited all project institutions, interviewed school administratorsand teachers, and reviewed statistical material prepared by the Project Unitand all Bank records and files on Loan 668-CH.

1.02 Background. Compared with most other Latin American countries, by

the late 1960's Chile had a fairly well developed education system in quanti-

tative terms and there were no indications of serious manpower shortages,

except in the agricultural sector and certain specific industries. Accordingly,

Government efforts in the education sector, as reflected in the National Reform

Act of 1966, were focussed on improving quality and efficiency at all levels.

The education system was restructured: the primary cycle was extended from six

to eight years and the training of primary teachers was upgraded from secondary

to post-secondary level; secondary education was reduced from six to four

years; and goals were set to reform curricula and rationalize the number and

kind of secondary schools, particularly in technical fields.

1.03 A Bank/UNESCO Educational Investment Programming Mission in 1963 made

recommendations to the Government to improve primary education (especially in

rural areas), agricultural and technical secondary education, and vocational

training. The Bank's first and second education loans to Chile (Loan 431-CH

of US$2.75 million, signed on October 6, 1965; and Loan 666-CH of US$1.5 million,

signed on April 23, 1970) supported the development of adult vocational training

programs administered by CORFO/INACAP. The third Bank-financed project (Loan

668-CH of US$7.0 million, signed on May 7, 1970) was developed simultaneously

with the second. It was intended to assist the Ministry of Education with imple-

mentation of the National Reform Act of 1966, in the areas of post-secondary

primary teacher training and secondary agricultural education.

1.04 Project Objectives and Content. Compared with most other Bank-

financed education projects, the third project in Chile under Loan 668-CH has

undergone many changes of content from the preparation through the completion

stages. As initially presented to the Bank in 1968, the project included

assistance for comprehensive secondary education, industrial and agricultural

secondary education, and post-secondary primary teacher training. The indus-

trial component was eliminated from the project during appraisal because the

Bank felt that a plan for the rationalization of the entire industrial educa-

tion and training system was needed before specific investment decisions could

be justified. The comprehensive schools were eliminated after loan negotiations

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because the Government decided to postpone any investment of that kind until

after investigating more carefully the experiences of England and Scandinavia.

The primary teacher training component was eliminated (except for one school

whose function was redefined) during 1974 after responsibility for such activi-

ties was transferred legally to the Chilean universities. Finally, in 1976

the agricultural secondary education component was modified to reduce substan-tially the annual output of middle-level technicians from the project schools

in accordance with new estimates of the labor market's capacity to absorb such

manpower (see Chapter II for details).

1.05 These numerous revisions partly reflect the fact that during thethird education project cycle there were two major changes of Government:the project was designed, approved and barely began implementation during

1967-70 under one administration; implementation began in earnest under a

second administration during 1970-73; and the project was completed under athird administration during 1973-77. These changes of Government were accom-

panied by major shifts of policy with respect to the role of the public sector

in the economy, which had important implications for the education system.To their credit, both the Government and the Bank adopted a very flexible

position with respect to the project. While content was not revised at whim,

it was nevertheless modified as necessary to reflect major new policy direc-tions, with the result that, despite some problems which the project schools

may face, they are perceived by most parties involved as fulfilling a very

useful function in terms of the country's present day needs. It is likelythat the project schools will undergo still further changes in the future;some such changes are in fact suggested in this report. The CompletionMission considers that, far from being negative, this is a sign of the basichealth of the Chilean education system as it strives continually to maintain

relevance in a dynamic socio-economic setting.

1.06 Project Implementation. Responsibility for project execution was

divided between physical and educational aspects. The former was undertaken

by a Project Unit established in the Ministry of Education, assisted by the

School Construction Society (SCEE) on matters related to architectural designand construction. Execution of the educational aspects of the project was the

responsibility of the Ministry of Education. During the first year of opera-tion, the project suffered three changes of Project Unit staff. The third

Director lasted 2-1/2 years until he was replaced in 1974 by a fourth, whoserved through project completion. The major part of project implementationoccurred during 1974-77 under the fourth Director, who performed quite effi-ciently. Performance of the third Architect, who coordinated most of theprofessional architectural work of the project, was also generally good.Bank field supervision of the project during 1970-77 included 11 missions,for a low total of only about 48 days, or 7 days per year. There was fairlyeven participation of Bank architects and educators in the supervision process;however, greater inputs and more continuity of agricultural educators in thelatter years could have been helpful in coping with matters related to curri-culum development, staff training and technical assistance.

1.07 In general, SCEE had some problems in the preparation of architec-tural designs, although it managed bidding and administration of civil works

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competently. The Government initially intended to use a lump sum contract

system, but this proved impossible during 1971-74 because of the inflation,

shortage of building materials and labor difficulties which adversely affected

the local construction industry. Hence, a cost-plus fee system was used for

seven project institutions, representing 81% of the total cost of civil works.

The six remaining project schools, on which work did not take place until

1976, were handled by lump sum contracts awarded under regular bidding proce-

dures. Contractor performance was generally good, except for two who went

into bankruptcy before completing their contracts. Site acquisition problems

prevailed thruughout the project period.

1.08 The original Closing Date of the loan (June 30, 1975) was twice

extended to June 30, 1977 and December 31, 1977; physical implementation was

completed by the latter date, and the last disbursement was made in April

1978. According to the Bank's records, the final total cost of the projectwas US$10.67 million, of which US$5.45 million was financed by the Bank

(51.5%). The balance of US$1.55 million was cancelled from the original loan

amount of US$7.0 million in 1976 because of modifications in project content.

It is important to note that the cost accounted by the Bank is US$1.09 million

below the US$11.77 million report by the Ministry of Education, primarily

because of a difference in the method used to account dollar equivalencies of

civil works. The Bank accumulated the dollar equivalent of civil works

reimbursement applications, calculated at the exchange rate prevailing on the

date of each disbursement, whereas the Ministry applied the official exchange

rate to monthly expenditures recorded by SCEE accountants. Given the rapid

inflation in Chile, selection of different dates for accounting dollar equiv-

alencies resulted in very different total cost estimates.

1.09 Attainment of Project Objectives. With regard to the secondaryagricultural education component, the project was intended to assist theGovernment in rationalizing the system. The 46 schools existing at appraisalwere to be reduced to 27 (13 public and 14 private), with an annual outputincreasing from 670 graduates in 1968 to 1,300 in 1974. Of the 13 public

schools, 11 would be directly assisted under Loan 668-CH; all 27 schools wouldbe indirectly assisted by the introduction of improved curricula and teaching

practices, staff upgrading and strengthening of the school supervision andadministration services of the Ministry of Education. By 1975, the Governmentdid succeed in reducing the total number of agricultural secondary schools tothe targeted 27. However, since the Ministry of Education has thus far beenfully occupied with the problems of the project schools, it has had littletime or resources to devote to the others, particularly the private schools.Therefore, while initial targets have been met in terms of numbers of secondaryagricultural institutions, they do not yet form part of a reorganized andintegrated system, although progress is being made in that direction.

1.10 As a consequence of the 1976 modifications of project content, oneagricultural school was eliminated from the project and the enrollment capacity

of the remaining 10 was reduced from the planned 4,466 to 2,584. This wasaccomplished by reducing the individual capacity of six of the schools from

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406 to 160, leaving only four with 406 student places. The Ministry of

Education plans to hold annual admissions to all 10 schools to about 40-50

each (e.g. 160-200 students total) in the immediate future, rather than

graduate what it considers would be excessive numbers of agricultural tech-

nicians who would have difficulty finding employment. Thus, the four largeschools will be underutilized for several years, although the Completion

Mission sees no difficulty in three of them reaching intended capacity over

the medium-term. With regard to the fourth large school at Coyhaique it is

unlikely that 406 students from the region could be enrolled in secondary

agricultural courses and successfully placed on graduation for many years to

come. Therefore, the Mission explored alternatives and made recommendations

regarding ways to effectively utilize the school's facilities, including the

introduction of adult nonformal training programs, the addition of Grades 7-8

to the school, the transformation of the school into a more diversified kind

of secondary institution and the introduction of a post-secondary program.

1.11 A draft improved agricultural education curriculum has been prepared

as a cooperative endeavor of the Ministry of Education, the project school

directors and teachers, and technical assistance specialists. The draft,

which represents a considerable improvement, is now undergoing some final

revisions. With regard to staff, the Ministry of Education has not had much

difficulty recruiting qualified general and technical subject teachers.

Various local training courses and foreign fellowships for teaching and

administrative staff have been financed under the loan, with particularly

intensive efforts during 1976-77. It is also true, however, that there is

still no system as such in Chile for the training of secondary technical

teachers, including those in agricultural education. Finally, it is worth

noting that service to the community is emphasized at every project school;

these activities have stimulated the good will of the communities, occa-

sionally generated some income, and provided useful experience for students.

1.12 Less successful aspects of the project related to the low internal

efficiency of the agricultural schools, and the limited effectiveness of the

technical assistance component. Although the low internal efficiency is

partly related to the temporarily low enrollment levels of some schools, it

is also a function of low teaching loads and high student drop-out rates. A

more rational allocation of teachers' and administrators' time would permit

a reduction in staff and a corresponding savings in operating costs. The

drop out problem might be ameliorated by a more ambitious scholarship program

for low-income rural students and by introduction of remedial activities to

correct for deficient primary school preparation. With regard to technical

assistance, these services were provided by UNESCO through August 1976 and

by IICA thereafter. While the Government has been pleased with the latter,

a series of difficulties (e.g., late arrival of specialists, rising costs,

late appointment of counterparts) plagued the former with the result that

the overall impact of the technical services was less than expected.

1.13 The Completion Mission focussed mainly on the agricultural educa-

tion component of the project, although it did discuss the situation with

regard to the primary teacher training component with various officials of the

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Ministry of Education, the public University of Chile and the private Catholic

University. In general, there is a consensus that the transfer of responsibil-

ity for pre-service primary teacher training to the universities (para. 2.11)

was a wise decision. There is a feeling that the quality of professional

preparation received by teacher trainees has been higher at the universities,

and that in the long-run there will be less discrimination among groups within

the teaching force. Data were not available on the total output of primary

teachers from the universities. The Ministry is unaware of any particular

shortages, except in some rural areas where the problem is more one of inade-

quate incentives to attract qualified teachers. The only disadvantage of the

present system on which various authorities commented is the fact that there

are now no longer opportunities to train teachers in a rural environment,

because the universities are all located in cities and towns.

1.14 As far as in-service primary teacher training is concerned, the

Vina del Mar Center constructed under the project was supposed to serve as the

first of several regional branches of the national Barnachea In-Service

Teacher Training Center located near Santiago. As of the Completion Mission's

visit, no additional regional centers had been established. Ministry autho-

rities explained that, although they did not discount the possibility of

constructing other regional centers, their strategy for in-service training

had changed somewhat. At present, most training is supposed to take place at

local school (rather than regional) level: local committees of teachers

propose areas in which they feel training is essential and nominate one

candidate to organize the course; only that person is then given intensive

training at either Vina del Mar or Barnachea. While this is considered to be

an effective and economic approach to reaching as many teachers as possible,

it does mean that there is less demand for places at the two existing trainingcenters. With regard to the Vina del Mar Center itself, it was very heavily

underutilized at the time of the Completion Mission's visit, primarily as a

result of the inadequate recurrent financing.

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II. PROJECT BACKGROUND AND CONTENT

A. General Background

2.01 Chile extends over a narrow and long area between 180 and 550southern latitude, with a coastline of about 4,500 km. It comprises awide range of climatic and geological zones, from sub-tropical desertin the North to cold and humid steppe in the South. The greater partof the population and most economic activities are concentrated in the

fertile valleys of the central part of the country, between the AconcaguaValley to the North and Puerto Montt to the South.

2.02 At the time of project appraisal, the total population was esti-mated at 9.3 million, of which approximately 50% was below 20 years of age.

The total labor force was 3.0 million, including about 200,000 (6.7%) un-employed. With some 68% of the population already residing in urban areas,Chile had long since ceased to be heavily dependent on its agricultural

sector as a source of either GDP or employment. Nonetheless, agriculturalreform did figure among the Government's major development objectives, witha view both to changing the pattern of land ownership and to making Chileself-sufficient in major foodstuffs.

Education

2.03 Compared with most other Latin American countries, by the late1960's Chile had a fairly well developed education system in quantitativeterms. The net primary and secondary school participation rates were equiv-

alent to 70% and 25%, respectively, of the corresponding age groups. Theadult literacy rate was about 67%. In terms of absolute numbers there were no

indications of serious manpower shortages, except in the agricultural sector

and certain specific industries, although there was much evidence that averageschool leavers were not very well prepared for employment. In these circum-stances, the Government's efforts in the education sector, as reflected in the

National Reform Act of 1966, were.directed primarily at improving quality andraising efficiency (para. 2.04). The extent of the Government's commitment tothe development of the education sector was reflected in the fact that publicexpenditures on education had nearly doubled in real terms during 1964-68,with total public and private education expenditures having risen from 4.6% to5.4% of GDP over the same period.

2.04 The National Reform Act of 1966 provided, inter alia, for an impor-tant restructuring of the education system, particularly at the secondarylevel. Until 1966, secondary education had been organized in a highlyrigid and compartmentalized system. About 70% of enrollments were in thesix-year "academic" course, of which the last years were basically universitypreparation. The remaining 30% were students enrolled in courses varying fromtwo to seven years in numerous agricultural, industrial, commercial andfeminine-technical (mostly home economics) schools. Secondary agricultural

- 16 -

education was offered in 15 public and 31 private schools; industrial educa-

tion was provided in 51 industrial schools and four polytechnic institutes

of the Ministry of Education, affiliated institutions of two universities,

and 25 private schools. Expansion of secondary technical education was

mostly uncoordinated; schools were not well endowed with qualified staff

and adequate teaching materials; and the quality of training was consequently

poor. Under the National Reform Act of 1966, primary education was extended

from six to eight years' duration and the training of primary teachers was

upgraded from secondary to post-secondary level; secondary education was

reduced from six to four years, and goals were set to reform curricula

and rationalize the number and kind of secondary institutions.

B. Content and Objectives of the Third Education Project

Bank Involvement in the Education Sector

2.05 A Bank/UNESCO Educational Investment Programming Mission in 1963

recommended to the Government the improvement of primary education (especially

in rural areas), agricultural and technical secondary education, and vocational

training. The Bank's first and second education loans to Chile (Loan 431-CH

of US$2.75 million, signed on October 6, 1965; and Loan 666-CH of US$1.5 mil-

lion, signed on April 23, 1970) were for adult vocational training, admin-

istered by CORFO/INACAP. 1/ The first project was implemented successfully

during 1966-69, resulting in a doubling of INACAP's training capacity. It

had been precedent-making, as it represented the Bank's first loan anywhere

for adult vocational training. 2/ The Bank's decision to support INACAP

reflected an increasing concern among the internatonal development agencies

that investments in so-called industrial or vocational schools within the

formal education system were not meeting stated manpower objectives. The

second INACAP project was developed simultaneously with a third project

intended to assist the Ministry of Education with implementation of the

National Reform Act of 1966. The files on both of these projects indicate

that the appropriateness of the Ministry of Education's technical secondary

schools versus INACAP's vocational training centers, as alternative means

of preparing skilled and semi-skilled manpower for the labor market, was

very much at issue. Ultimately, the Bank elected to continue its support

to INACAP under Loan 666-CH for industrial and rural vocational training

and to assist the Ministry of Education's technical secondary schools

under Loan 668-CH only in the area of agricultural technician education.

1/ See appraisal reports TO-465a of April 30, 1965, and PE-12a of

February 25, 1970.

2/ The Bank press release dated August 11, 1965, noted that "This is the

first World Bank loan for the development of human resources in Latin

America and the first loan to be made by the Bank anywhere for adult

vocational training."

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Evolution of the Third Education Project

2.06 A UNESCO project identification mission identified priority needsfor education in Chile in July 1967, and in May-July 1968 a UNESCO prepara-tion mission assisted the Government in preparing a project based on thoseneeds. The project, as presented to the Bank, comprised: (a) the construc-tion of seven new comprehensive secondary schools; (b) the constructionof three new and the remodelling of eight existing primary.teacher trainingcolleges; (c) the conversion of five existing industrial schools into indus-trial streams of comprehensive schools; and (d) the construction of four newand the expansion of seven existing agricultural schools. The project wasappraised by a Mission in October/November 1968. During appraisal the projectcontent was modified as follows: (a) the conversion of the five industrialschools was eliminated on the grounds that such a step should await a study ofthe rationalization of the entire industrial education and training system;and (b) one existing primary teacher college, which was to have been closed,was retained and added to the project.

2.07 After loan negotiations were completed in June 1969, the Govern-ment reconsidered its decision to construct the seven pilot comprehensivesecondary schools, pending a further investigation of the secondary schoolsystems of England and Scandinavia. The Government also decided to deleteone new primary teacher training college from the project, pending furtherconsideration of the pattern of the school system. Finally, the construc-tion of another new primary teacher training college, where work was aboutto start with local financing, was also deleted although its equipping wasmaintained as a project item. The amended project was re-appraised by theBank in November/December 1969, presented to the Executive Directors inMarch 1970, and signed on May 7, 1970.

Content and Objectives as of Loan Signing

2.08 The revised project was estimated to cost US$14.0 million; a Bankloan of US$7.0 million was intended to finance 50% of total costs, includingthe full foreign exchange component (US$3.6 million) and 33% of local costs(US$10.4 million). The project was to consist of:

(a) construction and equipment of:

(i) one new primary teacher training college (800 studentplaces);

(ii) extensions to 10 existing primary teacher trainingcolleges (1,423 additional student places), of whichone would receive equipment only;

(iii) four new agricultural secondary schools (1,624student places);

(iv) extensions to seven existing agricultural secondaryschools (1,702 student places); and

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(b) technical assistance and fellowships, including:

(i) 10 man-years of specialists' services in primaryteacher training; and

(ii) 9 man-years of specialists' services and 12 man-years of fellowships in agricultural education.

2.09 In the area of primary teacher training, the project was intendedto assist the Government in fulfilling its objectives to modernize andimprove the system, as part of its strategy to upgrade the quality and effi-ciency of primary education and to ensure'that teachers had the higherqualifications and skills which it was felt they would need to deal withthe extended primary education cycle (from six to eight years). The mainissue which arose during preparation, appraisal and negotiations of thisproject component related to coordination between the universities and theMinistry of Education, both of which were then training primary teachersat the post-secondary level. The Bank sought a precise agreement on theoutput of both kinds of institutions; the Ministry argued that it couldtry to influence the enrollment patterns in the universities in the courseof approving their budgets, but it could not guarantee that outputs wouldconform to any pre-determined plan. In fact, the Appraisal Report's descrip-tion of higher education in Chile states that: "Although subsidized byGovernment, each university is autonomous and reluctant to accept any form ofoutside direction." Ultimately, the Government agreed in a side letter to theLoan Agreement to "attempt to ensure" that the universities would maintainspecified enrollment levels.

2.10 With regard to secondary agricultural education, the project wouldassist the Government in rationalizing the system. The 46 existing schoolswould be reduced to 27, of which 13 would be public and 14 private. Totalenrollments in the 27 reorganized schools would be 6,500 students, as comparedwith 4,860 in the existing 46 schools, with output increasing from 670 graduatesin 1968 to 1,300 in 1974. Some 20% of graduates were expected to go on tohigher education, while 80% would be employed as middle-level agriculturaltechnicians (mostly in the rapidly growing extension and agricultural reformservices and cooperatives). It was estimated at the time that the annualdemand for middle-level technicians would be about 2,000 by 1974; althoughthis would exceed the 1,300 output of the secondary agricultural schools,it was decided that more rapid growth of the school system would not befeasible in view of the inadequate supply of teachers and uncertaintiesas to possible further reforms of the secondary education system (e.g.,introduction of comprehensive education). Besides improving the physicalfacilities, steps would be taken to introduce an improved curriculum foragricultural education, discontinue the system of part-time teachers,improve pre- and in-service agricultural teacher training, and strengthenthe Ministry's administrative and supervisory services responsible foragricultural education. No particularly controversial issues arose duringthe preparation, appraisal and negotiations of this project component.

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1974 Modification of Project Contents

2.11 In March 1974, the Government issued a decree 1/ transferring allteacher training to the universities in order to: (a) centralize trainingunder one institutional entity; (b) rationalize the use of physical facilities;and (c) equalize the social and professional status of all teachers. TheGovernment therefore proposed that the bulk of the primary teacher trainingcomponent be eliminated from the project financed under Loan 668-CH. The newcollege of Vina del Mar, which was already under construction, would beretained in the project but converted into a regional in-service teacher train-ing center. Remodelling work had also gone forward at two existing colleges(with Bank loan disbursements of about US$15,000), which the Governmentproposed to convert into secondary schools. On September 10, 1974, the Bankagreed to revise the Loan Agreement to incorporate the aforementioned modifi-cations. The funds saved from the primary teacher training component (aboutUS$0.9 million) were applied to the agricultural education component, forwhich a 70% cost overrun was predicted, and a two-year extension of theClosing Date of the loan (to June 30, 1977) was granted.

1976 Modification of Project Content and Loan Amount

2.12 Following a joint review of project execution by the Governmentand the Bank in late 1975, the Government proposed modifications in theproject content to better tailor it to the country's needs for agriculturalmanpower, including: (a) reduction in the number of secondary agriculturalschools in the project from 11 to 10 by eliminating the remodelling ofone school; (b) reduction of the capacity of six of the 10 schools from406 to 160 student places each; (c) shifting of the site for one schoolfrom Temuco to Osorno; and (d) establishment of an upgrading trainingprogram for teaching and administrative staff of project schools. Newprojections indicated that the labor market could absorb only 600-650 agri-cultural school leavers annually, particularly since the Government hadmade major cutbacks in its once large and frequently overlapping extensionservices and had shifted primary responsibility for extension work toprivate firms. The cost of the revised project was estimated at US$10.9million, including US$2.5 million in foreign exchange expenditures andUS$8.4 million in local costs. On August 17, 1976, the Bank agreed torevise the Loan Agreement to incorporate the aforementioned modifications.The loan amount was reduced by US$1.55 million to US$5.45 million, inorder to preserve the Bank's 50% participation in the financing of projectcosts.

2.13 There were no further modifications to the project content,although a second postponement of the Closing Date of the loan (for sixmonths) was agreed on June 20, 1977. The project was physically completedby the revised December 31, 1977 Closing Date, and disbursements totallingUS$5.45 million were completed on April 18, 1978.

1/ Decree Law No. 353.

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III. PROJECT IMPLEMENTATION

A. Project Management

General

3.01 Responsibility for project execution was divided between physicaland educational aspects. In accordance with the Loan Agreement, 1/ physicalimplementation of the project was the responsibility of a Project Unit estab-lished in the Ministry of Education, assisted by the School ConstructionSociety (SCEE) on matters related to architectural design and construction.Execution of educational aspects of the project was the responsibility of theBorrower, through the Ministry of Education. The establishment of the ProjectUnit, the appointment of a Project Director and Project Architect acceptableto the Bank, and the formalization of an agreement between the Borrower andthe SCEE were established as special conditions for effectiveness of the Loan.2/ On August 6, 1970 the Borrower appointed the Project Director and ProjectArchitect. This was accepted by the Bank as a virtual establishment of theProject Unit, although both remained working in their previous positions,giving only part-time attention to the Project.

The Project Unit

3.02 The basic functions of the Project Unit are described in Schedule5 of the Loan Agreement as follows:

(a) the approval of the design of facilities for the Projecteducational institutions and of the lists of furniture to beprocured for such institutions;

(b) the preparation of detailed price lists of the instructionaland other equipment to be procured;

(c) the coordination of the preparation of bidding documents forall construction works and procurement; the analysis of bidsand the making of recommendations regarding the award ofcontracts;

(d) the coordination of the regular inspection of all constructionworks; and

(e) the keeping of records, including financial records of theexecution of physical aspects of the project and the prepara-of regular reports to the Bank.

1/ See Sections 5.01 and 5.02 of Loan Agreement.

2/ See Section 7.01 of Loan Agreement.

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3.03 Schedule 5 of the Loan Agreement describes also the composition ofthe Project Unit as follows:

(a) A full-time qualified and experienced Project Director whoshall have overall responsibility for the direction andcoordination of the Project Unit's work;

(b) a full-time qualified Project Architect experienced inschool design who shall have overall responsibility for thedirection and coordination of the Project Unit's works andfor liaison with all agencies of the Borrower havingjurisdiction over such works; and

(c) all necessary technical, accounting, administrative andsecretarial staff.

3.04 Although the Borrower appointed the Project Director and Architectin August 1970, both remained working in their previous positions and gaveonly part-time attention to the project; it was not until about 10 monthslater that the Project Unit began to function as originally planned. Thefirst Director-Architect team, appointed on August 6, 1970, had both beencounterparts to the Bank's appraisal mission. They were replaced by a secondteam, appointed in December 4, 1970, following a change of Government. Theseofficers, like their predecessors, worked only part-time on the project.On June 3, 1971, a third team was appointed*on a full-time basis. The thirdProject Director served for 2-1/2 years until he was replaced in January 1974by a fourth Director, who served through project completion.

3.05 The major part of project implementation occurred during 1974-77,under the fourth Project Director, who performed quite efficiently and undereconomic circumstances that were more favorable to implementation. Thethird Project Architect coordinated most of the professional architecturalwork of the project; his performance was generally good, bearing in mind thathis authority was somewhat limited vis-A-vis top management of the Ministryof Education and SCEE. The third and fourth Project Directors and the thirdProject Architect attended EDI courses while serving in the project unit. Performanceof supporting staff in the Project Unit was generally good. It is notable that,except for the third Project Director, quarterly progress reporting to theBank was disregarded, and this made it extremely difficult for the Bankto provide timely assistance in dealing with problems. The Bank objectedfrom time to time to the various Project Directors, but the matter was notraised as a serious issue with higher Ministry officials.

Bank Implementation Assistance

3.06 In the 7-1/2 years since Loan signing, the project was supervisedby 12 Bank missions a total of about 48 days (excluding the completionmission), on average 7 days per year. This low average is due in part

to the unsettled state of Chile during the early years ofproject implementation and affected adversely the regularity

- 22 -

of missions through 1974. Bank staff combined supervision of this project

and the Second Education Project financed under Loans 666-CH, until December

1976 when the completion excercise was conducted for the latter. Allocation

of mission time has been divided evenly between Loans 666-CH and 668-CH for

the purposes of this report, although the actual breakdown may have varied

somewhat among missions. In terms of mission composition, there has been

a fairly even participation of educators and architects in project supervision

throughout. Nevertheless, given the weaknesses of the Ministry of Education's

Division of Agricultural Education, greater inputs by Bank agricultural

educators, particularly during the latter years of project implementation,

might have been helpful in relation to curriculum development and staff train-

ing, and the problems associated with the technical assistance specialists.

B. Physical Implementation (Annexes 1-10)

Professional Services

3.07 No consultant firm was employed for the design and supervision

of the construction and furnishing of project schools because Chile has a

Government-owned institution, the School Constrution Society (SCEE), specific-

ally established for this purpose. The SCEE has been operating since 1937,

created by Law 5989 (January 14, 1937); subsequent laws have strengthened and

expanded its functions, including inter alia, that of being the owner of all

school buildings in the country, which are leased to the Ministry of Education.

Section 5.02 of the Loan Agreement provided that the Government would not

divest itself of ownership of, or otherwise lose effective control of, the

majority of the voting shares of stock of the SCEE, and that Government and

the SCEE would enter into an agreement satisfactory to the Bank for the

construction, furnishing and equipping of five new schools and expansion of

17 existing schools. The agreement was signed on August 4, 1970. The SCEE

experienced some difficulties in executing the project because of the irregular

functioning of the Project Unit between August 1970 and July 1971, the 1971-73

political situation, the intermittent provision of counterpart funds, and the

changing views of the Ministry of Education in relation to implementation

schedules and project content.

3.08 In general, bidding, supervision and administration of civil works

were carried out reasonably well, but SCEE bad problems in the preparationof designs. During August 1970-July 1971, the SCEE prepared master plans for

the Vina del Mar teacher training school and the Los Angeles agricultural

school. In July 1971, a Bank mission reviewed both sketch designs and found

them unacceptable because of non-conformance with the agreed schedules of

accommodation , excessive construction areas and anticipated cost overrunsof 30-100%. Work was rescheduled in three phases; design of seven schools

was included in first phase (February 1972); eight schools in second phase

(September 1972); and the last seven schools in the third phase (March 1973).

The next Bank mission (March 1972) approved, with minor changes, master plans

of Viiia del Mar, Chillan and Ancud teacher training schools, and Los Angeles

and Coyhaique agricultural schools. Working drawings were completed rapidly

- 23 -

and the design for the three teacher training schools was ready by May 1972,about 15 months behind the appraisal schedule for all design work. InDecember 1972 most sketch designs were reviewed and approved; however,one year later no working drawings had been completed. Finally, in 1974,design work proceeded more actively.

Design of Project Buildings

3.09 Designs for four new and the expansion of one existing agriculturalschool were prepared utilizing the prefabrication method developed by the SCEE inthe early 1960's. Designs of the new teacher upgrading center in Visa delMar, and the remodelling of two existing teacher training and five existingagricultural schools were prepared under conventional methods as discussedbelow.

3.10 Prefabricated Schools (four new and one extension). New agricul-tural schools in San Fernando, Chillan, Los Angeles and Osorno (originallyproposed for Temuco) and the expansion of the existing agricultural school inCoyhaique were designed applying SCEE's prefabrication method. These schoolsconsist of single-story buildings with 6 meter structural steel frames, spacedat 3 meters. On one side of the frame a roof overhang allows for a coveredcirculation area. A variety of modular partitions, windows and doors may befitted in the 3 (or 3 + 3) meter modulated framing. The 6 meter frame allowsfor rows of single loaded corridors; however, the design is flexible and doubleloaded corridors may be arranged by connecting two parallel rows of rooms.

3.11 All master plans were carefully prepared; functions of differentblocks are well related and formal arrangements are good. However, schoolsin Osorno and Coyhaique, particularly the latter which has central heating,are not compact enough and window areas are excessive and poorly insulatedfor the winter temperatures prevailing in the Southern regions of Chile.Due to the weakness of the Agricultural Education Division of the Ministryof Education, information regarding standards for farming installations wasinsufficient and numerous adaptations had to be made for teaching purposes.

3.12 Non-prefabricated Schools (one new and five remodelled).

(a) Vina del Mar Regional Teacher Upgrading Center. In accordancewith modifications to the Loan Agreement (para. 2.11), the building originallyintended for a primary teacher training college was redesigned to serve as aregional teacher upgrading center. Conversion problems were minimal becausethe initial design was flexible enough; furthermore, construction was at anearly stage when the conversion was decided upon and changes caused no delayin completing the building. Design of the building as such is very good;spaces are well related, and materials (sometimes more expensive than neces-sary) are well utilized. Because of the noisiness of surrounding streets, thefocus of interest is on the inner part of the building.

(b) Remodelling of Agricultural Schools. Remodelling of existingschools was generally successful. Repair work corrected most deficienciesof buildings that had been gradually decaying for lack of maintenance.

- 24 -

School buildings are now functional and facilities reasonably well appor-tioned. However, in some cases the presence of defective materials wasdisregarded and these are now causing occasional problems such as leakingroofs.

Sites

3.13 Although all sites were to have been acquired by November 10, 1970, 1/problems in site acquisition lasted almost to the end of project implementa-tion. The Bank had received prior assurances that all but three of theproject sites had been acquired by SCEE and that these remaining sites wouldbe acquired no later than November 10, 1970. The July 1971 supervisionmission met with SCEE lawyers and found that clear title existed in the caseof only eight sites. In a June 8, 1972 letter, the Project Director was stilldiscussing problems associated with the acquisition of six sites.

3.14 Specific comments should be made on the Vina del Mar site.Originally a reasonably large site in a suburban location was proposed forthe teacher training school, but this was strongly debated in Chile andthe Ministry of Education finally decided to locate the school on the siteof the old teacher training school that had been demolished due to earth-quake damage. This site is only two blocks away from the main square; noserious analysis was made in regard to zoning, land value, and other cityplanning fundamentals, with the result that this very valuable site is notbeing particularly well used from an economic standpoint.

Civil Works Contractors

3.15 During the period 1971-73 the construction industry was affected by infla-tion, shortage of building materials and labor difficulties. The SCEE carried outlocally-advertised bidding for the construction of Vi-a del Mar and Chillanteacher training schools, and opened bids on August 17 and 31, 1972, respec-tively. In the first (Vi-a del Mar), there was only one bid, which wasrejected because the price exceeded by 47% the official estimate; and in thesecond (Chillan), there were no bidders. The situation was general, becauseduring a short period before the date of these biddings, eight other biddingson non-project schools called by SCEE also met with no response from contrac-ting firms.

3.16 The Project Unit proposed the cost-plus fee contract method"administraci6n delegada", which was accepted by the Bank as the only alternativeto avoid an indefinite postponement of the already delayed start of civilworks. Five contracts were signed in January 1973 (Vina del Mar, Chillanand Ancud teacher training schools, and Los Angeles and Coyhaique agriculturalschools). Construction of these seven schools represents 81.4% of the totalcost of civil works.

1/ See Section 5.01 (f) of'the Loan Agreement.

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3.17 Construction and remodelling of the six remaining agricultural

schools was delayed until June 1976, due to revision of the agricultural

training program (para. 2.12). Since the situation of the construction

industry had returned to normal by that time, civil works for all six

schools were carried out under lump sum contracts, awarded under regular

bidding procedures. Performance of contractors was generally good under

both types of contracts, except that two of the lump sum contractors

went into bankruptcy before completing their contracts.

Project Capital Costs and Financing

3.18 The final total cost of the project was US$10.67 million, or 76%

of the appraisal estimate, of which US$5.45 was financed by the Bank. The

balance of US$1.55 million was cancelled from the original loan amount of

US$7.0 million on August 17, 1976, because of reductions in the content of

the project (para. 2.12). The percentage of Bank financing of the total

cost is 51.5%, which virtually meets the 50% originally agreed when the loan

was signed in 1970.

3.19 It is important to note that the Bank and the Government differ

significantly regarding the calculation of the total project cost. The cost

accounted by the Bank is US$1.09 million lower than the US$11.77 million

reported by the Ministry of Education. The difference consists in the method

of accounting dollar equivalencies of civil works. The Bank arrived at a

total of US$7.7 million for civil works by accumulating the dollar equivalent

of civil works reimbursement applications, calculated at the rate of exchange

prevailing at the date of each disbursement. The Project Unit used the

official value equivalencies of the peso, established by the Central Bank,

and applied them to the amount of monthly civil works expenditures recorded

by SCEE accountants, to arrive at a total of US$8.84 million equivalent.

The reasons for this substantial difference are: (a) the delay of about

one year in submitting the first reimbursement application (paid March 8,

1974), which was affected by a variation in the rate of exchange from 1:50

to 1:525; (b) the effect of local inflation and gradual variation of the rate

of exchange in the repayment of an advance of Eo 600 million (US$447,761.19)

made by the Bank on October 25, 1974 and repaid by 25% deductions of civil

works disbursements between January 1976 and December 1977; and (c) the effect

on every disbursement request of the variation of the rate of exchange

during the five-month period which normally elapses between the actual

expenditure date and the actual reimbursement date.

3.20 Given the reductions in the number of project items from 22 to 13

(of which seven had less floor area than planned), the actual total cost of

buildings was US$0.7 million lower than the appraisal estimate including

contingencies, but the cost per,m2 of construction averaged 68% above the

appraisal estimates including contingencies. In general, the cost of

prefabricated construction was only about 44% above appraisal estimates,

except for the Coyahique school' which required extremely expensive founda-

tions due to difficult soil characteristics. The cost of the Vina del Mar

Upgrading Center was the highest at 89% above appraisal estimates, because

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of higher specifications than those anticipated at appraisal and costlyfoundations. The actual cost of furniture and equipment (US$1.49 million)was only 53% of the appraisal estimate including contingencies, reflectingrevisions in the project content. The actual cost of technical assistancerepresents 86% of the appraisal estimate of US$0.64 million.

3.21 Availability of counterpart funds was a constant issue, but itbecame critical at the time the Borrower decided to start construction. Thefirst institution to be constructed was the Viaa del Mar Upgrading Center.This institution was appraised at E06.0 million (1970), was recosted (Eo19.5million) before bidding in July 1972; bidding was nullified and construction beganin January 1973 under the cost-plus "administraci6n delegada" method based on arevised estimate of E 30.5 million. In the second half of 1974 the Ministryof Education was unable to obtain local funds and asked the Bank for anadvance of E0600.0 million (at that time US$447,000). The Bank approved therequest, with the result that project implementation was not paralyzed forseveral months, as would otherwise have been the case. The situation ofcounterpart funds was less severe in 1976 and 1977 because the budget alloca-tions for the Ministry of Education were higher, and the Bank increased thedisbursement percentage on civil works from 40% to 75% (beginning January1976) in order to (a) facilitate the repayment of the E0600 million advance;and (b) compensate for the cost imbalance, adverse to the Borrower, due tovariations in the rate of exchange.

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3.22 Anticipated and actual disbursements by category of expenditure are

shown below:

(1) (2) (3) (3)/(1) (3)/(2)Original Revised

Allocation Allocation Actual

US$ US$ /1 Disbursement % - %

I. Construction Works

and ProfessionalServices 3,400,000 3,660,000 3,625,649 106.6 99.1

II. Furniture 270,000 82,100 82,087 30.4 100.0

III. InstructionalEquipment and C.I.F.Cost of ImportedConstructionMaterial 1,800,000 1,190,000 1,188,497 66.0 99.9

IV. TechnicalAssistance 475,000 425,000 510,514 107.4 120.1

V. Fellowships 60,000 65,000 43,253 72.1 66.5

VI. Unallocated 995,000 27,900 - - -

Total 7,000,000 5,450,000 /2 5,450,000 77.9 100.0

/1 Approved August 17, 1976.

/2 US$1,550,000 (22.15% of the loan) cancelled as of August 17, 1976.

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IV. ATTAINMENT OF PROJECT OBJECTIVES

A. Agricultural Education Component (Annexes 11-16)

Rationalization of Secondary Agricultural Education

4.01 The main objective of the component was to assist the Government in

consolidating the 46 secondary agricultural schools (15 public and 31 private)

existing at the time of appraisal into 27 (13 public and 14 private). Of the

13 public schools, 11 would be directly assisted under Loan 668-CH. All 27

schools would be assisted indirectly by the introduction of improved curri-

cula and teaching practices, staff upgrading and strengthening of the school

supervision and administration services of the Ministry of Education. By

1975, the Government had succeeded in reducing the total number of secondary

agricultural schools to the target 27; hence, the present structure of agri-

cultural education in Chile is as follows: 1/

(a) Professional Education is offered by various public and private

universities; actual enrollment figures are not available. The 15 agri-

cultural institutes formerly attached to the universities were discontinued

in 1974.

(b) Sub-professional Education is offered at the private post-secondary

Adolfo Matthei Institute in Osorno. Although the degree offered (perito

agricola) has been qualified as equivalent to the degree given by the secondary

agricultural schools (tecnico agrfcola), the program is post-secondary and

the curriculum is similar to the first three years at the university faculties

of agriculture. Annual enrollments total about 220; the Institute commands a

very good reputation and graduates appear to have no difficulty finding employ-

ment.

(c) Technician Education is now offered at 27 secondary schools, includ-

ing 14 private. Enrollments have been dropping steadily during the past few

years, as the Government has been trying to balance output from the schools

with employment possibilities. Hence, enrollments totaled about 4,800 in

1975 (2,700 public and 2,100 private) -- roughly equivalent to total enroll-

ments in all 46 schools at the time of project appraisal -- and 4,000 in

1976 (1,800 public and 2,200 private). At 2,056 and 1,415, in 1975 and 1976

respectively, project schools accounted for about 75% of all public enroll-

ments.

(d) Skill Worker Training is offered in the Ministry of Education's

"basic rural development schools" (escuelas basicas de desarrollo rural)

and "family agricultural schools" (escuelas familiares agricolas), as well

as in various non-formal training programs organized by INACAP, the

Ministry of Agriculture, the Agrarian Reform Corporation (CORA), and the

National Institute of Agrarian Development (INDAP).

1/ For further details, see University of Chile, Technical Education and

Vocational Training in Chile 1970-75, Doc. 18, June 1977.

- 29 -

4.02 Although project school enrollment targets have been reached, thenon-project secondary agricultural schools are not of uniform quality andare not being closely supervised by the Ministry of Education -- therefore,they do not yet form part of a reorganized and integrated secondary agri-

cultural system, although progress is being made in that direction. The

Ministry can influence the private schools by means of its powers of

accreditation and use of subsidies, but only to a degree. The very limited

staff of the Department of Agricultural Education has simply been fully

occupied to date with the problems of the 10 project schools, and has had

little time or resources to devote to the others, particularly the private

schools.

Enrollments and Output

4.03 As a consequence of the 1976 modifications of project content

(para. 2.12), enrollment capacity of the 10 project schools was reduced from

the 4,466 planned at appraisal to 2,584 (58%). In fact, the Ministry ofEducation would have preferred to reduce capacity by about one-half of

appraisal targets to 2,338 (three new schools of 406 students each and

seven remodellings of 160 students each), but construction work to expand

the existing Coyhaique school to 406 student places was already too far

advanced.

4.04 In 1976, total project school enrollments were 1,415 and outputwas 331. The Ministry of Education plans to hold admission to all 10

schools to about 40-50 each in the immediate future. This policy does not

reflect limited popular interest in the schools, because from 100-300 applica-tions for admission are received annually by each. Rather, it reflects the

Ministry's firm intention not to graduate excessive numbers of students who

will have difficulty finding employment. In terms both of physical facilities

and agricultural potential in the catchment areas, the three new 406-place

schools (Chillan, Los Angeles and San Fernando), have a fair possibility of

reaching an enrollment of about 240 over the next five years. 1/ The406-place school at Coyhaique is in an area of limited employment potentialand would do well to reach an enrollment of 160 students. Thus, the effec-

tive capacity of the four 406-place schools would total about 880; addedto the six remodelled 160-place schools holding 960 students, the effective

capacity of the project schools would be about 1,840 (71% of physical capacity)

during the next few years of operation. A realistic medium-term output goalwould be about 450 graduates annually, eventually rising to 650 graduates

when employment conditions improve. By 1976, enrollments and output were

equivalent to 79% and 74%, respectively, of the aforementioned realisticmedium-term goals.

4.05 The situation described in the preceding paragraph raises obviousdifficulties in terms of effective use of physical facilities and recurrentcosts per student at the four large schools. However, except for Coyhaique

1/ Chillan, with its poor soils, may have to add better land.

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(para. 4.06), such problems will only prevail for a few years until themanpower situation improves. In the meantime, the Government has wiselyopted to focus on qualitative concerns in properly establishing the schoolson a new footing -- under an improved program of studies, managed by speciallyrecruited school directors, and with heavy emphasis on staff upgrading. If

the value of this type of training can be demonstrated by the first fewgroups of graduates, this should help to improve the demand from employers.

4.06 With regard to Coyhaique, it is unlikely that the school couldenroll 406 students in secondary agricultural courses and successfully placethe graduates for many years to come. The region in which the school islocated is extremely poor in terms of educational access, and therefore itwould be especially undesirable to leave the school so underutilized. As ofthe visit of the Completion Mission, a committee of local representativesof the Ministries of Education and Agriculture and the school principal wereinvestigating alternative uses for the school, including:

(a) opening the school to nonformal farmer training courses,such as those offered by INACAP, INDAP, CORA and theMinistry of Agriculture;

(b) opening the school to grades 7 and 8 of an escuela basicade desarrollo rural. Graduates of the latter are rural

children for whom the program is usually terminal; offeringit at Coyhaique would permit students to receive practicalagricultural training which would be useful if they did leavethe education system after Grade 8 and would also make itpossible for the most able children to go on to upper secondaryeducation to become middle-level technicians;

(c) converting the school into a kind of secondary polytechnicinstitution offering industrial and/or commercial techniciantraining, and/or general secondary education; and

(d) adding a post-secondary course to the school for sub-professional

training of secondary school graduates in livestock and relatedsubjects.

4.07 In order of priorities, the school would probably be well-advisedto select some combination of (a) and (b), or (a) and (c). If (c) were chosen,great caution should be exercised in the selecton of other technical streams.There are even fewer employment possibilities in the region for industrialtechnicians than there are for agricultural technicians. Such demand asthere may be for skilled workers (e.g., electricians, carpenters, etc.) couldbe more efficiently satisfied by occasional INACAP courses. With regard tocommercial education, while it is true that Coyhaique is the administrativecenter for the surrounding region, it should be investigated whether or not

employers will not over the long-term prefer to hire general secondary schoolgraduates with some intensive, short-term training in commercial subjects.

- 31 -

Finally, (d) is probably not advisable at the present time because of thelimited capacity of the labor market to absorb the number of graduates the

school would need to produce to fully utilize its facilities. Whichever

scheme is adopted, the Government will have to give serious consideration

to easing its restrictive scholarship policies. The region is sparsely

populated and boarding will be essential for most rural students, butincome levels are also very low by national standards and it it therefore

unlikely that most rural families could sustain the full tuition and boarding

expenses without assistance.

Curriculum

4.08 A revised curriculum for agricultural education was approved in

December 1970 by a decree of the Ministry of Education. Thereafter, the

syllabi and corresponding teachers' guides were completed and several

seminars were held to brief teachers on its content and implementation.

A further revision of curriculum is now being undertaken, as a cooperative

endeavor of Ministry of Education representatives, the 10 agriculturalschool directors and teachers, and technical assistance specialists in

curriculum planning provided by the Inter-American Institute of Agricultural

Sciences (IICA). In September/October 1977 the group produced a tentativecurriculum for study by the Ministry. The proposed curriculum has many

advantages over the existing one: it has fewer courses, is divided into

semesters, and emphasizes general education in the first two years and

agricultural education in the last two. The curriculum provides for 43%

of general and basic science courses and 57% of agricultural subjects; thelatter could probably be increased somewhat and more opportunities provided

for agricultural practice, bearing in mind that this is basically a terminal

program. Also, courses need to be grouped into specific crop and animal

production/farm and ranch management systems as students progress through the

four years.

4.09 Home Economists. Since 1973, the project school at Yerbas Buenashas enrolled only women to be trained as home economists/rural extension-

ists. 1/ In addition, seven other project schools have enrolled a smallnumber (less than 10%) of women annually in their regular programs. AlthoughChile undoubtedly needs rural home economists/extensionists, as with agricul-

tural technicians, the main problem has been finding suitable employment.In these circumstances, it may be preferable for Yerbas Buenas to beconverted into an agricultural secondary school, like the other nine projectschools. Women trained at the regular agricultural schools have the advantage

of learning a great deal about agricultural production and food processing,

as well as home economics (taught by a special teacher hired for that purpose).They are thus better prepared for a range of occupations, including teaching,agribusiness and extension work, than are those women who study only homeeconomics.

I/ The school was closed during 1977, but was scheduled to re-open inMarch 1978.

- 32 -

Teachers

4.10 The agricultural secondary school program requires two types of

teachers: (a) those for the general courses, who are certified by the

Ministry of Education and employed in both the project schools and nearby

general secondary schools (liceos); and (b) those for the specialized

technical subjects, usually ingenieros agronomos, veterinarians and other

agricultural technicians. Until the present time, the supply of qualified

teachers in both categories has been plentiful. As of October 1977 when

the Completion Mission visited Chile, 234 teachers were working in nine

project schools. 1/ Of these, 49% were employed on a full-time basis;

58% taught technical subjects; 50% were secondary or normal school graduates,

6% had incomplete university education, and 44% were university graduates.

Staff Training

4.11 Local. In 1971, the Ministry of Education signed an agreement with

the Technical University and INACAP to train agricultural teachers; one-year

courses in agricultural subjects were given to 34 participants in 1972 and 40

in 1973. Various short courses were also taught by the UNESCO technical

assistance specialists (para. 4.17) during 1974-76. In June 1976, after the

Government had reassessed national needs for agricultural technicians andrequested modification of the project content (para. 2.12), the decision was

also taken to make a major change in the management of the schools. Accord-

ingly, principals and chiefs of production were replaced; technical assistance

functions were taken over from UNESCO by IICA shortly thereafter (para. 4.16);

and the accelerated training of teaching and administrative staff was begun in

earnest. A description of the courses offered by UNESCO and IICA is providedin Annexes 14 and 15 respectively; other courses are planned to be offered on

a continuing basis in future.

4.12 Foreign. Training abroad was financed under the fellowship category

of the loan for 19 school principals and directors, as described in the

Annex 16. The loan has also financed: (a) attendance by the Chief of Agri-

cultural Education of the Ministry of Education, two teachers and four

students, at the Future Farmers of America Convention in Kansas City in 1976;

(b) attendance by the same Chief of Agricultural Education at a Bank EDI

Course in Brazil; and (c) three graduate level fellowships.

Internal Efficiency

4.13 Internal efficiency of the project schools is low. The problem is

partly related to present low enrollment levels which give rise in many

instances to small class sizes. However, it also relates to low teaching

loads and very high drop-out rates.

4.14 The administrative structure of the school includes a director;

three staff members in charge of teaching, administration and production;

1/ Yerbas Buenas and Duao were closed during 1977, but were scheduled to

re-open in March 1978.

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and various other personnel (e.g., administration of the school farm).A Ministry of Education regulation provides that six hours of teachingis the limit for full-time teachers who perform administrative duties.This presumes that administratives duties occupy 50% of the work week,which does not appear to be the case for many staff. It seems clear thata more rational allocation of teachers' and administrators' time wouldpermit a reduction in staff and a corresponding savings in operating costs.The Ministry of Education's Department of Agricultural Education acknowledgesthat the project schools are overstaffed, but is reluctant to dischargepersonnel on the grounds that many of the project school administratorsand teachers have now received special in-service training and will beneeded over the next few years as school enrollments gradually increase.

4.15 Project schools suffer high drop out rates, particularly duringthe first year. 1/ Project school teachers and directors list the followingreasons: (a) economic situation of parents; (b) deficient primary schoolbackground; and (c) transfer of parents to a different job area. Theydo not consider disciplinary problems to be a significant cause. Agricul-tural education is costly to students who must pay about US$340 per schoolyear, especially those from poor rural families; it is estimated that onlyabout one-third receive any form of scholarship assistance. As far asdeficient primary school preparation is concerned, this may be reduced some-what through more careful selection of students and through introduction ofremedial programs which are not commonly offered in project schools at thepresent time.

Technical Assistance

4.16 Technical assistance was provided by UNESCO through August 1976,when the Government terminated UNESCO's services and applied the balance ofloan funds to finance a contract with IICA. A series of difficulties accom-panied the three UNESCO specialists (in agricultural education methodology,school administration and school supervision) throughout their stay. First,the Government expressed displeasure over the long delay in recruitingthe specialists; although the contract had been signed in August 1972, thefirst specialist was not recruited until February 1974, the second in May1974 and the third in October 1974. Consequently, the specialists werenot on hand when important project decisions were being taken: for instance,they arrived too late to assist in preparing equipment and teaching materialslists, and in fact subsequently complained that some of the items procuredwere too costly and complex for the project schools. Secondly, local counter-parts were not assigned to work with the specialists until after June 1975,

1/ The situation is similar at the post-secondary Adolfo Matthei Institute(para. 4.01(b)), which loses about 50% of first-year students despiteits apparently strict admission standards.

- 34 -

which limited the specialists' impact and delayed the fellowship training

schedule for the counterparts. Although the specialists offered various

short training courses in relevant subjects, the key Ministry officials

dealing with the schools did not participate. Third, the Government

complained about the high cost of the specialists, especially in 1976 when

UNESCO proposed unilaterally to raise the contract value from US$308,000 to

US$384,170 because of the fact that costs had risen considerably since 1972

when the contract was signed. At the time, the Government was planning a

one-year extension of the contracts of two of the three specialists and the

substitution of a home economist for the third. When agreement on costs could

not be reached with UNESCO, the contract was discontinued on August 31, 1976.

Remaining loan funds were used to finance a contract with IICA, an organization

which had already been providing technical assistance to the Ministry of

Agriculture. IICA specialists have continued to implement the technical

assistance activities initiated by the UNESCO team, in relation to curriculum

development, staff training and surveying employment prospects of graduates.

4.17 The main contributions of the UNESCO team included: (a) prepara-

tion of a study of the state of agricultural education in Chile 1/, which

contributed to the Government's decision to modify the content of the

agricultural education component of the project (para. 2.12); (b) organiza-

tion of various short training courses and preparation of teaching materials

for Ministry of Education and project school staff; (c) preparation of produc-

tion plans for school farms; and (d) preparation of numerous documents related

to the curriculum of project schools, teachers' functions, student projects,

youth clubs, community consultative committees and the degree level of

graduates.

Relationship of Schools to the Community

4.18 Service to the community is emphasized at every project school.

This takes various forms, including: courses for special interest groups of

farmers (e.g., winemaking); parents' associations; use of school machinery

to assist nearby farmers; helping farmers harvest perishable crops (e.g.,

grapes); repairs on a neighboring primary school by students and professors

of a carpentry course; landscaping of town parks; demonstrations for farmers;

supervised projects on students' families' farms, etc. These activities have

stimulated the goodwill of the communities, occasionally generated some income,

and provided useful experience for students.

4.19 In the case of San Fernando, the community is directly involved in

the administration of the school. A corporation, comprising the school

director and several local farmers and businessmen, is responsible for all

aspects of school management, including budget administration. In two years,

the school has put all 96 ha. of its land into production under the management

of a very competent ingeniero agronomo, under the direction of experienced

farmers in the corporation. It is expected that active participation of

1/ Diagnostico, Conclusiones y Sugerencias sobre la Educacion Agricola

en Chile, August 1974.

- 35 -

prospective employers in the corporation will provide excellent feedback onthe relevance of the school curriculum, and make it easier for many schoolgraduates to find subsequent employment. The Ministry of Education is nowseriously considering using the San Fernando management model at some of theother project agricultural schools as well.

External Productivity

4.20 The success of the project schools in placing graduates in jobsrelevant to their training has yet to be tested -- as of the CompletionMission's visit, they had not been in operation long enough to have graduateda cohort of students trained in the new facilities and under the revised curri-culum. The kinds of jobs which graduates might fill include: technicalassistance personnel with private consulting firms; employment with publicagencies; self-employment on their own or family farms; and employment as farmand ranch managers. The last two fields are probably more promising thanthe first two. As far as employment with private firms is concerned, graduatesof project schools would have to compete both with graduates of post-secondaryprograms, who are better qualified for such technical assistance work, andwith former employees of public agencies. The changes in the Government'spolicies regarding the role of the public sector in stimulating agriculturaldevelopment have led in recent years to the release from civil service positionsof about 1,500 agricultural technicians, many of whom are actively seekingemployment with the private sector. With regard to self-employment, younggraduates may leave the project schools with the necessary training withwhich to begin farming or ranch operations, but they usually lack the fundswith which to acquire land, equipment and other essential inputs. A fewof them may be able to return to family farms, but in the majority of casesthe family will not have sufficient land. However, if they could obtaincredit, they would be able to establish themselves. Tentatively, studentswould require only small loans, provided they received as well supervisionfrom the project schools and the right to the occasional use of the schools'heavy machinery. If the farms could be situated within a reasonable distanceof the project school, they could also be used for teaching farm and ranchmanagement. Problems to be overcome would include finding guarantors for theloans and credit programs willing to earmark a certain share of resources forthis purpose. Finally, with regard to employment as farm and ranch managers,it is estimated that the economy can absorb most of the school graduates (atthe current enrollment level of the schools) at the present time. Theoretic-ally, needs far exceed the capacity of the schools to produce agriculturaltechnicians, but in fact acceptance by farm owners of the need to employ welltrained managers is still not widespread and can be encouraged only gradually.

B. In-Service Primary Teacher Training Component

4.21 The Completion Mission focussed mainly on the agricultural educationcomponent of the project, although it did discuss the situation with regardto the primary teacher training compopent with various officials of theMinistry of Education, the public University of Chile and the private Catholic

- 36 -

University. In general, there is a consensus that the transfer of responsi-bility for pre-service primary teacher training to the universities (para.2.11) was a wise decision. There is a feeling that the quality of professionalpreparation received by teacher trainees has been higher at the universities 1/,and that in the long-run there will be less discrimination among groups withinthe teaching force. Data were not available on the total output of primaryteachers from the universities. The Ministry is unaware of any particularshortages, except in some rural areas where the problem is more one of inade-quate incentives to attract qualified teachers. The only disadvantage ofthe present system on which various authorities commented is the fact thatthere are now no longer opportunities to train teachers in a rural environment,because the universities are all located in cities and towns.

4.22 As far as in-service primary teacher training is concerned, theViWa del Mar Center was supposed to be only the first of several regionalbranches of the national Barnachea In-Service Teacher Training Centerlocated near Santiago. As of the Completion Mission's visit, no additionalregional centers had been established. Ministry authorities explained thatalthough they did not discount the possioility of constructing otherregional centers, their strategy for in-service training had changed some-what. At present, most training is supposed to take place at local school(rather than regional) level: local committees of teachers propose areasin which they feel training is essential and nominate one candidate toorganize the course; only that person is then given intensive training at

either Vina del Mar or Barnachea. While this is considered to be an effectiveand economic approach to reaching as many teachers as possible, it doesmean that there is less demand for places at the two existing training centers.

4.23 With regard to the Viia del Mar Center itself, it was very heavilyunderutilized at the time of the Completion Mission's visit. Primarily as aresult of the inadequate recurrent budget of the Center, all daytime teacherupgrading courses had been suspended during the regular school year, with theCenter operating only in the evenings except during the summer period. How-ever,summer courses also seem to be difficult; the Center has no boardingfacilities and summer is the worst time of the year to find lodging for thetrainees, since Vina del Mar is Chile's most popular resort area.

1/ The staff of the Barnachea In-Service Teacher Training Center saidthey were unable to comment on this; as yet they have had relativelyfew university-trained teachers in their courses to serve as acomparison with the normal school graduates.

CHILS - '1ULI EDUGATIDN PROJECT (Loan 566-CH)

COMILET11M RAPORC

Comiari,son of Oriir.ally Fst-r.ted C-sr and Accual Cost

COST IN USS 01M

STUDErr PLACES COSS CONSTRUCTION ARLAS CONSTRUCTION AN2 SITU DEV. FUNITURE AND EQUIPWErT PROF55100A0. 1EES TECiJCAL A5SISTA:CE TOTAL

720.J7-T 2-E4 l'lanned for .ade Availablel Pla~nned for!Actu,l gross A<rrotsal 1 t Ar. r E5. A~praisel Fet E,t. E j .

(Sc.ool/Ins1ttutin Appraisal (Co.p.cted):, 2. Appraisal" C9.onsrcin 0 mlIc. Actual.91~. 2 1:xe. lncl. Actua 7. | E.c. Incl . ua 15Exc1.| Inc. Acua 7. L.acl. Incl . .ul 7.

1__ _ _2 2 1 21 2 2 1 2 3 l 1 2 3 3/2 !3/2 1 . 2

i N- .'-eah, Trn&. £.h,0 1 7:n - del far 800 ' 00 00 6.232 4.51 a 72 615.8 7 0 1,009.6 137 36. 7 37 .3 166,1 93 61.6 73.9 101.0 137 22.7 27,3 0 856.8 1.018.7 1.276.7 12

2008s4., 1,200 - - - - - 0 181.0 206.4 0 - - - 0- 2 7 27.3 - 0 2(4.1 233. . 0

202 3 - 0 - - 20.0 61.2 - 0 59.9 66.7 - 0 5.1 1 - 0 22.7 27.3 0 :36.7 161 . - 0

2,3 300 - 0 .0 1.0 67.9 - 0 3.8 4.6 0 22.7 27.3 - 0 25,5 145. - o400 - 0 -- - 0 35.0 42.1 - 0 02. 5 54.6 - 0 3.5 4.2 1 - 0 22,7 27.3 - 0 146.5 16,' - 0c400 0 1.150 0 6.7 16.0 - 0 .1 4.5 0 13.7 6.4 22,7 23 0 258 302

2 7,nt. 400 () 4 872 850 97 19.4 1433 29.3 20 66.4 96.0 .0 11.9 14.3 2.9 20 22.7 27.3 0 240.4 290.9 0

257 Anaa0 400 - 0 - - - 0 o8.2 01.9 - 0 63.6 .92. 0 6.8 8.2 - 0 22.7 27.3 12. 210. 32.2 1009 vicotor. 400 .- 0 - - 0 46.5 55.3 - 0 53,3 90.0 0 4.6 5.5 - 0 22,7 273 - 0

29 vald,a 400 - 043 246 - 0 30.5 oo,6 - 0 79.5 07.0 - 0 5.0 6.1 - 0 22.7 27.3 - 0 15 181. 0230 A 300 <1) 0 - - 0 46.2 55.4 16.9 31 59.7 66.4 4.6 5. 1.7 31 22.7 27.3

SJ3TOTAL: 5,300 800 5,366 6 .200 1..4 1 e5.8 73 ,022.0 -141,6 279. 25 120,7 144.8 LO5.6 73 250.0 300.0 - 0 2599.2 3.035. 1,441.2 47

406 406 * !01 ,946 , 93 739.7 087.7 1.3,2 141 160.9 102.1 183.6 01 2.0 as,0 125.3 14 25.9 30. 5.4 17 5,00.5 1,189. 1.617.5 136

-. 2 Ia 406 406 100 8.026 7.64 96 750.7 900.8 1,357.3 154 161.4 182.6 161.1 43 75.1 90.1 13.7 15t 25.9 31.1 55.1 171 1003.1 0.20.6 1,732.5 144

3co.. 4GGn, 6 . 34 7.74 2.23G3 :.ei ArIla4G 0 GC 7.7216 8,301 .08 732. h/9.3 1,322.C 50 6.4 126 6.3 d 7.3 79 122 ½ 2 9 3.15.5.4 17: -). 1. 0. 1, 9911

310 ..ro ,46 3,926 11 61.0. 972. 136. 1 6 1 . 118.6 0 1 01. 97 53.6 . 25 9 3. .4 1781 10 ~O4 1.269.9 7 59

. s Agrc.Sch 40 - 0 6920- 52 .2 633.6 - 1. . 0 528 634 - 0 25.9 3!.1 - - 7222 15. .

2. 0019e 406 6 9 5,960 0,204 20 630.3 756.9 250. 33 126.8 144.0 95.2 66 43,0 75.7 2 5.9 31.1 55.4 17 46.6 1.07., 42w.4 42

4';5S,. 7ei0p. 406 160 25 0.911. 413 498.2 597.9 225.0 38 98.1 011. 83.0 74 49.8 59.8 22,5 00 25.9 31.1 55.4 070 672.0 800.6 385.9 45.',4 ,rul0na 4060 160 39 5,096 102 4 495,0 594.0 260.0 28 110.1 133 77.6 38 4.9.5 59.4 161.5 2 25.9 31.0 5:4 178 65.5 018., 318.7 39

40,2 Yara Buena 40 460 39 5.075 - ,000 22 479.8 574 290,1 49 109.4 123.2 95.3 77 47.9 57.5 . 2.1 41 25.9 37.1 55.4 17f1 692.0 786.9 459.9 ' 6

407 Coyhaigu. .06 400 120 3.626 5,6G0 057 504.9 605.9 2.,10.3 358 135.9 152·.0 020.0 79 22.5 60.6 227.1 30 25.9 51.1 25.4 178 715.2 60.6 2,564.1 30

4, 5- 7.1. t.,.6 2,584 .69.16 35.363 54.6.7 5.0 91.6 7,765.7 96 .450.6 1. 25 74 . 09.2 .4 9030 5 53 1 2 26 10.866.010.3.49

7740 22 3.0 97. 25 9 1 1292. 1072.'

A 9 766 3.32.71 55 950.9.540.0 b.939.51 93 2472.6 2.784.5 ,495.3 54 70 4.0 93 5350 602.0 53 86 17.0 115 D5 69 75 20 0 7 84 4 1.000 .1 0

Note: (1) As estimated by Project Unit (see para. 1.08)Exchange Rate - Original: US$1.00 = $0.00987

Current: US$1.00 = $20.23(2) Includes US$113,7 transferred ,to C.P.M. in Santiago

(3) Includes US$41al not distributed as of date.

CHILE - THIRD EDUCATION PROJECTIMPLEMENTATION SCHEDULE AND ACCUMULATED DISBURSEMENT

APPRAISAL ESTIMATES AND ACTUAL OUTCOME

1970 19731974 1975 1976 1977 1978

1 4 7 10 4 47 10 !7 1.0 1 4 7 10 7 1 1 7 10 1 4 7 10 1

Acnuisition and Survey of Sites

Tcer Trairing Schcols

Aq-iculiurmi Schoo:s ' ---- "- s:l meti lemII iIIIffEE e giII g'. 15igiII II till . N INININIIII:"ETZ 2=.

Designs

Teicber Training Schocs '*sI 7

phav. 1 70Pse2 Phas 3Agr;cultur,i Schocis - E -1 II IT,:~:E I

Tndering and A.ward of

Contracts for Civil Works 6.0

Tenc' Tii, Schools

/ 595 P pis.! 1 Pha- 2 Phnse 3iAgricult.-ri Schoo!s 5.0

Construction 1 1 -

Teacher Training Schools u

Ar:,ic iL,, :i hcl Sols

Supply of Furnitureand Equipr-ent 3.15_27 3.0

8 2rTce: Traing Schools

Ac,ricultturaiSc,hools - -1 II I II I II II EF f I E

Tccinical Assistance C (Canc.2ýedlExperts Teacher Training Schools _

Arricultural Schools ..

Fellowships

Accumulated Disbursement USS/000

nAppai:,il !;pwi F!:~t 51 '0 11 i< lr .7A 'yno1 ,.o =0 3 70 .000 /1~ 7,(Y) 7.9)0 /JY) 0) f

20,02; 1,05 217b) Actuai Lursem,,: - - 22 ,1 ,7 2.503 2725 3.002 Giet:, 5,413 5,450

1(bla) 4.1 23.0 . 31.1%1 35.7%, 39.9%, 42.3%, 51 6%| 77.3% 77.8%

As Appraised. Ac 1al

ý, i; od Tjo1, nPwi, 1295?

- 3- ANNEX 3

CHILE - THIRD EDUCATION PROJECT (Loan 668-CH) Page 1 of 2

COMPLETION REPORT

Summary of Disbursements for Civil Works and Professional Services

Withdrawal Exchange AmountAuthorization Application Rate DisbursedNo. and Date No. US$1.00 = in US$

No disbursements between October 11970 and December 1973

Disbursements between March 1974 and March 1978

1 3-8-74 1 EO 525 93,047.002 5-15-74 2 EO 620 103,785.243 6-17-74 3 E* 750 95,118.12

At end of first semester, 1974 291,950.36

4 7-19-74 14 EO 800 22,105.807 7-29-74 15 EO 860 107,683.718 8-21-74 16 EO 900 165,090.33

10 9-17-74 19 EO 1,050* 188,122.4915 10-16-74 21 E. 1,100 154,572.1326 11-21-74 27 E' 1,340 123,544.8029 11-21-74 25 EO 1,340* 447,761.1936 12-12-74 30 E- 1,680 115,469.98

At end of second semester, 1974 1,616,300.79

43 2-4-75 33 E* 2,320* 117,684.3652 3-11-75 35 EO 2,550 159,460.1856 4-11-75 38 EO 3,500 100,075.9562 5-14-75 39 EO 4,100 96,012.2066 6-16-75 40, 41 EO 4,600 89,827.83

At end of first semester, 1975 2,179,361.31

70 7-29-75 E' 5,700 69,075.5172 8-8-75 EO 5,700 77,650.7675 9-18-75 46 E' 6,100 56,916.4379 12-15-75 52 P 8.10* 41,458.9180 11-10-75 53 P 7.10 46,855.4582 12-15-75 54 P 8.10 31,587.06


* Rate of exchange taken from the IMF International Financial Statistics

ANNEX 3

- 40 -Page 2 of 2

Withdrawal Exchange AmountAuthorization Application Rate Disbursed

No. and Date No. US$1.00 = - in US$

84 1-28-76 56 P 10.00* 45,419.5685 2-17-76 57 P 10.00 34,277.0486 3-18-76 59 P 10.75 7,896.5487 3-29-76 60 P 11.15* 14,811.1388 5-4-76 61 P 13.00* 30,359.6892 6-16-76 65 P 13.90* 14,615.5293 6-29-76 66 P 13.90 75,661.41

At end of first semester, 1976 2,725,946.31

95 7-9-76 68 P 14.05* 2,074.0599 9-14-76 72, 77, 88 P 14.27 114,584.42

111 10-20-76 83 P 15.64* 31,066.07

114 11-29-76 86 P 16.59* 38,623.40115 12-8-76 87 P 17.24* 38,075.06117 12-27-76 89 P 17.24 52,401.42


124 2-4-77 92 P 19.58* 103,432.30127 2-17-77 95 P 19.58* 68,498.65137 5-18-77 106 P 20.59* , 292,585.95143 6-22-77 110 P 21.29* 150,926.09

At end of firstsemester, 1977 3,618,213.72

At end of second semester, 1977 ** 3,625,649.00

* Rate of exchange taken from the IMF International Financial Statistics.

** Since July 1977 the government of Chile covered all constructionexpenditures in order to use loan funds for equipment andtechnical assistance. This final payment was used forexhausting the balance of the loan.

- 41 - ANNEX 4

CHILE - THIRD EDUCATION PROJECT (Loan 668-CH)

COMPLETION REPORT

Comparison of Originally Required Premises

and Actually Provided Gross Construction Areas

ESTI1M-%TED CONSTRUCTIC AREAI/ 3R Z ORIGI,ALLY R.EUIRED ACTUAL GROSS

PROJECT ITEM -1 2 % CONSTRUCTION % %

School/Institution). APPRAISAL ANY AGREED DTT AREAS DIF DIARCHITECTURAL REVISTONS TO 2/1 FOR COMPLETED 3/1 3/"WORKSHEETS Date, 6-74 FACILITIES

M2 M2 M2

EACER TRAINING 8,500 5,076 60 5,368 63 106

(a) New Schools ' 6,232 4,204 67 4,518 73 107

101 Vina del Mar ---6,232 4,204 67 4,518 73 107

(b Existing School 2,268 872 38 850 3T 97

01 Santiago . 100 - - -

02 Antofagasta - - 100

04 Curico - - 10005 Talca 1,150 - 0 -

06 Chillan 872 872 100 850 97 97

07 Angal - - 100 - - -

08 Victoria -_- 100 -

09 Valdivia 246 - 0 -

10 Ancud /2 -_- 100 -

GRICULTURAL 69,136 33,728 49 37,383 54 LL

(c New Schools 31,454 26,777 __ 85 27,668 88 183

01 San Fernando 7,946 7,946 100 7,757 98 9g

02 Chillan 8,026 8,026 100 7,684 9 96

03 Los Angeles 7,716 7,716 10 8,301 -- 18dUl04 Osorno(ex.Tem) 7,766 3,089 40 3,926 31 12

d) Existing School: 37,682 6,951 18 9,715 26 140

01 Maipu 6,927 - - 0 0

02 Ovalle 5,960 1,049 18 1,204 20 115

03 San Felipe 4,911 101 2 413 8 40

04 Molina 5,096 205 4 190 4 B9

405 Duao 6,093 967 16 1,137 -f9 IT06 Yerbas Buenas 5,075 12009 20 1 100 22 IW107QCovbiqe 3,620 3,620 100 5,671 LS7 15T

RAND TOTAL 77,636 3 04 50 42,751

/1 As agreed between Govt. & IBRD./2

- 42 -ANNEX 5


COMPLETION REPORT

Comparison of Originally Required Premisesand Actually Provided Premises

Project School/Institution: No. 101 ERFECCIONAMIENTO DEL MAGISTERIO

(or all identical schools): VIRA DEL MAR (EX-NORMAL)

PREMISES ORIGINALLY REQUIRED I-ACADFMIC + APPRAISAL REVISED WORKSHEETS PROVIDED/BUTLT

COM24UNALARCH. WORKSHEETS (IF ANY) Date 6-74

Stud. Places 800 Stud. Places 800 Stud. Places 800

Accommodation Units - or Units - or Units - orUnits (Net Area - M2) (Net Area - M2) (Net Area - M2)

SAL DE SEMINARIOS 3 75 10 385 10 168.5

SALA DE CLASES I 4 180 2 180 2 103.7

SALA DE CLASES II 11 660 - - -

SALA DE PRACT./OBS. 1 90 1 90 1 103.7

SALA DE CONFERENCIA 1 90 1 90 1 12-.E

LABORATORIO 1 1 90 1 180 1 259.2

GABINETE 1 30 1 30 - -

MATERIAL DIDACTICO 11 30 1 30 1 13.0

SALA DE ESTUD.SOC. 1 75 1 75 1 77.8BIBLIOTECA 1 135 1 135 1 95.0

SALA DE LECTURA 1 75 1 75 1 T7.

LAB.DE LENGUAS 1 45_ 1 75 1 129

SALA DE MUSICA 1 45 1 75 1 103.7

BODEGA AUDIOVISUAL 1 15 1 15

SALA DE DTB./ARTES 1 75 1 75 1 p,7 1

TALLER TEC, /MANUAL 1 120 1 120 1 129.

ECONOMIA DOISTICA __ 1 120 - - -

ADMINISTRACION 1 105 1 305 1 341.3

SALA DE PROFEOR -90

D.11. Lewis 1/ As agreed between Sheet 1_ o

January '77 Govt. and IBED/IPA. 3 Shoote

-ANNEX 5CHILE - THIRD EDUCATION PROJECT (Loan 668-CH) Pa 2 of 3

COMPLETION REPORT


Project School/Institution: No. 101 PERFECCIONAMIENTO DEL MAGISTERIO

(or all identical schools): VINA DEL MAR (EX-NORMAL)

PREMISES ORIG]NALTY BEQUIRED PEIE

AGRICULTURE APPRAIAL REVISED WORKSHEETS PROVIDED/BU LT

FARM BUILDIHCS ~ARCH. WORKSIEETS (IF ANY) DateStud. Places_ _ Stud. Places Stud. Places

Accommnodation Units - or Units - or Units - orUnits (Net Area - M2) - (Net Area - M2) (NOet Area - 12)

TALLE DE REPARAC. 1 T5 - -

GIMNASIO 1 320 - - - 25.9

COMEDOR 1 320 1 320 1 233.3

COCINA/DESPENSAS - 1 28025_ __ 1 280l 15-5.5

SERV.YIGIENICS 1 150 L 15 52

HÅLL DE ASAMBLEAS 1 560 1 560 ____._5

SERVICIO SOCIAL 1 20 1 20 1 38.9

CENTRO DE ALUMNOS 1 60 - - - -

SALA DE ESTAR -_-_1_60_1_5

IMPRETA - - 1 120 1 103_-

SALA DISENO GRAFICO - - 1_9 1 51.8

RERA NETA .DE~CONSRTC R. 9W0 3-- --2 6--REA DE IRCULACIOAREALTOTAL_PO ALMN 5 45 . _- - _,1- --------- -- 5N35

D.E. Levis 1/ As agreedbeteen Sheet 2. cj

jalnuary 1'([ GOt. Und ID3_/IDA. _3 8ho

- 44 -

CHILE - THIRD EDUCATION PROJECT (Loan 668-CH) aNEX 5Page 3 of 3

COMPLETMON REPORT


Project School/Institution: No. 101 PERFECCIONAMIENTO DEL MAGISTERTO

(or all identical schools): VINA DEL MAR (EX-NORMAL)

2 PREIISES ORIGINALLY REQUIRED PREMISESSTUDENTS' PROVIDED/BUILTAPPRAISAL REVISED WORKSHEETSFOACIITIG ARCH. WORKSHEETS (IF ANY) Date 6-74


Accommodation Units - or Units - or Units - orUnits (Net Area - 142) (Net Area - M2) (Net Area - M2)

SERV,HIG. /DUCHAS I 120 2 50Q __---- 5-4

DORMITORIOS 4 900 2 150 ?3 119_8-

DORM.INSPEC./GUARD. 4 56 - - -

ENFERMERIA 1 90 - -

LAVANDERIA 1 30 - -

AREA NETA DE CONSTRUC. (l16 200 1-55AREA DE CIRCULACION 40% 474 8o 745h% .116.6-AREA TOTAL POR ALUMN( 2- 0 8 75 ,8.5

PREMISES ORIGINALLY REQUIRED PREMISES

STAFF APPRAISAL REVISED WORKSHEETS PROVIDED/BUILTHOUSING ARCH. WORKSHEETS (IF-ANY) Date 6-76


Accommodation Units - or Units - or Units - orUnits (Net Area - M2) (Net Area.- M2) (Net Area - M2)

CASA MAYORDOMO 1_0

CARAJERS, SERVTCTO 16o

AREA NETA DE CONSTRUC -- 200 - --

AREA DE CIRCULACION -AREA TOTAL POR ALUMN 0,25

I HT. Le'in 1/ As agree betveen Shect ofJmnu arot77 Covl. 3n- RD/IDA.

- 45 -ANNEX 6

CHILE - THIRD EDUCATION PROJECT (Loan 668-CH) AgE 1Page 1 of 3

COMPLETION REPORT


Project School/Institution: No. 301 ESCUELA AGRICOLA DE SAN FERNANDO

(or all identical schools):

1/PREM4I4SES ORIGINALLY REQUIRED - PREMISES

AGRICULTURE PROVIDED/EUI LTFARM BUILDINGS APPRAISALT RVISED WORKSHEETS

ARCHI. WORKSHEETS (IF ANY) DaEte NoStud. Places 4o6_ Stud. Places Stud. Places 406


SALA DE CLASES 5 -inn 7 *

SALA DE CONFERENCIAS 1 90 1 72.0

LABORATORIO I 1 90 1 108.0

LABORATORIO II 1 90 1 135.0

GABINETE 1 _5 1 - 6.0

MATERIAL DIDACTICO 1 30

SALA DE ESTUD.SOC. 1 75

BIBLIOTECA 1 o90 1 14.0

SALA DE DIB./ARTE 1 120 1 108.0

MIT.TTTALTTER 2 360 1 600.01480

GALPON MAQUINARIAS 2 I 120) 8

ADMINISTRATION 1 100 1 117.0

SALA DE PROFESORES 1 I 60 1 5_.0

SER.HIG./LOCKERS 1 65 1 126.0

COMEDOR 1 180 1 450.0

COCINA/DESPENSAS 1 200 1 4.0

SERVICIO SOCIAL - - 1 36.0

AREA NETA DR CONSTRU 2(015. -_2-4g-,.

ARYA DE CI._ULACION 806 18% 40,AREA TOTAL.,QFo.ALUMN ,5726 4

Dnar. L'ovi. an/ As rced beDAwn 3. oJanu Ary'(7 Go-vl,,. and IB3RD/IDA . 3 T

- 46 -ANNEX 6


COMPLETION REPORT




2 P1EMISES ORIGINALLY REQUIRED 1/ PRESESSTUDENTS' PROVIDED/BUILTAPPRAISAL REVISED WORKSHEETS30ARDING ARCH. WORKSHEETS (IF ANY) Date NnFACILITIES Stud. Places 406 Stud. Places Stud. Placesj40


SER.HIG./DUCHAS 1 210 1 246.6

DORMITORIOS (UNID.) 20 1.4oo 45 1406.7

DOR.INSPEC./GUAR. 5 150 5 90.0

ENFERMERIA 1 14o 1

LAVANDERIA 1 30 1 72.0

AREA NETA DE CONSTR. 1.930 __5_ 3AREA DE CIRCULACION 25%W_ 483 17P-7%AREA TOTAL POR ALUMN 5,95 5,

PREMISES ORIGI ALLY REQUIRED PRESES

STAFF APPRAISAL REVISED WORKSHEETS PROVIDED/BUILTEOUSING ARCH. WORKSHEETS (IF ANY) Date

Stud. Places 406 Stud. Places Stud. Places 406


CASA CTOR 1 1 100 - / 1 72.0

CASA PROFESORES 8 640 7 468.0

DEPTO.SOLTEROS 4 120 / _2 72.0

CASA PERS.SERVICIO 2 120 / \ 1 36.0

CASA INQUILINOS - 2 - 80 - 2 155.5

AREALRETA.JML.CJSTEMU 5JLAREA DE CIRCULACION 20% 212 _ _

AREA TOTAL POR ALUMNQ- - _ a1L

D,. As u e betwec,nunmlary '77 Covt-.. aind IBRD/1DA

- 47 -

CHILE - THIRD EDUCATION PROJECT (Loan 668-CH) ANNEX 6Page 3 of 3

COMPLETION REPORT




PREMISES ORIGINALLY REQUIRED 1/ PREMISESACAD!PMIC + APPRAIAL REVISED WORKSHEETS PROVIDED/BUILT

COMUNALFACILITIES ARCH. WORKSI EETS (IP ANY) Date No

Stud. Places 40b Stud. Places Stud. Places 406Accommodation Units - or Units - or Units - or

Units (Net Area - M2) (Net Area - M2) (Net Area - M2)

AVES 300. A 1 676.8

CONEJOS 100 - -

GALPON PRODUCTOS _0_-_-

CERDOS 90 1 423._8

ESTABLO 300 1 176.h

LECHERIA 50 1_54.C

INVERNADERO 40 _

CONSERVERA - -

BODEGA VINOS -

GALPON MAQUINARIA 120 1 150.C

BODEGA MATERIALES 120 1 150.C

BODEGA FORRAJE 4o 1 150.(

AREA NETA DB 00NTHU< 1,200 1.-M1.0AREA DE CIRCULACION 20% . 2_0_0% _ _-

AREA TOTAL POR ALUMNF 3,55 _,_9

D.1. Lewis 1/ As agreed between Sheet 3 ofJanuary '77 Govt. and I1RD/IDA. 3 Shects

- 48 -

CHILE - THIRD EDUCATION PROJECT (Loan 668-CH) PANN f 3

COMPLETION REPORT


Project School/gn,titution: No. 302 ESCUELA AGRICOLA DE CHILLAN


4 PREMISES ORICINALLY REQUIRED PREMISES

AGRICULTURF APPRAISAL REVISED WORKSHEETS PROVIDED/BUILT

FARM BUILDINGS ARCH. WORKSHEETS (IF ANY) Date NoStud. Places 406 Stud. Places- - Stud. Places 406

Accommodation Units - or Units - or Units - or

Units (Net Area - 12) (Net Area - M2) (Net Area - 12)

SALA DE CLASES 5 300 7 318.0

SALA DE CONFERENCIAS 1 90 l 18_.0

LABORATORIO I 1 90 1 90.0

LABORATORIO II 1 90 1 90.0

GABINETE 1 -- 5 5 5.0

MATERIAL DIDACTICO 1 30 - -

SALA DE ESTUD/ SOC. 1 75 -

BIBLIOTECA 1 90 k 1 i 108ö.0

SALA DE DIB/ARTE 1 120 1 1o.0

MULTITALLER ? _360 1 60.0o

GALPON MAQUINARIAS 2 120 - -

ADMINISTRACION ____ 1 E100 1 153.0

SALA DE PROFESORES 1 60 1 54.0

SER.HIG./LOCKERS 1 65 2 90.0

COMEDOR 1 180 1 324.o

COCINA/DESPENSAS 1 200 K 180.

SERVICIO DEP/SOCIAL 1 # - -- 1 30.0

ARA - NA DR C4KT 2^367-G.

AR-RA T-p CTRcTTT.ACT=N D806- 20-T%.

AREpL 'TrAT, 2oTgP A T.TTM i9.

D, . Lewis J / As areed hetweo-n hL.t 1 of

a~inonry '{Gov t. .nnd ~IBRD/ID)A Sh3 u

- 49 - ANNEX 7CHILE - THIRD EDUCATION PROJECT (Loan 668-CH) Page 2 of 3

COMPLETION REPORT


and Actually Provided Premises

Project School/Institution: No. 302 ESCUELA AGRICOLA DE CHILLAN

(or all identical. schools):

2 PREIIISES OIGINALLY REQUIRED PREMISES

STUDENTS' APPRAISAL REVISE) WORKSHIEETS PHOVIDED/BUILT

BOARDING ARCII. WORKSHEETS (IF ANIY) Date NoFACILITIES Stud. Places 406 Stud. PIaces Stud. Places 406


Units (Net Area - M2) (Net Area - M2) (Net Arca - M2)

SERV. HIG./DUCHAS 1 210 -2 T2.hl.

DORMITORIOS UNID.) 20 1.400 4o Lf1

DORM/ INSPEC./GUAR. 5 150

ENFERMERIA i 14o L .I

LAVANDERIA 1 30 21.0

AREA NETA DE CONSTR. 0__AREA DE CIRCULACION 5 %483 22 40_LAREA TOTAL POR ALUMN 5,95 -. 6

3 PREvISES ORIGI\ALLY REQUIRED

STAFF APPRAISAL REVISED WORKSHEETS PROVIDED/BUILT"EOUSING ARCH. WORKSHEETS (IF ANY) Date No


Acco.modation Units - or Units - or Units - or

Units (Net Area - M2) (Net Area - M2) (Net Area - )

Å r~ER- M_ TO 1- 100 _____ _

CASA PROFESORES 8L640 -. 4-32-CL

DEPTO. SOLTEROS 4 180 - T

CASA PERS.SERVICIO_ 2 -- -360.

CASA INQUILINOS 2 80 2 I5 4

AREA NETAn NRUC4)_ - -- - ----- - - -- 6-7- 5AREA DE CIRCULACION I20% 212 0%AREA TOTAL PORALUN _389

D.-. t-i- 1/ As agrrecd betwC2en

n 77 ovt. .and lBRD/LDA. 3 M1<

- 50 - ANNEX 7


COMPLETION REPORT



Project School/Institution: No. 302 ESCUELA AGRICOLA DE CHILLAN



ACADEMIC + APPRAIrSAL REVISED WORKSHEETS PROVIDED/BUILT

F 2IL ARCH. VORKSHEETS (F ANY) DateStud. Placec_ Stud. Places Stud. Places

Accommodation Units - or Units - or Units - orUnits (Net Ara - M2) (Net Area - M2) (Net Area - M2)

AVES 300 l L.1

CONEJ0S loo

GALPON PRODUCTOS -

CERDOS 14 -26

ESTABLO 150 T 6 4

LECHERIA 4o _

INVERNADERO -

CONSERVERA 60 - -

BODEGA VINOS 200 -

'ALPON MAQUINARIA 120 L 150.0

BODEGA MATERIALES 120 1 150 0

BODEGA FORRAJE 40

,,REA NETA DE_CNSTUC, 1-27n 152.,2AREA DE CIRCULACION 120% 250AREA TOTAL POR ALUMNO 4 3,76

D.11. Lewis / An agreed bctween Sheet 3 0'January '77 Govt. and IBRD/IDA. _3 - t

- 51 -CHILE - THIRD EDUCATION PROJECT (Loan 668-CH) Page 1 of 3

COMPLET10N REPORT



Project School/Institution: No. 303 ESCUELA AGRICOLA DE LOS ANGELES


1 PREMISES OR1GINALLY REQUIRED 1/ PREMISESACADEMIC + APPRAISAL REVISED WORKSHEETS PROVIDED/BUILT

COI-2~4MAL ARCH. WORKSHEETS (IF ANY) Date NOFACILITIES Stud. Places 406 Stud. Places Stud. Places4n6

Accommodation Units - or Units - or Units - orUnits (Net Area - M2) (Net Area - M2) (Net Area -M2)

Sala de Clases 5 300 _ 7 378.0

Sala de Conferencias 1 90 1 108.0

Laboratorio I 1 9 1 g0 .

Laboratorio II 1 90

Gabinete 1 54.0

Materal idactico 1 3U

Sala de hstud. Soc. I

_ _ _ _ _ v _ _01ib10oeca 1 9U0 4.

>Fde vDb.!ArLe 1 120- 1 71.0

uLtraller 2 ~60rt tOr

Galpon Maquinarias 2 120

idministracion 1 100 1 144.0

ala de Profesores 1 60 1 54.0

3erv. Hig./Lockers 1 65 1 138.0

"omedor 1 180 1 360.0

ocina/Despensas 1 200 1 163.0

Servicio Social - - 1 18.0

rea Neta de onstr., 2.015 I 2.413.0rea de Circulaci'n 0806 33% 806.0

D.H. Levis 1 As agreed bcteten Sheet )ioJanuary '77 Govt. and ]31BD/IDA. 3 Sbeets

- 52 -

CHILE - THIRD EDUCATION PROJECT (Loan 668-CH) A 8Page 2 of 3

COMPLETION REPORT


Project School/1nstitution: No. 303 ESCUELA AGRICOLA DF T.Mg ANGFT.F.


2 PREHTSES ORIGINALLY REQUYRED PREMISESSTUDENTS' POIE/ULAPPRATSAL REVISED WORKSHEETS PROVIDED/BUTLTBOARDING ARCH. WORKSHEETS (IF ANY) Date NOFACILITIES Stud. Place 406 Stud. Places Stud. Places 406

Accommodation Units - or Units - or Units - orUnits (Net Arca - M2) (Net Area - M2) (Net Area - M2)

Sery.Hig./Duchas 1 210 1

Dormitorios (Unid.) 20 1.400 40 Lf5

Dorm. Inspec./Guar. 5 150 61-5

Enfermeria 1 140 1 1-4.0

Lavanderia 1 30 1 90,

Area Neta de Constr. 1.930 ^g.157.5_

Area ci rrrularin 7/ 1-95 27Area Total por Almn.- SA9S __ _99

PREMISES ORIGINALLY REQUIRED

STAFF APPRAISAL REVISED WORKSHEETS PROVIDED /J3U ILTHOUSING ARCH. WORKSHEETS (IF ANY) Date

Stud. Places _ Stud. Places _ Stud. Places__

Accommodation Units - or Units - or Units - orUnits (Net Area - M2) (Net Area - M2) (Net Area- 52)

CaRa Director I__ inn_ 1___ 99 .0

Casa Profesores 8 640 5 423.0

Depto. Solteros 4 120 2 90.0

Casa Pers. Servicio 2 120 1 45.0

Casa Inquilios__ 2 120 T~L 15-5 15

ea1Neta de Constr. 1.060

rea de Circulaci6n 20% 212 0%Trea Total por Almno. 3,13 2 00

T),7ii 1 ''J A, :~ tfyocd bctlyeon ..t2- 0~)aLr-'77 Cuvi-, and 11 iRD/ IPA . 3 8~

- 53 -ANNEX 8

CHILE - THIRD EDUCATION PROJECT (Loan 668-CH) AgE 3Page 3 of 3

COMPLETION REPORT


Project School/Institution: No. 303 ESCUELA AGRICOLA DE LOS ANGELES


PREMISTES ORIGINALLY REQUIRED 1/ PREMISES

AGRICULTURE PROVIDED/BUILTAPPRAISAL HEVISED WORKSHEETS

FARM BUILDINGS ARCH. WOKSHIIEETS (IF ANY) Date NO

Stud. Places 406 [Stud.. Places Stud. Places 406

Accommodation Units - or Units - or Units - orUnits (Net Area - 12) (Net Area - M2) (Net Area. - M2)

Aves 300 \406._

Conejos 100 1 126.(

Galpon Productos -

Cerdos 140 \ / 1 389.

Establo 150 1 381.(

Lecheria 40 / 1 162.(

Invernadero - \_-_-

Conservera -_\_- -

Bodega Vinos - - -

Galpon Maquinaria 120

Bodega Materiales 120 1 \ 1 112.5

odega Forraip 40 _ ___ .. I..

Area Neta de Constr. 1.0 10 1.839.6

Area de Circulaci6n . 20% 200 )%Area Total por Almno._1__ 2,98)1_ __ _

DliH. Lewis 1/ As agreeud bet.'en Sheot 3 or

arnuary '77 Cov(t. aid 113RD/IDA. 3 Shc :

- 54 - ANNEX 9


COMPLETION REPORT



Project School/Institution: No. 304 ESCUELA AGRICOLA DE OSORNO (EX-TEMUCO)


PREMISES ORIGINALLY REQUIRED 1/ PREMISES

ACADEMIC + APPRAISAL REVISED WORKSHEETS PROVIDED/BUILT

COMMIUNAL ARCH. WORKSHEETS (IF ANY) Date 11-75FACILITIES Stud. Places 406 Stud. Places 160 Stud. Places 160


Units (Net Area - M2) (Net Area - M2) (Net Area - 12)

Sala de Clases 5 300 3 162 3 162.0

Sala de Conterencas 1 U 1 Z - -

Laboratorio I 1 90 1 7T T 72.

Laboratorio II 1 90

Gabinete 1 45 3b 1 18.O

MarpiAl1 r14.r tirP 1 30 -

Sala de Estud. Soc. 75 -

Biblioteca 1 90 1 108 1 108.0

Sala de Dib./Arte 1 120 -

Multipaller 2 360 1 300 1 300.U

Galp6n Maquinarias 2 120 - -

Administraci6n 1 100 1 90_ _ 1 135.U

Sala de Profesores 1 60 1 36 1 36.C

Lockers 1 65 - - 1 72.C

Comedor 1 180 1 126 1 180.(

Cocina/Despensas 1 200 1 90 1 T.(

Servicio Social - - - - -

Area Neta de Constr. 2 - 1.074

Area de Circulaci6n 40% 806 18% 194 5% 306,

AreaTtal par 6,95 9 7593

D.H. Lewis 1/ As agreed between Sheet 1 F

January '77 Govt. and TBRIVIDA. 3 Shefnt,


COMPLETION REPORT


Project School/Institution:No. 304 ESCUELA AGRICOLA DE OSORNO (EX-TEMNICO)


2 PREMISES ORIGl,ALLY REQUIRFD 1/ PREMTSESSTUDENTS' PROVIDED/BUILT

APPRAISAL REVISED WORKSHEETSFACILI ARCH. WORKSHEETS (IF ANY) Date 11-75FACILITIES z- ,-



Serv. Hig./Duchas 1 210 1 72.

Dormitorios (Unid.) 20 1.400 7 546 7--- -4A.Q-

Dorm. Inspec./Guar. 5 0 2 30.

Enfermeria 1 140 1 54 2 36.0

Lavanderia 1 30 1 54 1 54.0

Area Neta de Constr. 1.930 756 O-TArea de Circulaci5n 25% 483 0% - 19% 126.0Area Total por Alno. 595 4,73 5,01


STAFF APPRAISAL REVISED WORKSHEETS PROVIDED/BUILTHOUSING ARCH. WORKSHEETS (IF ANY) Date 11-75


Accommodation Units - or Units - or Units - orUnits (Net Area - M2) (Net Area - M2) (76t Area - M2)

Casa Director 1 00 1 72 1 77.8

Casa Profesores 8 6 4 216 _ _ b -466.8

Depto. Solteros 4 120 3 90 5 129.6

Casa Pers. Servicio 2 120

Casa Inquilinos - 2 80 1 5 1 77.8

Area Neta de Constr. 1.060 432 752.0

Area de Circulaci6n 20% 212 0% -Area Total por Alno. 3,13 2,70 4,70

D, H1. Lcw1is 1/ A rtuxce(l between Uhout 2 o.nr '(7 Govt . and IBRD/IDA . 3 St IL:

- 56 -

CHILE - THIRD EDUCATION PROJECT (Loan 668-CH) ANNEX 9

Page 3 of 3

COMPLETION REPORT


Pr'oject School/Tnstitution: No. 304 ESCUELA AGRICOLA DE OSORNO (EX-TEMUCO)



AGRICULTURE APPRAISAL REVISED WORKSHEETS PROVIDED/BU I J,TFARM BUILDINGS ARCH. WORKSHEETS (IF ANY) Date 11-75


Accommodation Units - or Units - or Units - orUnits (Net Area - 142) (Net Area - M2) (Nct Area - 12)

ves 1 300 1 101 1 101.5

Conejos - 100 -

Galpon Productos

Cerdos 1 140 1 91 1 110.3

Establo 1 150 1 183 1 315.9

Lecheria 1 40 1 108 1 162.0

Invernadero 1 40 - - -

Conservera - -

Bodega Vinos IGalpon Maquinaria 1 120 1 15 1 150.0

Bodega Materiales 1 12- -

Bodega Forraje - 40

Area Neta de Constr.]135 6,33 839.7Area 'de Circulaci n 20% 210 0%_ %

Aea Total por Alno 3,10 3.96 5,25

jalan.ry"' Govt. and 111RD/1 0A. 3 w-:

- 57 -CHILE - THIRD EDUCATION PROJECT (Loan 668-CH) ANNEX 10

Page 1 of 3

COMPLETION REPORT


Project School/Institution: No. 407 ESCUELA AGRICOLA DE COYHAIQUE

(or all identical schools): (Existente: 2.744,3 H2 Const. Y 93,6 M2 Remod.)

1 PREMISES ORIGINALLY REQUIRED PREMISESACADEMIC + APPRAISAL REVISED WORKSHEETS PROVIDED/BUILCOT-STNAL ARCH. WORKSHEETS (IF ANY) Date NO

FACILITIES Stud. Places 406 Stud. Places Stud. Places 406


Units (Net Area - M2) (Net Area - M2) (Net Area - M2)

Sala de Clases 5 - -

Sala de Conferencias - 1 90 - 1 9

Laboratorio I - 1 90 - 1 90.0

Laboratorio II - 1 90 - L 90.0

Gabinete - 1 45 - 1 54.01

Material Did9ctico 1 - -

Sala de Estud. Soc. - 1 75 -

Biblioteca - 1 90 - 1 108.0

Sala de Dib,/Arte - 1 120 - 1 90.01

Multitaller 1 1 180 - 1 600.0

Galp6n Maquinarias - - -

Administraci6n 1/2 1/2 50 - 1 189.0

Sala de Protesores 1 - I- - 540

Serv. Hig./Lockers 1 - - - 1 72.0

Comedor 3 1 45 449.0 -

Cocina/Despensas 3/4 1/4 50 154.1 - -

Servicio Social - - -

Area Neta de Constr. 925 6.1Area de'Circulaci6n 418 6 . 1

Area Total -or A1no. 3, 31

DH. Lewis 1/ As agreed between Sheet 1

January '77 Govt. and IPRD/IDA. 3S

- 58 -

CHILE - THIRD EDUCATION PROJECT (Loan 668-CH) ANNEX 10

Page 2 of 3

COMPLETION REPORT




2 PREMISES ORIGINALLY REQUIRED 1/ PREMISESSTUDENTS' PROV1DED/BUILT

APPRAISAL REVISED WORKSHEETSBOARDINGFOACIITIE ARCH. WORKSHEETS (IF ANY) Date NO



Serv.Hig./Duchas 1/2 1/2 105 / 1.1 I 240.0

Dormitorios (Unid.) U U07UU10 70- 348.6 1.224-6

Dorm.Inspec./Guard. 2 3 90 \_,__19.4 4 48.0

Enfermeria - 1 140 / _ 97.1 1/4 18.0

Lavanderla- 1 UT5Z -

Area Neta de Constr. 1.065 619.6 1.S30.0

Area de Circulaci6n 266 32.5 207.0

Area Total por Alno. 3,28 1,611 4,28

PREMISES ORIGINALLY REQUIRED PREMISFS

STAFF APPRAISAL REVISED WORKSHEETS PROVIDED/BUILTHOUSING ARCH. WORKSHEETS (IF ANY) Date NO


Accommodation Units - or Units - or Units - orUnits (Net Area - M2) (Net Area - M2) (Net Area - 2)

asa Dlrector 1 - -00.0

Casa Profesores 8 - - 300.0 2 198,0

Dpto. Solteros 4 - -

dasa Pers. Servicio 2 - - 120.0 -

Casa Inquilinos - 2 80, 120 Q

Area Neta de Constr. 80 640.0198.0Area de U1rculacion16

Area Total por An. n. .A 7A-.49

IMI. Lew in / An ngreed betwecn Sh''t 2 ojJunlo"Iry '( Govt . and T END/ I DIL. 3 -nIl

- 61 -

ANNEX 12


COMPLETION REPORT

Agricultural School Teachers and Qualifications

Employed Sec.Sch. University Courses Taught

School Full Time Part Time Graduate INC Graduate General Technical Total

San Felipe 12 12 15 - 9 12 12 21

Los Angeles 10 20 15 2 13 10 20 30

Coyhaique 8 16 12 - 12 6 18 24

Ovalle 22 10 15 3 14 12 20 32

San Fernando 5 24 10 2 17 12 17 29

Chillian 20 15 9 6 20 16 19 35

Molina 16 15 19 - 12 15 16 31

Duao 9 6 15 - - 7 8 15

Rio Negro 12 2 7 - 7 8 6 14

Yerbas Buenas - - - - - - -

TOTAL 114 120 117 13 104 98 136 234

Average 12.6 13.3 13.0 1.4 12.0 11.0 15.1 26.0

% 49 51 50 6 44 42 58

1/

- To begin operating in 1977-78

SOURCE: Department of Agricultural Education, Ministry of Education

- 62 -ANNEX 13


COMPLETION REPORT

Agricultural School Student Response to Questionnaire

A. ASPIRATIONS

Upon completing studies, the students want to:

(i) Immediately look for Government employment 44(ii) Eventually look for Government employment 4

(iii) Continue higher studies - Agronomic Engineering 40(iv) Continue higher studies - Veterinarian 20(v) Continue higher studies - Intermediate Tech. 14

(vi) Work in private firm or be self-employed(as Technician/Manager) 42

(vii) Undecided 14

Total Number of Students Surveyed 178

B. DISTANCE FROM SCHOOL (of 178 students)

0-50 Km 50-100 Km More than 100 Km

93 (52%) 24 (14%) 61 (34%)

C. FAMILY DATA (of 107 students)

Home Socio-Economic LevelUrban Rural Low Medium High

53% 47% 45% 40% 15%

D. PARENTS' EDUCATION (of 178 students)

Some Comp. Some Comp.None Primary Primary Secondary Secondary No Response

Father 4 (2%) 82 (46%) 25 (14%) 33 (19%) 18 (10%) 16 (9%)

Mother 4 (2%) 78 (44%) 28 (16%) 39 (21%) 17 (10%) 12 (7%)

E. PARENTS' EMPLOYMENT (of 178 students)

Working Not Working NoneAgricultural Non-Agricultural

Father 70 (39%) 73 (41%) 7 (4%) 28 (16%)

Mother 1 ( 1%) 22 (12%) 143 (80%)* 12 ( 7%)

* Housewife

Sources: Project Unit

- 63 -

ANNEX 14


COMPLETION REPORT

Training Courses for Staff of Agricultural Schools Given

by UNESCO Technical'Assistance Specialists

1. Courses on School Organization and Administration

Romeral School: 23 to 30 August 1974 For 26 teachersCoyhaique School: 17 to 25 March 1975 For entire staff of schoolLos Angeles School: July 1975 For 29 teachers and principalsSan Felipe School: 22 to 24 October 1975 For 24 teachers and principals

2. Courses on Techniques of Supervision (80 hours)

a. Coyhaique 12 teachers/supervisorsb. Los Angeles 30 teachers/supervisorsc. Romeral 26 " "d. San Felipe 24 " "

3. Courses on General Subjects

a. Mathematics and Physics 20 days 14 participantsb. Biology and Chemistry 20 " 14 "c. Spanish and Social Sciences 20 " 14 "

4. Courses on Specialized Subjects

a. General Agriculture 120 days 42 participantsb. Agricultural Education 60 " 40c. Farm Management 120 " 28d. Agricultural Production 120 " 14e. Animal Production 120 " 14f. Machinery and Workshop 120 " 14

5. Courses for Principals and Head Teachers

a. Supervision and Administration inAgricultural Education 60 days 30 principals

b. " " " 120 " 20 teachersc. Informal Supervision Training was

given 90 teachers working in theschools and two in the Departmentof Agricultural Education in theMinistry of Education

6. Other Courses Prepared

a. Analytic Programming for Principalsb. Techniques of Supervisionc. Occupational Analysis (employment)

- 64 -ANNEX 15


COMPLETION REPORT

Training Courses for Agricultural School Staff Given by

IICA Technical Assistance Specialists

1. Administration (school, agriculture, financial)

Dates: 28 March - 23 April 1977

Place: Agricultural School, Los Angeles

Participants: 10 agricultural school directors9 " " administrative chiefs

10 production chiefs29 total

2. Educational Programming

Dates: 18 October - 13 December 1976

Place: Agricultural School, San Fernando

Participants: 9 chiefs, production9 technical teaching supervisors7 general "

25 total

3. Curriculum Planning (Technical Teachers)

Course A: 18 October - 22 December, 1976

Agricultural School, San Fernando

Participants: 20 teachers

Course B: 6 June - 8 July 1977

Agricultural School, Chill5n

Participants: 30 teachers

Total: 50 teachers

4. Animal Production and Health

Dates: 11 April - 14 May, 1977


Participants: 18 teachers of the specialty

5. Budget Administration

Dates: 12 April - 17 April 1977


Participants: 10 budget officials

- 65 - ANNEX 15Page 2 of 3

6. Dining Service Management

Dates: 17 January - 29 January 1977

Place: Agricultural School, Chillin

Participants: 9 dining service managers

7. Library Management

Dates: 17 January - 29 January 1977

Place: Agricultural School, Chillin

Participants: nine librarians

8. Vehicle Drivers/Mechanics

Dates: 29 August - 10 September 1977


Participants: 11 motor pool personnel

9. Tractor Operators



Participants: 20 assistant tractor operators

10. Electricians/Gas Plant Operators

Dates: 27 June - 22 July 1977


Participants: 10 building maintenance assistants

11. Carpenters/Masons

Dates: 27 June.- 23 July 1977


Participants: 10 teachers of tnat course

12. Agricultural Machinery

Dates: 20 June - 9 July 1977

Place: Agricultural School, Chillan

Participants: 17 teachers of that course

- 66 - ANNX 15

Pae 3 of 3

13. Fruticulture and Wine Making

Dates: I - 13 August 1977

Place: Padre Hurtado, Catholic University of Chile

Participants: 17 teachers of that course

14. Horticultural Crops

Dates: 15 - 27 August 1977

Place: Padre Hurtado, Catholic University of Chile

Participants: 17 teachers of that specialty

15. Animal Feeding, Pastures and Forage

Dates: 5 - 17 September 1977


Participants: 10 teachers of that specialty

16. Secretarial Course



Participants:

Participants: 10 Secretaries

Other courses planned:

Marketing

Rural Sociology

Introduction to Agriculture (for teaching of general courses)

Agricultural Statistics

Audiovisual Techniques

Home Economics

- 67 - ANNEX 16Page 1 of 3


COMPLETION REPORT

Project-Financed Foreign Fellowship Programs

A. Agricultural School Directors and Teachers

1. COUNTRY: ColombiaINSTITUTION: Colombian Coffee FederationTHEME: Agricultural School Organization and AdministrationDATES: July 19, 1976 to January 18, 1977TRAINEE: Mr. Celedino Fierro Manriquez

Agricultural TechnicianChief, Rio Negro Agricultural School

2. COUNTRY: Dominican RepublicINSTITUTION: Catholic University and Higher Agricultural InstituteTHEME: AgrobusinessDATES: October 1, 1976 to March 30, 1977TRAINEE: Mateo Zuanic Brupbacher

Production Chief, San Fernaado Agricultural School

3. COUNTRY: ArgentinaINSTITUTION: Ministry of Culture and Education

Agricultural DivisionTHEME: Production/Teaching PlanDATES: May 1, 1977 to June 11, 1977TRAINEES: -Mr. Gerardo Lagos Muioz

Director, Rio Negro Agricultural School-Mr. Luis Astudillo OlmosTechnical Chief and Teacher, Ovalle Agricultural School

4. COUNTRY: BrazilINSTITUTION: CENAFOR-U.F.S.M.THEME:DATES: May 1, 1977 to July 11, 1977TRAINEES: -Mr. Moritz Millies Worztmann

Director, Ovalle Agricultural School-Arturo Meyer SilvaTechnical Chief and Teacher, San Felipe Agricultural School

-Juan Cabrera DiazTeaching Chief, Molina Agricultural School

-Aaron Susrez C.Director, Duao Agricultural School

-Patricio Salinas MartinezProduction Chief, Duao Agricultural School-Gustavo Schele KenkelProduction Chief, Chillin Agricultural School

-Enrique Daure GuerraDirector, Los Angeles Agricultural School-Ivsn Cores TorresTechnical Chief and Teacher, Los Angeles Agricultural School

-Hector Larenas RiosecoProduction Chief, Los Angeles Agricultural School

- 68 -ANNEX 16Page 2 of 3

-Sergio Haeger BernerTechnical Chief and Teacher,Rio Negro Agricultural School

-Renato Mufioz EstrozTechnical Chief and Teacher, Coyhaique Agricultural School

-Camilo Pierattini MirandaProduction Chief, Coyhaique'Agricultural School

B. Under UNESCO Technical Assistance 1974-75

5. COUNTRIES: Colombia, Puerto Rico, U.S.A.INSTITUTION: VariousTHEME: Agricultural TrainingDATES: August 24-November 15, 1975TRAINEES: Mr. Edmundo Loyola,

Director, Ovalle Agricultural School

Mr. Rolando FreitteDirector, Los Angeles Agricultural School

Mr. Rene CarcamoDirector, Coyhaique Agricultural School

6. COUNTRIES: Switzerland, BrazilINSTITUTION: Agricultural CollegesTHEME: Agricultural EducationDATES: July 28-September 15, 1975TRAINEE.: Mr. Kenneth Raby

Chief, Department of Agricultural EducationMinistry of Education

C. Post-graduate Fellowships

7. COUNTRY: BrazilINSTITUTION: Univ. of RecifeTHEME: Msc. in Agricultural EducationDATES: June 27,1976-June 1978TRAINEE: Mr. Mario Larain

Ing. Agron. National Agricultural Education Supervisor

8. COUNTRY: U.S.A.INSTITUTION: Florida State UniversityTHEME:DATES: June 20, 1976-December 1977TRAINEE: Mr. Fernando Acosta

9. COUNTRY: U.S.A.INSTITUTION: Future Farmers of AmericaTHEME: Youth ClubsDATE: November 1976TRAINEES: Chief of Department

Two TeachersFour Students


COMPLETION REPORT




(or all identical schools): -

PREMISES ORIGINALLY REQUIED 1PRENSES

AGRICULTURE APPRAISAL REVISED. WOKSHEETS PROVIDED/EUIL'

FARM BUILDINGS ARCII. WORK3HEETS (IF ANY) Date NO

Stud. Places 406 Stud. Places Stud. P]aces 406

Accormnodation Units - or Units - or Units - or

Units (Net Arca - M2) (Net Arca - M2) (Net Area - N2)

Aves ~ -~ U 277.8 Ó1T 03.0

Conejos - i 2 - 126 .0

Galpon Productos - -

Cerdos 1 - 277.1 - -

Establo 2/3 1/3 300 _ _326.8 1 149.4

LecherTa - - T 108.0

Invernadero - -

Conservera -

Ovinos - - 1 78.0

Galpon Maquinaria - 1 150 - _ 150.0

Bodega Materiales 3/4 1/4 30

Bodega Forraje - 1 40

Area Neta de Constr.7 1_-Area de Circulación 120 -

Area Total ppr Alno 217 2,17 2,01

D.1. Lewi iJ A,; agreed beteen be 3 m

'12Janu1ary C .. and iHD/IDA 3 Sr.

- 60 -

ANNEX 11


COMPLETION REPORT

Enrollments and Other Salient Features of the Agricultural Schools

EnrollmenACurrent Erected Scholar- Date Total Prod. Comments on

Schools Capacity 77-78 78-79 ships Inaugurated Ha. Ha. School Farm

New

San Fernando 406 209 210 57 April 76 96 83 Excellent

/2 April 76 100 80 Poor soilChill5n 406 168 190 311--

Los Angeles 406 209 zio 44 April 76 122 97

Rio Negro 160 126 140 76 Sept. 77 100 95

Remodeled

Coyhaique 406 108 112 89 May 76 287 232 Pastures

/2 2 gradesYerbas Buenas 160 - 100 3Q-- April 76 93 88 2gdnew

Duao 160 99 120 39 March 77 113 100

/3Molina 160 184-- 180 34 Aug. 77 90 68

San Felipe 160 131 140 31 76 47 37

/2Ovalle 160 117 130 35/- 1950 100 90

TOTAL 2 , 58 4-L- 1,351 1,532 466(1960)

/1 Schools were interrupted by construction work and enrollments will not be regularuntil 1979.

/2 Estimate

/3 This school has 24 excess enrollments from the schools that were closed down.Rather than transfer excess students, they are allowing them to complete studies there.

/4 With the four schools with 406 places reduced to 250, the total capacity would be 1,960.

Sources: Project Unit

- 69 -

ANNEX 16Page 3 of 3

10. COUNTRY: SpainINSTITUTION:THEME:DATES: June 1976-July 1977TRAINEE: Mr. Juan Godoy

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