Docwument of

The World Bank

FOR OFFICIAL USE ONLY

Report No. 7367-MAL

STAFF AP?RLISAL REPORT

REPUBLIC OF MALDIVES

EDUCATION AND TRAINING PROJECT

DECEMBER 20, 1988

Country Department VAsia Region

This document bas a resricted distibution and may be used by recipients only in the performance oftheir official duties. Its contents may not otherwise be disclosed without World Bank authorization.

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CURRENCY EQUIVALENTS

Currency unit = Rufiyaa (Rf)US$1.00 = Rf 9.09

(December 1988)

WEIGHTS AND MEASURES

Metric System

FISCAL YEAR

January 1 - December 31

ACADEMIC YEAR

February 1 - January 31

GLOSSARY

AEC - Atoll Education CenterAHSTC - Allied Health Service Training CenterAPS - Atoll Primary SchoolDPWL - Department of Public Works and LaborRTC - Hotel Training CenterITE - Institute of Teacher EducationJSC - Junior School CertificateMFA - Ministry of Foreign AffairsNMA - Maldives Monetary AuthorityMOE - Ministry of EducationMPD - Ministry of Planning and DevelopmentNSB - National Scholarship BoardNSP - National Scholarship ProgramOPPD - Office for Physical Planning and DesignPCC - Project Coordinating CommitteePIU - Project Implementation UnitRSS - Regional secondary schoolSEC - Science Education CenterUWCDF - United Nations Capital Development FundVTC - Vocational Training Center

FOR OMCLAL IUSE ONLY

REPUBLIC OF MALDIVES

EDUCATION AND TRAINING PROJECT

Table of Contents

Page No.

BASIC DATA......................... * (ii i)

CREDIT AND PROJECT SUMMARY ................... ......... (iv)

I. EDUCATION AND TRAINING IN MALDIVES

A. Introduction ................................... IB. The Education and Training Systemo........................... 1C. Issues and Constraints........... ..*............ ................ .. 3D. Government Policies and Planso............................... 10E. External Assistance to Education and Training................ 12F. IDA Strategy and Rationale for Involvement................... 12C. Previous IDA Lending Experience rience o.....o........0*...... 13

II. THE PROJECT

A. Origin of the Project 14B. Project Objectives and Scope ..............................o* 14C. Project Description .............. ................ 14D. Technical Assistance Summary................................. 17

III. PROJECT COSTS, FINANCING AND IMPLEMENTATION

A. Costs........................................................s 18B. iacn ..... 20C. Project Management and Implementationoo...................... 21D. Environmental Impact..................................... 24E. Impact on Womeno ...................... 25

IV. BENEFITS AND RISKS

A* Benefits2..................................... 25B* Risks ..................................... 25

V. AGREEMENTS REACHED AND RECOMMENDATION.....o................ o..... 26

This report is based on the findings of a preappraisal mission which visitedMaldives during January 31-February 21, 1988 and an appraisal missionconsisting of Mr. W. Rees (mission leader) and Ms. R. Montague (architect)which visited Maldives during May 18-June 5, 1988.

This document has a restricted distribution and may be used by recipients only in the performanceof their official duties. Its contents may not otherwise be disclosed without World Bank authorization.

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TABLES IN THE TEXT Page No.

3.1 Summary of Project Costs by Component ........................... 183.2 Suimmary of Project Costs by Category of Expenditure.*........... 193.3 Financing Plan ...... ...... ... ............... ., .... .. *** 213.4 Project Expenditure by Procurement Category.*................... 23

ANJNEXES

1. The Education System in Republic of Maldives2. Employed Population by Industry and Main Occupation in 1977 and 19853. Study Outlines4. Technical Assistance5. Detailed Project Costs6. Project Expenditure by Year and Purpose7. Area and Unit Capital Costs for Nev Regional Seconda--; School8. Implementation Schedule9. Estimated Schedule of Disbursements10. Selected Documents Available in the Project File

MAP

IBRD No. 21059, Maldives - Education and Training Project

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REPUBLIC OF MALDIVES

EDUCATION AND fRAINING PROJECT

BASIC DATA

Population (1985)Census 180,000Annual growth rate 2.9ZAverage density 604 per sq. km.Adult literacy rate 91XGNP per capita (1986) US$310

Enrollments (1986) Total Male Female Z Female CER 1/ (Z)

Kindergarten 6,406 3,091 3,315 51.7 N.A.Primary (grades 1-5) 22,206 11,432 10,774 48.5 89.8Middle school (grades 6-7) 2,949 1,483 1,466 49.7 33.6Secondary school (grades 8-10) 1,094 652 442 40.4 8.6

Total 32,655 16,658 15,997 49.0

Intermeviate, Certificate and Diploma Programs (1986)Science Education Center (grades 11-12) 117 81 36 30.8Institute of Teacher Education (1987) 97 30 67 69.1Vocational Training Center 101 100 1 1.0

Total 315 211 104 33.0

Government Education Expenditure, Capital and Recurrent (1986)As a percentage of GNP (1985) 3.3%As a percentage of total government outlay 7.7X

Government Recurrent Education Expenditure (1986)As a percentage of total governmentrecurrent expenditure 14.1Z

Breakdown by Sector:Administration 17.1%Primary/middle 26.0%Secondary 38.2ZVocational training 8.8%Teacher training and curriculum development 7.1%Maintenance 2.8%

1/ Gross Enrollment Ratio

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REPUBLIC OF MALDIVES

EDU'CATION AND TRAINING PROJECT

Credit and Project Summary

Borrower: Republic of Maldives

Beneficiary: Ministry of Education, Republic of Maldives

Amount: SDR 6.00 million (US$8.19 million equivalent,including retroactive financing of US$0.2 million forexpenditures after appraisal on fellowships andequipment)

Terms: Standard with 40 years maturity

Froject Description: The project aims to alleviate the shortage of skilledmanpower which is posing a crucial constraint todevelopment in the Maldives. It will provide directassistance to training through the provision ofoverseas fellowships to increase the supply of highlyskilled manpower and also alleviate the basicbottleneck in manpower development, namely the lack ofpeople with adequate education levels to take uptraining opportunities. Hence, the project supportsthe expansion and upgrading of secondary education.It will also strengthen planning within the educationand training system. Specifically the project will:(a) finance a National Scholarship Program of about171 study-years of overseas fellowships for higherlevel training; (b) upgrade the quality of uppersecondary education at the Science Education Center(grades 11-12) through the provision of 28 study-yearsof fellowships, equipment and learning materials;(c) create secondary education opportunities (grades8-10) in the atolls through the establishment of aregional secondary school in Hithadoo with 440 places;and (d) finaace fellowships (5.7 study years) andexperts (1 staff-year) to strengthen the planningcapacity of the Ministry of Education, improve labormarket information and undertake studies relating toboth long-term teacher issues and to improving thefunctioning of the labor market. Expatriate advisors(4.4 staff-years) and fellowships (2 study-years)would be financed to assist project implementation.

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Benefits and Risks: rhe project would raise the quality and increase theoutput of skilled and educated manpower therebyalleviating the severe manpower shortages in theMaldives. Equity of access to secondary educationwould be improved by the establishment of a firstsecondary school in the atolls outside Male' it. whichgirls would have equal enrollments with boys. Thiswould raise the enrollment capacity for girls in thesecondary educaLion system by 50X. The project wouldalso lead to improved planning and management of theeducation system and better information on the labormarket. In the long run, there would be greaterresponsiveness of education and training to labormarket needs. The major risk concerns the ability ofthe Government to implement the project efficiently.Project activities will need to be coordinated betweentwo agencies which have had little or no experiencewith IDA projects. To reduce this risk, a senior-level Project Coordinating Committee will beestablished to provide overall policy guidance andcoordination. Expert advice wouid also be provided inprocurement and accounting to the PIU and animplementation advisor would be employed.

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Project Cost: Local Foreign Total------- (US$ million)--------

Training:National Scholarship Program 3.47 3.47

S.condary education:Science Education Center 0.21 0.66 0.87Regional secondary school 0.56 2.10 2.66

Subtotal 0.77 2.76 3.53

Institutional development:Improved planning capacity 0.11 0.69 0.80Studies 0.01 0.05 0.06

Subtotal 0.12 0.74 0.86

Baseline cost 0.89 6.97 7.86

Contingencies:Physical 0.06 0.38 0.44Price increase 0.20 0.84 1.04

Total project cost /a 1.15 8.19 9.34

Financing Plan: Local Foreign Total-------'US$ million)--------

Covernment 1.15 - 1.15IDA - 8.19 8.19

Total 1.15 8.19 9.34

Estimated Disbursements:

Bank FY 1989 1990 1991 1992 1993 1994 1995 1996-------- … (US$ million)----- - --------…

Annual 0.10 0.55 1.69 1.73 1.53 1.24 0.95 0.40Cumulative 0.10 0.65 2.34 4.07 5.60 6.84 7.79 8.19

Economic Rate of Return: Not applicable

Kap: IBRD No. 21059

/a -o taxes are included in the total project cost, as all buildingmaterials and equipment, books and educational materials imported for usein the project are exempt from import duties and taxes.

REPUBLIC OF MALDIVES

EDUCATION AND TRAINING PROJECT

I. EDUCATION AND TRAINING IN MALDIVES

A. Introduction

1.1 The Republic of Maldives is an archipelago of about 1,200 smeAcoral islands in the Indian Ocean, grouped into 26 atolls and forming a longnarrow chain, 750 km from north to souih and 120 km from east to west. Thetotal land area is estimated at 298 km spread over 90,000 km2 of ocean. Fewof the islands are more than 2 km in length and only about 200 are permanentlyinhabited. The country is administered as 19 atolls and 202 island communities.The scattered nature of the country makes communications difficult and theprovision of even minimal levels of social and economic infrastructure costly.However, despite these structural handicaps, the Maldivian economy has per-formed remarkably well in tc.ent years. Propelled by the rapid expansion offisheries and tcurlsm, GDP has grown at the high rate of 10.3% p.a. since1982. This growth was achieved with substantial inputs of foreign resources--capital, direct investments and a wide range of expatriate managerial, skilledand semiskilled manpower. However, growth has been concentrated largely inthe Male atoll which has received a major share of recent investments ininfrastructure and services. Thus, development has been skewed in favor ofMale and this has led to a significant migration from the other atolls. Toaddress this imbalance and curb migration to Male, the Government has recentlydesignated eight "growth poles" as regional centers of economic development.

1.2 The population of Maldives at t'ie 1985 census was estimated at180,000, growing at an annual rate of 2.9%. Male had a population of about46,000 or 25Z of the total, growing at 5.6% p.a. Males comprise 52% of thepopulation and females 48%, the disparity being due largely to the continuinghigh rates of maternal mortality. The age structure of the population shows acharactaristical!y young population with about 45% under age 15. Literacy inthe local language (Dhivehi) is estimated at 91%, reflecting widespread accessto the traditional school system (para. 1.4). However, the level of formaleducation in the adult population is very low, with only 34% having completedprimary schooling and 2% secondary or higher.

B. The Education and Training System

1.3 Education in Maldives remains predominantly private, although therole of government is expanding with the development of modern primary schoolsin the atolls and the upgrading of traditional island community schools.Private schools accounted for 65% of total enrollments in 1986 compared with

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82Z in 1978.11 The education system comprises five years of primary education(following informal preschooling in the "kiyavaage") in grades 1-5, two yearsof middle school in grades 6-7,_/ lower secondary in grades 8-10 and uppersecondary in grades 11-12. The London University General Certificate ofEducation "0" level examination is taken after grade 10 and the "A" levelafter grade 12. Postsecondary education is pursued overseas for those holding"0" and "A" level certificates. Some formal training does exist in Malt inthe Vocational Training Center (VTC) (skilled and semiskilled craftsmen), theAllied Health Service TraLning Center (AHSTC) (health assistants, familyhealth workers, midwifery nurses) and the Institute of Teacher Education (ITE)(primary school teachers). The Hotel Training Center (HTC) has recently beenestablished to serve the formal training needs of the tourist industry. RuralYouth Vocational Training Centers have been established on four atolls totrain semiskilled craftsmen. The structure of the system is given in Annex 1.

1.4 Primary education has been pursued in a dual system in the Maldives--a traditional system of community schools in the islands using Dhivehi as themedium of instruction and an English-medium system introduced in 1960 andrestricted to Male. The traditional community system comprises makthabs andmadhrasas. Both schools are formal in nature, the main differences betweenthem bC'ng their size ard curriculum content. Makthabs provide teaching ofthe Qur'an, combined with readi.g and writing in Dhivehi and simple arithme-tic. Madhrasas have a wider curriculum, and generally are larger and betterstaffed. All madhrasas are required to teach the new cuiculum and makthabswill convert to it as trained teachers become availa l' An Atoll PrimarySchool (APS) and an Atoll Education Center (AEC) have been established on eachof the 19 atolls. Their running costs are financed entirely by the Governmentand they are staffed by fully trained ;eachers. They cover the first sevengrades of education (primary plus middle). The AEC will also develop as afocus for inservice teacher training and community activities. There are sixprimary schools in Ma14 teaching in English.

1/ In Maldives, "private" schools include the non-government fee-payingschools in Male and community supported schools in the atolls.

2/ By 1995 it is planned to have a seven-year primary cycle (grades 1-7) bycombining the primary and middle grades and to provide full enrollment tothe 6-12 years age group.

3/ The new curriculum was introduced in 1980 and revised in 1984. Itcomprises seven subjects--Environmental Studies, Islam, Dhivehi, English,Mathematics, Practical Arts and Physical Education. In the past themakthabs, which were island schools, sent their outstanding students tothe madhrasa which served the p-rticular atoll. Here the studentsreceived further functional education to fit them for administrative andleadership roles in the islands. The Government's policy of developing aunified modern primary education system is resulting in the makthabs andma' .rasas losing their traditional differences by becoming standardprin.ary schools teaching the new curriculum in grades 1-5.

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1.5 Secondary education is restricted entirely to Male and is taught inEnglish. There are five lower secondary schools (grades 8-10) with a totalenrollment of 1,094 on Mal4, two of which are private and account for nearly50% of enrollments. The curriculum follows the traditional arts and sciencestreams, but in an attempt to adapt the curriculum to economic needs, coursesin commerce and fisheries science have rezently been added. Upper secondaryeducation (grades 11-12) is offered in a single institution, the ScienceEducation Center (SEC), which aims at producing graduates qualified to enterhigher education institutions overseas. Current enrollment is 117. Thecurriculum comprises co-e subjects (Dhivehi, English and Islamic Studies) andclusters of electives within the arts and science streams. Higher educationoverseas is the responsibility of the National Scholarship Board (NSB) in theOffice of the President which implements the National Scholarship Program(NSP).

C. Issues and Constraints

Quality

1.6 rhe traditional primary education system in Maldives has given thecountry a high level of literacy in Dhivehi, but the quality of edacation inmodern terms is low. This is recognized by the Government and priority isbeing given to upgrading the traditional community schools in the islands. Inthe traditional system, there was little teaching beyond basic literacy andn-,meracy and as the curriculum has expanded in recent years, there has been acritical shortage of teachers trained in the modern curriculum. In the islandcommunity schools, it is estimated that nearly 85% of teachers are untrained.Furthermore, nearly 45Z of teachers are part-time only and pursue other jobsor activities in addition to teaching. It is clear that the teaching cadre inthe island schools is ill-equipped to handle the new curriculum. A start hasbeen made on upgrading training, hut only about 10% of untrained teachers havebeen reached to date.

1.7 Reinforcing the impact on quality by untrained teachers is the lackof textbooks, teachers' guides and learning materials to support the newcurriculum. Some progress has been made and textbooks and teachers' guideshave started to reach the primary schools. But progress has been retarded bythe lack of specialist personnel ir. the Ministry of Education (MOE) to handlethe writing and production of pedagogical materials. The rapid expansion ofenrollments has also diluted efforts to extend the curriculum throughout theisland schools and supply the necessary pedagogical materials. Thus, quanti-tative expansion, which has improved educational access in many atolls, hasnot been accompanied by a significant improvement in the quality of primaryeducation.

1.8 Issues of curriculum and teaching standards also affect quality atthe secondary level and, in addition, language becomes an issue. The Londonexternal examinations are felt to be necessary in Maldives because they giveMaldivians an internationally recognized qualification required for postsec-ondary training which, of necessity, must be undertaken overseas. The curric-ula are rigorous and are not adequately supported by relevant pedagogicalmaterials or properly equipped laboratories for science courses. Furthermore,

the teaching language is English and this requires Lhat secondary teachers berecruited from abroad. "hey come mainly from Sri Lanka and are not of partic-ularly high quality. Their standard of English is generally quite low andthis makes communication difficult, especially when the studenta themselves donot have a firm grasp of the language. Turnover rates are high as many teach-ers stay only long enough to add "overseas experience" to their resumes beforeseeking more remunerative employment elsewhere. The result is sLen in the "A"level pass rates which have been extremely low, In recent years only aboutone-fifth of tLe entering class has passed the examination two years later.

Access and Equity

1.9 Maldivian children enjoy a high level of access to primary educationwith a gross enrollment ratio of nearly 90Z. However, the primary schoolsenroll many overage children who are being phased out under current educationpolicies (para. 1.27). Beyond the primary level, gross enrollment ratios fallrapidly to around 34% and 9% at the middle and secondary levels, respectively.Unlike the situation in many neighboring countries, females have long enjoyedequal access to education in the Maldives. This is reflected in the highfemale literacy rate which is slightly above that of males. C'>Crent enroll-ment data confirm the situation. In the pre-primary grades, girls comprisenearly 52% of enrollments; in primary and middle schools, thz rates are around491. However, at the secondary level, the female enrollment rate falls to 40Xand at the SEC it is only 31%. Historically, this has always been the patternat the upper secondary level and has clearly restricted the opportunities forwomen to pursue higher education overseas. The result is the preponderance ofmales at the higher skill levels of the labor force.

1.10 Although equitable access to education by sex has been achieved inMaldives through the middle school level, the introduction of English-mediumeducation in Male in 1960 created another inequity based on access to modern-sector jobs. As the economy has developee, the work force has become moresophisticated and the demand for higher-level skills, whici require higherlevels of education, has increased accordingly. Since English-mediumsecor.dary education is confined to Male, the children of the atolls have beendeprived of educational opportunities beyond the primary (or in a few;nstances middle school) level. They are thus deprived of opportunities topt.rsue higher skill training and entry into the most lucrative jobs in thel.bor market. This situation has contributed to the high level of migration.o Male as families have sought to overcome the limited educational oppor-tunities in the atoll:. The Government has recognized the equity problem andis responding by developing grades 6 and 7 in the APSs and AECs and proposinga new secondary school outside MalA. The inclusion of Englisn in the new pri-mary curriculum will also enhance the prospects for the entry of island schoolchildren to secondary education and also into employpent in the high-wage sec-tors such as tourism which;require a knowledge of English.

Teacher Training and Deployment

1.11 Preservice teacher training was introduced in 1977 and is providedonly for primary teachers in the Institute of Teacher Education. The ITE has

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two programs, a two-year course for island primary school teachers in Dhivehiwith a first year enrollment of 75 trainees in 1987 and a one-year English-medium course for Male primary school teachers with 19 trainees. ITE'senrollment capacity is planned to double by 1991 and will be adequate to meetthe needs of expanding primary education to provide full enrollment of the6-12 years age group by 1995. The major problem lies in the quality of thetrainees. Although the formal entry level to ITE's two programs is theJunior School Certificate (grade 7), the severe shortage of people at thislevel and the competition from other sectors have deprived the ITE ofadequately qualified trainees. Thus, the majority of trainees have beenrecruited as primary school graduates (grade 5) and the first year of thetwo-year course has of necessity been devoted to remedial education. Thissituation is starting to improve as the supply of people with middle or somesecondary educatien increases. Inservice training is available for bothtrained and untrained teachers. The latter group poses a particular problembecause it is concentrated mainly in the island community schools (para. 1.6)and greater effort is needed to expand training opportunities. Secondaryteachers must be trained overseas and consequently few Maldivians have gainedthe necessary qualifications. Thus, the secondary teaching cadre is about 75%expatriate and suffers from high turnover and generally poor quality(para. 1.8).

1.12 It seems that there are no major problems in deploying primaryteachers to the islands. The teachers show little reluctance to being postedto rural areas (in contrast to common experience elsewhere) and the rate ofdep'.oyment is constrained only by the supply of trained teachers. The Govern-ment is committed to providing each community school with one or two trainedteachers, and paying their salaries. These teachers are bonded for four yearsfollowing completion of their training. Part-time teachers, who comprisenearly 45% of the total (para. 1.6), are recruited locally. There is noevidence of significant migration of island teachers to Male and it isreported that female teachers in particular prefer to stay within a familiarenvironment, even as less well-paid community teachers. The high turnover ofexpatriate teachers has not been met with offers of extra incentives. TheGovernment recognizes that the high turnover rate has a negative effect on thequality of education but to offer extra incentives to a particular group wouldbe an expensive precedent in an economy which depends heavily on expatriatesin a number of sectors. The question of incentives should be carefullyconsidered but in any case the Government should make gretter efforts torecruit higher-quality, more reliable staff in the main market, Sri Lanka, andto broaden the market to other sources of potential recruitment.

Management and Planning

1.13 The management and planning of education is the responsibility ofthe Ministry of Education. However, given the widely dispersed nature of theeducation system, communications are difficult and education management out-side Male has of necessity devolved to atoll administrations and headmasters.The Government has recognized the importance of decentralized management andplans to give the AECs a broader role as education, training and communitycenters with the headmaster acting in a supervisory role. This will requirespecial training for headmasters a need which has been identified in the ten-year Education Plan (para. 1.24).

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1.14 To date, management has been able to handle the rapid expansion ofenrollments (42% in 1980-86) but the management cadre is small. If qualityimprovements and a more cost-effective use of resources are to be achievedwhile the system continues to expand, more sophisticated management will berequired and the necessary tools put in place to permit management improve-ments. The key to this is to improve the information base and develop a moni-toring and evaluation capability to permit managers to assess continuously theimpact of education activities and the level of studenL achievement. Educa-tion planners will have an important role in advising managers. Educationplanning is undertaken by a small group within MOE which has relied on outsideassistance for major planning tasks such as formulation of the ten-year Educa-tion Plan. This group needs strengthening. It must develop the skills notmerely to draft formal plans, but also to use the monitoring and evaluationsystem to provide managers with the long-term implications of ongoingeducational activities.

Education Finance

1.15 The allocation of resources to education in the Maldives comparesfavorably with neighboring countries. During the period 1979-86, the share ofeducation in total government expenditure increased from 6.7% to 7.7% and wasestimated to have reached 9.2% in 1987. Education's share of governmentrecurrent expenditure increased more significantly from 10.3% in 1979 to 14.1%in 1986, although most of the jump occurred in 1983 as the result of a salaryincrease for teachers. The distribution of MOE's recurrent expendituresbetween subsectors in 1986 was: administration 17%, primary 26%, secondary38%, vocational training 9%, teacher training and curriculum development 7%and maintenance 3%. The high allocation to secondary relative to primaryeducation reflects in part the high cost of expatriate teachers, but also thelow unit costs of primary education (only 10% of the secondary figure)resulting from low salaries for untrained community school teachers and thecontributions of the community to primary schooling. It is notable thatsalaries and allowances account for only 65% of recurrent educationexpenditures, leaving 35% for textbooks, learning materials, maintenance,etc. Thus, Maldives, unlike its neighbors, has managed to avoid transformingits education budget into a "payroll budget" in which salaries and supplementsaccount for 95-98% of recurrent outlays. Nevertheless, the figures aredistorted to some extent by Male secondary schools. In island communityschools, salaries and allowances account for 84% of recurrent expenditures,thus limiting the funds available for supplying the education materials sonecessary to improving the quality of education.

1.16 The private sector (including community schools) plays an importantrole in education in Maldives, although it is declining as the Governmentsteps up its efforts to improve the community schools through financing thesalaries of trained teachers (para. 1.24) and by establishing APSs and AECs.Private schools still account for 65% of total enrollments, down from 82% in1978. Private schools charge fees while Government schools charge only foruniforms and textbooks. In addition to fees, community inputs to schoolbuilding and maintenance are substantial, and it has been estimated that thetotal private contribution to education is equivalent to about 10% ofgovernment outlays. Unit costs for community schools are less than half those

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for government primary schools in the atolls. In Mal4, unit costs for primaryschools are between two (private) and eight (public) times as high as the unitcosts in the most expensive atoll schools (the AECs). This reflects in largepart the much higher proportion of trained (and therefore better paid)teachers in Male schools, especially in the public sector. At the secondarylevel, the unit costs in public secondary schools are nearly twice those inprivate schools, reflecting the preponderance of expatriate teachers in thepublic sector.

Labor Market

1.17 The labor force is characterized by a moderate overall participationrate (52%) reflecting widespread subsistence activities, a high level ofliteracy (91X), extreme youthfulness (median age 17 years) and a low level offormal education. Only about half the persons employed in modern, white-collar occupations have received an education beyond the primary level.Employment has expanded rapidly wth the number of paid employees increasing2.5 times between 1977 and 1985.- The major sectors of expansion werecommunity and social services, tourism and manufacturing. The public sectoraccounted for about half the increase in paid employment in 1977-85 but theincrease was proportionately greater in the atolls than in Male. The latter'sshare of public sector employment fell from 73% in 1977 to 53% in 1985reflecting the Government's policy of decentralizing the provision of socialservices. Although no accurate data exist, unemployment has been estimated atabout 4% in the atolls and somewhat higher in Male. Given the demand for maleworkers in the construction and tourism sectors, and the relatively high maleparticipation rate (78%) in the labor force, unemployment in Male is likely tobe predominantly among females and reflects, in part at least, migration fromthe islands in search of jobs and better education for children. Employmentdata are given in Annex 2.

1.18 The labor market in Maldives is tight with excess demand for bothunskilled and skilled workers. There has been some difficulty in attractingworkers (especially males) to fill unskilled jobs because of the strong socialpull on individuals to remain in the home island where "affluent subsistence"has provided an attractive traditional way of life. Workers entering paidemployment often stay only long enough to reach a savings target beforereturning home. This increases labor turnover and creates an unreliablesupply of workers especially in labor intensive sectors such as tourism andconstruction. There are significant shortages of skilled Maldivians at alllevels, largely because the secondary schools have not expanded rapidly enoughto supply people with enough education to take advantage of trainingopportunities which, at the higher levels, are mainly overseas. Employment in

4/ The concept of "paid employees" is used here because it is unaffected bya change in the definition of employment between the 1977 and 1985censuses. This change substantially reduced the number of "own accountand family workers" (mainly females) in the labor force leading to asmaller enumerated labor force in 1985 than 1977.

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occupations requiring some degree of education and skills 2/ more than doubledduring 1977-85. This indicates that many workers are entering jobs for whichthey are educationally and technically underqualified. itecourse has been madeto the recruitment of significant numbers of expatriates without which theeducation system and several key sectors (tourism, fish processing, shippingand garment manufacturing) would be unable to function. The result of thesedistortions to the labo-- market has been upward pressure on wages and higherlevels of labor turnover.

1.19 A unique characteristic of the labor market is the bonding system,whereby all school graduates at grade 7 and above are bonded for variousperiods to serve in the public sector. If applied rigidly, this would guaran-tee the supply of labor to the public sector regardless of the wage rate andthe ability of the public sector to absorb productively the additional labor.Consequently, it would distort the flow of labor to the private sector, exa-cerbate labor shortages and strengthen upward wage pressures. However, theGovernment is applying the bonding system flexibly. It views the system as anobligation for educated people to serve for minimum periods in the publicsector in jobs appropriate to their qualifications. However, there is noguarantee of public-sector employment and if suitable jobs are not available,individuals are free to seek employment in the open market. This applies par-ticularly to school leavers without further training. For those with highertraining, the bonding system ensures a regular supply of skilled people to thepublic sector who, in due course, are free to seek jobs in the private sectoraccording to market demand. It is noteworthy that this freedom has notresulted in any significant out-migration of educated people. For skillswhich are concentrated in the private sector (e.g., tourism), bonds areregularly waived. Thus, trainees from the Hotel Training Center are permitteddirect entry to the private sector on graduation.

Manpower Development

1.20 The remarkable growth of the economy in recent years has resultedfrom substantial investments over the past decade or so in infrastructure,industry and services. However this investment, which has brought rapid tech-nological changes, has not been accompanied by a similar development ofeducation and training capacity to provide the skilled manpower necessary toservice the new investments. This has resulted in the import of skilled expa-triate workers and in many instances the employment of Maldivians lackingadequate educational and skill levels. The manpower constraint is serious andmuqt be alleviated if future growth prospects are not to be impaired. Theedu.ation level of the labor force must be raised and Maldivians trained innumbers not merely sufficient to meet the growth of the skilled labor forcebut a so, in time, to replace the expatriates.

1.21 The basic bottleneck lies in the secondary education system whichhas not expanded fast enough to provide trainable people with sufficient

5/ Professional, technical, administrative, clerical, sales and serviceworkers.

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formal educatior to pursue higher-level training overseas. Overseasfellowships are financed in significant numbers by external donors, but slotsoften remain unfilled because of the lack of qualified candidates. In 1986theae were only 1,211 students enrolled in grade 8 ang,above and only 35candidates passed the "O" level and 25 the "A" level - examinations. TheGovernment is addressing the problem by expanding secondary schooling in theatolls and and transferring primary sections from the secondary schools inMalA to free up places for additional secondary students. To service thisexpansion, enrollments in grades 6-7 have been expanding rapidly and totaled2,950 in 1986--a nearly fourfold increase from 1980.

1.22 Because of the small numbers involved, higher-level training willcontinue to be undertaken overseas. Maldivians study overseas under theNational Scholarship Program, under which qualified students ar- financed bybilateral donors after approval by the National Scholarship Board. Allstudents are bonded to Government employment on return from ov rseas study.At present 52 students are studying at universities overseas.- Shortertraining courses overseas are also financed bilaterally. In the past, donorshave been relatively free to choose the courses they will support and the NSBhas been able to give little guidance on manpower priorities. However,efforts are now being made to ensure that scholarship awards are made morerelevant to manpower priorities. A survey of high-level manpower requirementsin the public sector has been completed by the Ministry of Planning andDevelopment (MPD). These requirements will be reviewed in Le.ms of theGovernment's overall development priorities and the manpower priorities of thevarious departments. The NSB will then be able to develop criteria for theaward of scholarships which reflect the country's high-level manpower needs.MPD will continue to keep manpower issues and priorities under review andadvise the NSB accordingly.

1.23 Within the Maldives, the several training institutions in MalA (VTC,AHSTC, ITE, HTC) are performing creditably. They have also suffered from alack of adequately qualified entrants, but the situation is improving sincethey are not dependent upon successful "O" or "A" level candidates but takeinp4ts at a lower level. The VTC, for example, is now able to attractincreasing numbers of grade 8 students although the entry standard is grade 7;there is a high demand for VTC graduates. On-the-job training, both technicaland administrative, is carried out in several ministries. This is doneinformally and has long been the method by which workers with little formal

6/ This was an abnormally high number of passes because the candidates inthat year received an extra six months tuition following a change ofexamination date from June to January.

7/ Students are studying mainly in Britain (11), Australia (11), New Zealand(5) and at the American University, Beirut (5) under USAID financing.Ten students are enrolled at the University of the South Pacific, Fiji,financed by Commonwealth Training Aid. Twenty-eight students areenrolled in arts/social science courses, 17 in engineering and 7 inscience.

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education have been trained to fill key middle-level posts in government. Allthese efforts are admirable, but they have st.ll fallen well short ofproviding the numbers of trained and educated Maldivians required to meet themanpower needs of an increasingly complex and rapidly growing economy.

D. Government Policies and Plans

1.24 The Government's policies and plans for education and training up to1995 are §Iscribea in the "Education and Human Resources Development Plan,1985-95."_ The Plan indicates a clear understanding 'f the issues and con-straints affecting education and training and proposes appropriate policies toalleviate them. The major objectives are to provide for tniversal primaryeducation, make education more relevant to the local environment and train themanpower necessary for national development. The Plan demonstrates realism inrecognizing that due caution should be exercised in planning an education sys-tem under conditions of manpower scarcity. The Government is aware that man-power deficits can turn relatively quickly into surpluses, especially for non-technical categories as has been shown in many instances elsewhere. Secondaryenrollments will therefore be kept under regular review. The Government plansto reduce the disparities in educational opportunities between Male and theatolls and establish a uniform primary education system which teaches the fullprimary curriculum in all schools. This process has already started with theestablishment of the APSs and AECs. Each community school will be suppliedwith one or two trained teachers and supporting educational materials.Untrained teachers will be upgraded. It is planned to extend primaryeducation to grades 1-7 to cover fully the 6-12 years age group by 1995.Nonformal education will be stressed to ensure that the high literacy level isretained in the population and to serve out-of-school youth.

1.25 Greater relevance of education to the local environment will bepursued through the development of practical and work-oriented skills ingrades 6 and 7, recognizing that the latter will be the terminal point formany students. Environmental education will also be stressed in the curricu-lum. In support of manpower development, the AEC will introduce rural voca-tional training programs and become centers for inservice teacher training andsupervision. The ITE and VTC will be expanded to provide more trained teach-ers and craftsmen. To provide the qualified inputs to expanded trainingcourses, secondary education will be expanded and dizersified to make it morerelevant to direct employment. A nei seconeary school will be built in thesouth, thus creating the first educational opportunities at this level outsideMale. A second school is planned for the future in the north. The SEC willbe upgraded with a view to raising the pass rate at "A" level. Diversifica-tion of the curriculum has already commenced with the introduction of coursesin fisheries science and commerce. Improved labor market information will

8/ The overall plan is broken down into three-year plans which set physicaltargets and resource requirements for the three-year periods. These sub-plans are reviewed by MOE and MPD every six months to monitor progress inimplementation.

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underpin manpower development to ensure relevance between the education andtraining system and the economy's manpower requirements.

1.26 Although the Government is pursuing sound policies, their plans toachieve them are ambitious. It is unlikely that they will achieve all theirgoals by 1995, but it is also likely that progress towaros these goals will besubstantial by that year. According to the Government's own estimates, thefinancial implication of mpeting planned targets by 1995 .s that educationcould well claim around 2? of the Government's budget by 2000. This is morethan twice the current alLocation. Even if recent high levels of CDP growthare maintained, the strong expatriate component of the economy (capital andlabor) results in large factor payments to the rest of the world, thussubstantially reducing the GDP growth increment available to Maldivians.Given the many competing claims on scarce budgetary resources, it is unlikelythat the education sector would be able to double its present proportion evenby 2000. The other alternative is to seek greater contributions from privatesources, but this would be difficult in the Maldives where a significant partof the education system is already supported by community resources and theprospects of increasing them is limited. This is already apparent from theincreasing role Government has had to play in upgrading the quality of commu-nity schools in the atolls. Nevertheless, introducing fees in governmentschools especially at the secondary level would augment resources and improveequity.:/

1.27 The institutional constraint will also be at work. The plannedexpansion of the ITE will give it the capacity to train the required teachersto meet expanding enrollments, but a significant effort is needed to provideupgrading training for the large numbers of untrained teachers in the atollsand to provide inservice training to keep the stll1s of trained teachers up todate. A large expansion of school facilities to meet expanding enrollmentswill not be required. These already exist and as the many overage students inprimary schools are phased out, additional places will become available to theprimary age group. However, a supporting effort will be needed to handle theoverage students who are unable to enroll in a primary school.- A goodstart has been made in raising the quality of education in the atolls throughthe establishment of APCs and AECs. But to raise standards in the 200 commu-nity schools will require a major effort to integrate inputs to providetrained teachers, textbooks and other educational materials to teach the newcurriculum. Close supervision from the AECs will be necessary. All this willrequire a major managerial effort and the Ministry of Education will need tobe strengthened accordingly. Greater planning and evaluation capacity must be

9/ This is unlikely to happen in the foreseeable future. In 1985 aministerial committee reviewed the question of inLroducing fees ingovernment schools. A decision was made against their introductionpartly for reasons of political sensitivity but also because the benefitwould be substantially reduced by the administrative cost of collection.

10/ The Condensed Education Program which covers grades 1-7 in three yearshas been developed to service the needs of out-of-school youth.

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built up as well as the supporting professional services in curriculumdevelopment, textbook and materials production and statistics.

E. External Assistance to Education and Training

1.28 A number of donors have been active in supporting education andtraining in Maldives. The development of modern primary education has beensupported by Japan which financed 19 APSs (US$7.8 million) and UNICEF whichfinanced 19 AECs (US$0.3 million). Japan (US$4 million) and UNCDF (US$1.4 mil-lion) are also financing two new primary schools at present under constructionin Male. UNICEF has also been active in upgrading island community schoolsthrough the supply of building materials and the development of educationalbroadcasting. Teacher education has been assisted by UNESCO through thedevelopment of the ITE (US$0.9 million) and Australia which has supported theprofessional development of teacher educators. UNICEF has assisted ininservice training to upgrade teachers in the island community schools. TheEducation Development Center which is responsible for curriculum, textbook andeducational materials development has been assisted by UNESCO (US$0.9 mil-lion). UNICEF has also assisted in curriculum development. Skills traininghas been given substantial assistance through UNDP support for the VTC and theHTC. New courses in machining and the building trades have been establishedat the VTC, workshops reequipped, teaching materials developed and overseastraining for instructors provided (US$0.5 million). The HTC has beenestablished as a fully equipped and staffed operational training center forhotel and catering occupations (US$0.5 million). UNDP has also financed amanpower advisor who has recently completed a draft study on manpower issues,including long-term projections. External assistance has been generallyconsistent with the Government's priorities but in some instances the impactof the investments has been reduced by the lack of 3killed Maldivians to actas counterparts to technical assistance experts.

F. IDA Strategy and Rationale for Involvement

1.29 IDA has reviewed the overall status of education and training inMaldives and two major areas suitable for external financing are evident:(a) raising the quality of primary education in the islands and the relatedneed to expand and improve primary teacher training; and (b) the need toexpand the supply of skilled manpower. Both areas have received donorsupport, especially primary education and teacher training. Several donorsare assisting the development of preservice teacher training at the ITE andinservice training to upgrade island teachers. At present, Government effortswith donor assistance are addressing satisfactorily the problems in thisarea. In its initial operation in the education sector, IDA has thereforedecided to focus on manpower development where further external assistance isneeded. The proposed project responds to the shortage of skilled manpower

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which is posing a crucial constraint to the development of Maldives.U'1 Theproject provides direct assistance to training to increase the supply ofhighly skilled manpower through overseas fellowships, but also seeks toalleviate the basic bottleneck in manpower development, namely the shorta3e ofpeople with adequate education levels to take up training opportunities.Hence, the project supports the expansion and upgrading of secondaryeducation. The crucial role of the MOE in managing an expanding educationsystem will be strengthened under the project through reinforcing its planningcapacity. The proposed project is viewed as the first in a series ofoperations to support the long-term development of human resources inMaldives. Consequently, the project includes studies and technical assistanceto address long-term issues and provide the context for the development offuture projects.

G. Previous IDA Lending Experience

1.30 There has been no previous lending in the education sector. Theonly two projects financed in Maldives have been in the fisheries sector. TheFirst Fisheries Project (Credit 907-MAL) which closed in March 1983, after aone-year delay, was implemented satisfactorily and met its objectives. Thefishermen's training component was particularly successful due to the use ofcompetent corsultants offering training which was highly relevant to thetarget group. The reasons given in the PPAR (No. 5587 of April 5, 1985) forthe success of the project were strong government commitment to the project,simple and flexible project design, frequent supervision with a strongtechnical content and effective monitoring by the Project CoordinatingCommittee. The Second Fisheries Project (Credit 1320-MAL) is being implemen-ted satisfactorily.

11/ IBRD, "Maldives - Managing Rapid Economic Growth," December 15, 1986,Chapter 2.

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II. THE PROJECT

A. Origin of the Project

2.1 The project originated in discussions between IDA and the Governmentin January 1984. A formal request to IDA for an education and traiaing fel-lowship project was made in June 1984. This was followed by discussions onthe scope of the project, and it was agreed that the project should be broad-ened beyond the financing of fellowships to address the basic constraints tothe development of education and training in the Maldives. A review of thesector was undertaken as part of the economic mission in April 1986, and thiswas followed by a preparation mission carried out by the UNESCO CooperativeProgram in May 1987. The preject was preappraised by IDA in January-February1988 and appraised in May-June 1988.

B. Project Objectives and Scope

2.2 The project is designed to alleviate skilled manpower shortagesthrough expanding opportunities for higher level training overseas and byincreasing the capacity and improving the quality of secondary education inMaldives. The project would also strengthen planning capacity within theeducation and training system and improve labor market information which wouldlead in time to greater responsiveness of education and training to labormarket needs. Specifically the project would:

(a) finance a program of overseas fellowships for higher-level training;

(b) upgrade the quality of upper secondary education at the ScienceEducation Center through provision of equipment, educational mate-rials and staff development.

(c) expand secondary education opportunities in the atolls through theconstruction, equipping and staffing of a new secondary school inHithadoo.

(d) improve the planning capacity of MOE, strengthen project managementcapacity in MPD, finance a study to develop appropriate policies forrecruitment ana deployment of teachers, finance a study to developlabor market strategies and establish a labor market informationsystem.

C. Project Description

2.3 The project would consist of the following components:

Training - National Scholarship ProgramSecondary education - Science Education Center

- Regional secondary schoolInstitutional development - Improved planning capacity

- Studies

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National Scholarship Program (Estimated baseline cost US$3.47 million)

2.4 The project would significantly enhance the supply of high-levelmanpower through financing 171 study-years of overseas fellowship training. Atraining needs survey of the public sector has been completed by MPi) andrequirements identified for the period 1988-95. These were reviewed by theGovernment in terms of its overall development priorities and the manpower-riorities of the various departments. A fellowship program was thendeveloped covering the 171 study-years which reflected these sectoralpriorities and also the appropriate locations, types and levels of trainingcourses. The program was discussed with IDA during negotiations and found tobe acceptable. The number of fellowships requiring candidates with "0" and"tA" levels was assessed in terms of the number of school outputs likely tobecome available with these qualifications during the project period. It isestimated that the outputs will be adequate to service the fellowship needs ofthe project, as well as other fellowships financed bilaterally during theproject period. During negotiations, the Government provided assurances thatthe fellowship program would be implemented in accordance with administrativepro'-edures which are satisfactory to IDA (para. 5.1(a)).

Science Educatior. Center (Estimated baseline cost US$0.87 million)

2.5 This institution is the country's only upper secondary school offer-ing grades 11 and 12 and as such plays a vital role in producing candidatesfor entry to higher education overseas. Its total capacity is 120 and currentenrollments are 117, with 56 in grade 12. There is a teaching staff of 10.The SEC has suffered from poor quality and high turnover among its expatriatestaff (80Z of total), many of whom have inadequate English and insufficientgrasp of their subjects to teach at the "A' level. The SEC has also sufferedfrom inadequate facilities and out-of-date equipment. The result has beenvery low pass rates which average only about 202 of the entering class. Thegrade 12 output capacity of 60 is adequate to service the long-term needs foruniversity entrants if added to the approximately 30 private students enrolledannually in "A" level courses overseas. The priority need is to raise thepass rate at the SEC by improving the quality of teaching and facilities. TheGovernment is constructing additional buiidings to alleviate overcrowdedconditions and the project will finance bcoks, teaching materials andlaboratory equipment. The long-term solution to the teacher problem is therecruitment of qualified Maldivians to replace expatriates and the projectwill finance 28 study-years of overseas fellowships for seven Maldivians totrain as teachers. In the meantime, the Government must impreve its effortsto recruit and retain better-quality expatriate teachers by more intensiveefforts in the major market (Sri Lanka), extending the search to otherAnglophone countries and by increased recruitment from voluntary organiza-tions In addition, improved monetary incentives should be considered. Inresponse to these problems, the Government has prepared a draft strategy forimproving the recruitment and retention of expatriate secondary teachers. Itwas discussed during negotiations and found to be satisfactory. The result,in due course, would be better qualitv teaching in all the secondary schoolsin Maldives.

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Regional Secondary School (Estimated baseline cost US$2.66 million)

2.6 Secondary ed-ucation is restricted to Male, where five schoolsenroll 1,094 students in grades 8-10. In support of the Government's policyof extending opportunities for secondary schooling beyond Male and also itspriority for expanding the supply of secondary graduates, the project wouldfinance the establishment of a regional secondary school (RSS) for grades8-10 in Hithadoo on Addu Atoll, the major population center outside Male. Theschool would have an enrollment of 440 divided equally between boys andgirls. Students would be drawn from the atolls to the south of Mal4 andadequate numbers tf grade 7 graduates will be available to fill the entryyear. Where required, students would board in private homes - a traditionwidespread in the Maldives. The "O" level syllabus will be followed but aninitial remedial year will be added to the three-year program to make up forthe deficiency in English among children coming from Dhivehi-medium schools.This "bridge" class has been successfully introduced for some students in Malesecondary schools who have had a poor preparation in English. Staffingrequirements would include a principal and 20 teachers plus ancillary staff.Adequate rental housing is available locally for staff. Due to the lack oftrained Maldivian teachers, the principal and 17 teachers would initially beexpatriates financed by the Government. An overseas fellowship program of 68study-years to train 17 Maldivians to replace expatriates would be financedunder the project. The project would also finance civil works, furniture,equipment and teaching materiale for the new school.

I_eroved PlanniLg Capacity. (Estimated baseline cost US$0.80 million)

2.7 The project would support the strengthening of several functionsthrough the appointment of specialist staff, which would lead to improvedplanning of the education and training system and improved functioning of thelabor market. The Education Planning Section of MOE will recruit an educationplanner/economist to analyse the important issues of resource allocationwithin the education system, analyse financial constraints and, in conjunctionwith MPD, analyse the relationships between education and manpowerrequirements. An education evaluator would also be recruited to monitor andevaluate education programs, periodically review testing and examinationsystems, and keep management inforaed of the impact of programs and theachievement of students. The recruitment of a labor market informationspecialist to the Department of Public Works and Labor (DPWL) would strengthenand extend the work already started on the collection of labor statistics.The project would finance an expatriate specialist for six months to work withthe local specialist in setting up and implementing a labor market informationsystem which would provide data on work force, employment, wages, etc. to themanpower analysts in NPD. These data would strengthen policy making in thelabor market. Terms of reference for the specialist have been prepared andaz-e acceptable to the Association. The project would finance overseasfellowships for the three local specialists. Duting negotiations, theGovernment provided assurances that the three local specialists would oerecruited by May 31, 1989 and that the labor market information system wouldbecome operational by March 31, 1991 (para. 5.1(b) and (c)). To strengtherproject management in MPD, a project implementation unit (PIU) has beenestablished under the project to be staffed by a project manager, procurement

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officer, accountant and assistant accountant. The project would financeoverseas training for PIU staff and also finance three expatriate experts toact respectively as advisors on overall project implementation, procurementand accounting.

Studies (Estimated baseline cost US$0.06 million)

2.8 Two studies would be financed under the project which would guidefuture policy in two important areas. They are:

(a) Labor Strategy. In recent years, a number of studies have beencarried out relating to labor administration, labor legislation,industrial manpower and training, labor market surveys, and medium-and long-term manpower requirements. It is now timely for theGovernment to assess the usefulness of these studies in contributingto policy development. The proposed review would draw together theresults of the various studies and produce a strategy and plan ofaction for the Government to develop a consistent approach to suchmajor issues as employment conditions, wages, labor migration, etc.

(b) Teacher Recruitment, Training and Deployment. Teacher issues willcontinue to be crucial in the foreseeable future. Progress is beingmade in training and deploying teachers to the atolls but many otherproblems exist, Large numbers of untrained teachers remain in theatolls, the continued payment of significant numbers of atoll teach-ers by the community is problematic, middle-school teacher traininghas to be developed, the role of different modes of teacher traininghas to be defined, the training of secondary teachers and the ulti-mate replacement of expatriates needs to be carefully planned giventhe shortage of secondary-school leavers available for teachertraining. All these issues are .inked and should be viewed as asystemic problem. The proposed study would provide a strategy andplan of action which would guide the Government in allocatingresources efficiently to recruit, train and deploy teachers at alllevels equitably throughout the counzry.

The project would finance 3 staff-months of expatriate experts to undertakeeach of the studies--a total of 6 staff-months. Study outlines have beenprepared and are acceptable to the Association (Annex 3).

D. Technical Assistance Summary

2.9 The project would finance 275 study-years of fellowships aimed atproviding nigh-level training for Maldiviane overseas. The fellowships wouldinclude a national component (171 study-years), concentratei in priority areasas determined by the Government (para. 2.4). Emphasis would also be given toeducation fellowships (96 study-years) which would train secondary teachersfor the SEC and the regional secondary school wit} a view to replacingexpatriates in due course. The remaining fellowships (7.7 study-years) wouldstrengthen planning capacity and project management. Expatriate experts (5.4staff-years) would also strengthen project management and upgrade planningcapacity. Details of the program are to be found in Annex 4.

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III. PROJECT COSTS, FINANCING AND IMPLEMENTATION

A. Costs

3.1 The total cost of the project is estimated at US$9.34 millionequivalent. The estimated cost by project component is summaliized inTable 3.1 and by category of expenditure in Table 3.2. (Detailed costs bycomponent and category are given in Annex 5 and project expenditure by yearand purpose in Annex 6).

Table 3.1: SUMMARY OF PROJECT COSTS BY COMPONENT

ForeignRf million US$ million as Z of

Local Foreign Total Local Foreign Total Total

Training:National ScholarshipProgram - 31.52 31.52 - 3.47 3.47 100

Secondary education:Science EducationCenter 1.99 5.96 7.95 0.21 0.66 0.87 75

Regional secondaryschool 5.08 19.10 24.18 0.56 2,10 2.66 79

Subtotal 7.07 25.06 32.13 0.77 2.76 3.53 78

Institutioval development:Improved planningcapacity 0.98 6.25 7.23 0.11 0.69 0.80 86

Studies 0.06 0.49 0.55 0.01 0.05 0.06 89

Subtotal 1.04 6.74 7.78 0.12 0.74 0.86 87

Baseline cost 8.11 63.32 71.43 0.89 6.97 7.86 89

Contingencies:Physical 0.48 3.54 4.02 0.06 0.28 0.44 88Price increase 1.84 7.66 9.50 0.20 0.84 1.04 81

Subtotal 2.32 11.20 13.52 0.26 1.22 1.48 83

Total project cost 10.43 74.52 84.95 1.15 8.19 9.34 88

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Table 3.2: SUMMARY OF PROJECT COSTS BY CATEGORY OF EXPENDITURE

ForeigrRf million US$ million as X of

Local Foreign Total Local Foreign Total total

Investment costs:Civil works 1.20 4.55 5.75 0.13 0.50 0.63 80Furniture 0.27 0.26 0.53 0.03 0.03 0.06 50Equipment, books andeducational materials 0.14 2.61 2.75 0.01 0.29 0.30 95

Technical assistance:Specialists 0.60 5.37 5.97 0.07 0.59 0.66 90Fellowships -- 50.53 50.53 -- 5.56 5.56 100

Subtotal 0.60 55.90 56.50 0.07 6.15 6.22 99

Recurrent costs:Staff payments 5.54 -- 5.54 0.61 -- 0.61 0Operations and 0.36 -- 0.36 0.04 -- 0.04 0maintenance

Subtotal 5.90 -- 5.90 0.65 -- 0.65 0

Baseline cost 8.11 63.32 71.43 0.89 6.97 7.86 89

Contingencies:Physical 0.48 3.54 4.02 0.06 0.38 0.44 88Price increase 1.84 7.66 9.50 0.20 0.84 1.04 81

Subtotal 2.32 11.20 13.52 0.26 1.22 1.48 83

Total project cost 10.43 74.52 84.95 1.15 8.19 9.34 88

3.2 Baseline costs are estimated at December 1988 prices. Constructioncosts are based on contract awards for similar facilities in Maldives.Furniture costs for the RSS are estimated at about 10% of construction costs.Equipment costs are estimated on the basis of master lists already drawn upand recent catalague prices a.d include transportation and installationcosts. Unit area and capital costs per student place are reasonable comparedwith Bank-wide averages (Annex 7). The initial supply of consumables for allinstitutions has been estimated at 10 of equipment costs. Building materialsand equipment, books and educational materials imported for use in the projectare all exempt from import duties and taxes. Consultant costs includesalaries, allowances and airfare. Unit costs for fellowships are based onactual unit costs of fellows currently studying overseas and average aboutUS$1,700 per month.

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3.3 The contingency allowance of US$1.48 million (about 19% of baselinecosts) includes contingencies for unforeseen physical conditions and forestimated price increases. Physical contingencies were estimated at 10% ofbaseline costs for civil works, furniture and equipment, books and educationalmaterials and 5% for all other categories. Price increase contingencies werecalculated for both local and foreign costs in accordance with the followingexpected average annual price increase percentages:

FY 89 90 91 92 93 94 95

Foreign 3 3 3 4 4 4 4Local:

Civil works 18 18 14 14 9 9 9Other 5 5 5 5 5 5 5

Accordingly, aggregated price increases are estimated at about 13% of baselinecosts plus physical contingencies.

3.4 The foreign exchange component of US$8.19 million (about 88% oftotal estimated project costs) has been calculated on the basis of thefollowing foreign exchange percentages: civil works - 80%, furniture - 50%,equipment, books and educational materials - 95%, specialists - 90%,fellowships - 100% and recurrent costs - 0% (Table 3.2).

B. Financing

3.5 The proposed IDA Credit of US$8.19 million equivalent would financeabout 88Z of the total estimated project cost. The Government would beresponsible for the remaining 12% of project costs or about US$1.15 millionequivalent, equal to the local cost of the project (Table 3.3). The IDACredit would cover the full estimated foreign exchange cost of the project.Retroactive financing, amounting to US$0.2 million would be provided under theCredit for expenditures after June 18, 1988 including fellowships beginning in1988, the implementation advisor's fees and procurement of SEC equipment byUNESCO starting in mid-1988.

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Table 3.3: FINANCING PLAN(US$ million)

Government IDA TotalAmount X Amount X amount

Investment costs:Civil works 0.16 20 0.52 80 0.68Furniture 0.04 50 0.03 50 0.07Equipment, books and educationalmaterials 0.02 5 0.30 95 0.32

Technical assistance:Specialists 0.07 10 0.63 90 0.70Fellowships 0.00 0 6.33 100 6.33

Recurrent costs:Staff payments 0.75 100 0.00 0 0.75Operations and maintenance 0.05 100 0.00 0 0.05

Unallocated 0.06 15 0.38 85 0.44

Total 1.15 12 8.19 88 9.34

Recurrent Expenditures

3.6 The project will generate additional recurrent expenditures forsalaries and operations and maintenance resulting mainly from theestablishment of the RSS and additional staffing in the MOE and DPWL. Theemployment of expatriate secondary teachers in the initial stage will requireadditional recurrent expenditures but these will lapse as Maldivians returnfrom fellowship training to replace the expatriates. Savings in recurrentexpenditures will also be derived from the localization, in due course, of theseven teaching posts currently held by expatriates in the SEC. When theproject is fully operational and localization is complete, the long termimpact on recurrent expenditures will be an additional Rf 1.2 million p.a. incurrent terms. This represents the equivalent of about 3.1Z of the estimatedrecurrent budget expenditures of MOE in 1988. The additional expenditures canbe accommodated without undue difficulty by the Government.

C. Project Management and Implementation

3.7 Project management and implementation would be the responsibility ofthe MPD where a PIU has been established and already staffed with a projectmanager, a procurement officer and an accountant (para. 2.7). An assistantaccountant will be selected from among existing MPD accounting staff or fromoutside. Fellowships would be provided for training all PIU staff, and aproject implementation advisor and specialists in accounting and procurementwould be financed under the project (Annex 4).

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3.8 The PIU would be responsible for procuring the services of theexperts under the technical assistance programs. The fellowship program wouldbe implemented according to existing administrative procedures of the NationalScholarship Program, which are satisfactory to IDA, with the PIU playing amonitoring and coordinating role. The PIU would also be responsible for theprocurement of equipment, books and educational materials and furniture forthe project institutions. MOE would draw up lists and specifications for therequired items. The PIU would prepare the bid documents, carry out thebidding and award contracts for the RSS's equipment and furniture, and overseedelivery and installation. Similarly, the Office for Physical Planning andDesign (OPPD), in conjunction with MOE, would prepare designs, workingdrawings and bid documents for construction of the RSS. On the basis ofthese, the PIU would conduct the bidding exercise under ICB procedures (para.3.11) and, with the help of the OPPD, manage the construction contract.Following completion of construction and installation of equipment, the MOEwould assume responsibility for running the RSS. The labor strategy study andthe teacher issues study would be implemented by the MPD and MOE respectivelyand coordinated by the PIU. The PIU would also submit withdrawal applicationsto the Association, maintain the project accounts, arrange for the annual auditof these accounts, fulfill the Association's reporting requirements (para. 3.14)and liaise officially with the Association. A Project Coordinating Committee(PCC) has been established to assist in overall coordination and management. Itis chaired by MPD and includes senior representatives of MOE, OPPD, the Ministryof Foreign Affairs, the Maldives Monetary Authority, DPWL and the Ministry ofAtolls Administration. The Committee would meet periodically to provideguidance in policy matters and to advise the PIU as necessary. Terms ofreference for the PCC have been agreed. During negotiations the Governmentagreed to maintain the PIU in the MPD and the PCC (para. 5.1(d).

3.9 The project would be implemented over a period of about seven years,starting in mid-1988. All project components are expected to be completed byJune 30, 1995. The Closing Date would be December 31, 1995. (The implementa-tion schedule is shown in Annex 8.)

Status of Project Preparation

3.10 The MPD has prepared the draft National Scholarship Program whichreflects the Government's development priorities and includes a suitable mixof courses to meet priority needs for trained manpower in the participatingdepartments. The draft is acceptable to IDA. The site for the new RSS hasbeen acquired by MOE and the Government has allocated funds in its currentbudget to commence site works. Sketch plans for construction of the newbuildings have been prepared, based on standard school designs and agreedschedules of accommodation. SEC equipment lists and specifications have beenfinalized. Preliminary equipment lists have also been prepared for the RSS.Outlines for the project studies have been prepared and terms of reference forthe PIU staff and experts have been agreed.

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Procurement

3.11 Procurement arrangements are shown in Table 3.4 below.

Table 3.4: PROJECT EXPENDITURE BY PROCUREMENT CATEGORY(US$ million)

Procurement Method Total costincluding

Category of expenditure ICB LCB Other /a N/A contingencies

Civil works 0.74 - - - 0.74(0.57) (0.57)

Furniture 0.07 - - 0.07(0.03) (0.03)

Equipment, books and 0.17 0.18 - 0.35educational materials (0.16) (0.17) (0.33)

Technical assistance:Specialists - 0.73 - 0.73

(0.65) (0.65)Fellowships 6;61 - 6.61

- (6.61) (6.61)

Recurrent costs - - - 0.84 0.84(0.00) (0.00)

Total 0.91 0.07 7.52 0.84 9.34(0.73) (0.03) (7.43) (0.00) (8.1i)

/a Includes international shopping, direct purchase, procurement by UNESCO,consultant selection procedures and existing administrative proceduresfor the selection of fellows.

Note: Figures in parentheses are the amounts financed by the Credit.

The contract for construction of the RSS would be awarded on the basis of ICBprocedures in accordance with Association Guidelines. SEC equipment (esti-mated to cost about US$80,000) would be procured through UNESCO underAssociation procedures. RSS equipment (estimated to cost about US$170,000)would be awarded in one package under ICB procedures with furniture awardedunder LCB procedures. Minor items in both categories estimated to cost lessthan US$5,000 each and aggregating to less than US$50,000 equivalent would bepurchased by international shopping on the basis of quotations from a minimumof three suppliers. Books and instructional materials (estimated to cost

- 24 -

about US$50,000) would be procured through direct purchase. Prior Associationreview of bidding documents and proposed contract awards would be required forall contracts to be awarded on the basis of ICB. Specialists would beselected in accordance with Association Cuidelines for the Use of Consultants.

Disbursements

3.12 The proposed Credit of US$8.19 million equivalent would be disbursedover a period of seven years (Annex 9). No disbursement profile has yetevolved for Maldives. Disbursements would be made as follows: (a) civilworks--80Z of total expenditures; (b) furniture, equipment, books andeducational materials--100% of foreign expenditures, 100% of local experidi-tures (ex-factory cost) and 80% of local expenditures for other items procuredlocally; (c) specialists--100Z of foreign expenditures; and (d) fellowships--100% of total expenditures.

3.13 Unde_±r the proposed Credit, a special account of US$420,000(equivalent to SDR 310,000) to finance project expenditures for the next fourmonths would be set up and maintained in US dollars at a bank in Maldivesacceptable to the Association. Applications for replenishment of the specialaccount would be submitted to the Association quarterly, or more frequently ifnecessary, in amounts of not less than US$100,000. As prior review by theAssociation of bidding documents and proposed contract awards for all pro-curement on the basis of ICB procedures is required (para. 3.11), this reviewshould have taken place, the Association's no objection received by the PIU,and copies of signed contracts forwarded before any payments are made from thespecial account for these expenditures. Replenishment of the special accountfor all other types of expenditures eligible for payment from the Credit wouldbe made against statements of expenditure for which relevant documents wouldbe retained and made available for review, as requested, by visitingAssociation missions.

Accounts, Audits and Reporting

3.14 The PIU would establish and maintain a separate account for allproject expenditures. The account would be maintained in accordance withsound accounting practices. Auditing of the account would be performedannually in accordance with procedures satisfactory to the Association and anaudit repert submitted to the Association within nine months of the end of theGovernment's fiscal year. The PIU would also monitor progress in projectimplementation and report to the Association each semester. Within six monthsafter the completion of disbursements, the PIU would submit a projectcompletion report to the Association.

D. Environmental Impact

3.15 The project will not have any negative impact on the environment.The RSS is to be constructed on a site in the village of Hithadoo on AdduAtoll and will therefore have no impact on agricultural activities. Standardschool designs are to be used for the RSS which are visually attractive andfit in well with existing buildings in Hithadoo. Wall materials will belargely changed, however, from coral to concrete block or clay brick to avoid

- 25 -

further damage to coral reefs in the area. Careful attention will also bepaid to waste disposal to avoid contamination of the sea water surrounding theisland. To instill an understanding of environmental issues in students, acourse in environmental studies is included in the curriculum for grades 1-7.

E. Impact on Women

3.16 The main impact on the status of women will be derived from theestablishment of the RSS in which half the enrollment (220) will be female.This represents an increase of 50% over the current female enrollment (442) ingrades 8-10. The 220 new places for males represent a 34% increase in currentenrollments. Women will also benefit from quality improvement in the SECwhich will lead in time to higher "A" level pass rates and result in morefemale students qualifying for higher education overseas.

IV. BENEFITS AND RISKS

A. Benefits

4.1 The major benefits of the proposed project would be:

(a) Alleviation of the shortages of skilled and educated manpowerthrough increasing the supply of highly trained manpower fromoverseas institutions.

(b) Increased availability of people with adequate education levels totake up training opportunities through expanding and improving thequality of secondary education. In the longer term an increasednumber of higher quality secondary school. graduates would f:owthrough to the training system and enhance the supply of skilledmanpower.

(c) Access for the first time to secondary education opportunitiesoutside Malt through the establishment of the regional secondaryschool with 440 places. The 220 places for girls would increasefemale enrollment capacity in the secondary school system by 50%.

(d) Improved planning of education through strengthening the planningcapacity of MOE and improved labor market information. In the longrun, there would be greater responsiveness of education and trainingto labor market needs.

B. Risks

4.2 The major risk concerns the ability of the Government to implementthe project efficiently. Project authorities lack experience in projectmanagement and familiarity with Association procedures and requirements. Toreduce this risk, an experienced implementation advisor will be employed andexpert advice will be provided in procurement and accounting. These expertswill work with local counterparts who will receive appropriate training

- 26 -

overseas. Project activities will also need to be coordinated between twomain agencies (MOE and MPD) with support from OPPD on civil works design andprocurement. To facilitate this, a senior-level Project CoordinatingCommittee would be established to provide overall policy guida-ce andcocrdination.

V. AGREEMENTS REACHED AND RECOMMENDATION

5.1 During negodiations the Government agreed to the following:

(a) The fellowship program would be implemented in accordance withadministrative procedures satisfactory to the Association(para. 2.4).

(b) The three local specialists (education planner, education evaluator,and labor market information specialist) would be recruited byMay 31, 1989 (para. 2.7).

(c) A labor market information system would be developed and becomeoperational by March 31, 1991 (para. 2.7).

(d) The PIU would be maintained in the MPD and a Project CoordinatingCommittee would assist overall coordination and management of theproject (para. 3.8).

5.2 Subject to the above conditions, the project would constitute asuitable basis for an IDA credit of SDR 6.00 million (US$8.19 millionequivalent) to the Republic of Maldives on standard IDA terms with 40 yearsmaturity.

REPUBUC OF MALDIVESEDUCATION AND TRAINING PROJECT

The Educton System In Repubik of alsidives

4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

AGE

HIGHERKNDERGARTEN PRIMARY SEOONDARY SECONDARY UNIVERSITY

I

GRADES O- a A | JSG exam nedonal degree

Teec_ .hssc exam HSCi

I . I nT*n: LocoorIeinl l Tr -l~~~~~~~~~voau training cuw

Headsh

| R~~FRST LEVEL Gwnm| SECOND LEVEL THIRD LEVEL (ABROAD)

I I

A lbeIaIn: JSC .JwtIr&hod CedlatGCE - Graiiat CertIficate E,ianduoonLKG *Lo"wer IadalnUKG * Lper Wndsrgut8SC * S@omndery School Cerhffloate odsteAHSC . Hir St hod Ceaflsg4

REPUBLIC OF MALDIVES

EDUCATION UND TRAINING PROJECT

Employed Population by Industry and MaJa Occupation in 1977 and 1985 /a

Administrative,Professional, executive, cler- Agriculture, Craftsmen,technical and ical, sales and fishing and laborers andrelated workers services workers related workers other workers Not stated Total1977 1985 1977 1985 1977 1985 1977 1985 1977 1985 1977 1985

Agriculture and forestry 7 40 35 12 6,24L 2,912 64 42 - 3 6,347 3,009

Fishing 14 37 131 225 26,881 12,013 125 58 2 101 27,173 12,434

Quarrying /b - 9 - 10 - 4 - 616 - 4 - 643

Manufacturing 18 83 57 155 23 22 13,753 10,468 - 831 13,851 11,599

Electricity, gas and water 78 55 39 10 1 8 89 26 2 405 209 504

Construction 10 10 42 17 5 5 1,826 A,462 2 69 1,885 2,563 X

Wholesale and retail trade /c 4 116 1,951 4,147 5 22 305 1,110 36 39 2,301 5,434

Transport, storage andcommunications 93 1,343 384 594 I5 85 2,771 1,277 47 28 3,30: 3,327

Pinancial services /d - 168 - 217 - 2 - 18 - 13 - 418

Comumnity, social and personalservices 757 1,875 3,465 5,227 fS 49 533 3,09:5 {2 185 4,823 10,431

Not stated 1 1,002 36 39 9 25 48 307 9 369 1,107

Total 982 4,738 6,140 10,653 33,1613 15,131 19,511 19,220 458 1,687 60,259 51,42 9/e

La Employed population in 1977 is aged 5 years and over, and in 1985 is aged 12 vears and over.

/b Included under construction tn 1977.

Ic Includes tourism.

/d Not identified as a separate category in 1977 Census.

/e For an explanation of the decline in employment, aee para. 1.17 and footnote 4, page 7.

- 29 - ANNEX 3

Page 1

REPUBLIC OF MALDIVES

EDUCATION AND TRAINING PROJECT

Study Outlives

Development of a Labor Strategy for the Maldives

1. The objective of the proposed study would be to produce a strategyand plan of action for the Government to develop a consistent approach tolabor and manpower issues. The study would:

(a) Review available reports on labor and manpower issues and relevantstatistical information.

(b) Analyze the conclusions of the reports and identify those which havepolicy and operational significance.

(c) On the basis of (b), develoi, & long-term strategy which would gui'athe Government in developi.lg and implementing policies in majorfields such as wages, employment, labor legislation, labor migration,labor statistics, working conditions, etc.

(d) Propose a plan of action which would define the activit'es necessaryto achieve stated policies including the organization and staffing ofrelevant units, delineation of responsibilities for each activity,coordination, etc.

Teacher Recruitment, Training and Deployment

2. The objective of the proposed study would be to review all aspects ofteacher recruitment, training and deployment in Maldives and to propose astrategy and plan of action which would guide the Government in developing acompetent, high-quality teaching cadre to service the long-term expansion ofthe education system. The study would:

(a) Analyze the supply and demand for primary and secondary teachers andaddress such issues as:

Ci) the reduction of the number or proportion of untrained teachers,especially at primary level;

(ii) the replacement of foreign teachers with trained nationalteachers;

(iii) the dearth of middle school and secondary teachers for whomthere is little or no in-country training; and

(iv) the unsatisfactory levels of repeater, dropout and examinationfailure rates at all levels in the education system and thepotential for reducing these through improved teaching quality.

30 - ANNEX 3Page 2

(b) Examine the role of different methods of training which are currentlyavailable for primary and middle school teachers at the Institute ofTeacher Education and organized by the Non-formal Unit and prepare aplan for the adequate supply of teachers and their training (bothpreservice and inservice) over the next ten years.

(c) Critically review present policies on teacher recruitment, posting,promotion, and incentives and propose imiprovements as appropriate.

(d) Develop a strategy and plan of action for the long-term developmentof the teaching service.

- 31 - ANNEX 4

REPUBLIC OF MALDIVES

EDUCATION AND TRAINING PROJECT

Techvical Assistance

Foreign Fellowshipsconsultants Number of Duration of Study-

(staff-months) candidates fellowship months

National Scholarship Program:Degree level 24 24-48 months 972Diploma level 28 6-24 months 516Certificate level 32 2-12 months 164Technical/managerial training - Mixed 408

Subtotal 84 2,060

Science Education Center:Staff fellowships 7 48 months 336

Regional secondary schvol:Staff fellowships 17 48 months 816

Improved planning capacity:Fellowships:MOE:

Education planner/economist 1 48 months 48Education evaluator i 10 months 10

DPWL - labor market informationofficer i 10 months 10

MPD project management:Project manager 1 3 months 3Procurement officer 1 8 months 8Accountant 1 10 months 10Assistant accountant 1 3 months 3

SpecialistszDPWL-labor market

information specialist 6MPD project management:Implementation advisor 36Procurement advisor 8Accounting advisor 9

Studies:Labor issues 3Teacher issues 3

Subtotal 65 7 92

Total 65 115 3,304

REPUBLIC OF WALDIVES

RDUCATION AND TRAINING PROJECT

Detailed Project Costs(Rf w000)

Investment costsEquipment, Technicalbooks and assistance Recurrent costs

Student Civil Furni- educational Special- Fellow- Staff Operations 6 Other operational Total coot

places works ture materials lats ships paymeuts maintenance expenses low us5N5

Training:National Scholarship Program - - - - 31.520 - - _ 31,520 3,470

Secondary education:Science Education Center - - - 860 - 5,140 1,860 40 50 7,950 870

Regional secondary sebool 440 5,750 530 1,890 - 12,490 3,240 70 210 24,180 2,660

Subtotal secondaryeducation - 5,750 530 2.750 - 17,630 S,100 110 260 32.130 3,S30

lIstitutional development:Improved planning capacity - - - - 5,420 1,370 440 - - 7,230 800

Studies - - - - 550 - - - - 550 60

Subtotal Institutionaldevelopment _ _ _ - 5,970 1.370 440 - - 7.780 860

Total Baseline Cost _ 5,750 530 2,750 5,970 50,520 5,540 110 260 71.430 7.860

Contingencles:Physlcal - 580 50 270 300 2,530 280 - 10 4,020 440

Price increase - 490 80 ISO 370 7,020 1,290 40 60 9,500 1,040

Subtotal contingencies - 1,070 130 420 670 9,550 1,570 40 70 13,520 1,480

Total PoetCs

Bf'00s - 6 820 660 3 170 6 640 60 070 7 110 150 330 84,950 -

Us$ooo 6' 61 2 30 - 9.341

- 33- ANNEX 6

REPUBLIC OF MALDIVES

EDUCATION AND TRAINING PROJECT

Project Expenditure by Year and Purpose

Total costBase costs (Rf million) Rf US$

88/89 89/90 90/91 91/92 92/93 93/94 94/95 mln mln

Training:National ScholarshipProgram - 2.93 5.49 7.28 6.82 4.96 4.04 31.52 3.47

Secondary education:Science EducationCenter 0.70 1.00 1.10 1.50 1.57 1.27 0.81 7.95 0.87

Regional secondaryschool 1.44 4.44 5.21 3.60 3.91 3.23 2.35 24.18 2.66

Subtotal 2.14 5.44 6.31 5.10 5.48 4.50 3.16 32.13 3.53

Institutionaldevelopment:Improved planningcapacity 0.41 3.32 1.97 1.08 0.26 0.11 0.08 7.23 0.80

Studies - - 0.55 - - - - 0.55 0.06

Subtotal 0.41 3.32 2.52 1.08 0.26 0.11 0.08 7.78 0.86

Total BaselineCost 2.55 11.69 14.32 13.46 12.56 9.57 7.28 71.43 7.86

Contingencies:Physical 0.22 0.79 0.87 0.67 0.63 0.48 0.36 4.02 0.44Price increase 0.05 0.59 1.21 1.54 2.05 2.07 1.99 9.50 1.04

Total ProjectCost 2.82 13.07 16.40 15.67 15.24 12.12 9.63 84.95 9.34

Foreign exchange 2.11 11.44 14.58 14.34 13.76 10.43 7.86 74.52 8.19

RBPUBLIC OF MALDIVES

EDUCATION AND TRAINING PROJECT

Area and Unit Capital Costs for New Regional Secondary School

Q-------- --- -- -- ------------------=…-- - ===__==__======__==

Gross area per studentplace Estimated cost per student place /a

_ _ _ _ _~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~__________________ _ _ _ _ _ _ _ _ _ _

- -- This project------FY81-83 Buildings FY81-83 i

This projects and site projectsproject Bank-wide works Furniture Equipment Total Bank-wide

- - - - - -(sq m) ----------- (US$)----

Academic and communal 6.2 5.9-8.6 1,440 130 470 2.040 3.580-4,700

- ---- - ------------------------------------ __= === ==== === === ==== =__ _===--= _==

/a Unit costs exclude contingency allowances

I0

REPUBUC OF MALDIVESEDUCATION AND TRAINING PROJECT

Implementation ScheduleCY lm8 t9B MO IS9 loo t91 1 112 1 93 1 19 1 19 FY we9" r IM OW Om= 9

NATIONAL SCHOLARSHIP PROGRAM _ _ T T _ _ _ _ _ _ _ _ _ _ _ _ _ _24 Degree level fellowships I _ _ _ -_ _ -_ _ _ _ _ _ _ _ _ _ _ _ _ _

28 Diploma level fellowships a I _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _32 Certifcate level fellowships * I _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Technicalmanagerlai training

SCIENCE EDUCATION CENTERProvision of equipment, books &educational materials

Staff fellowships

REGIONAL SECONDARY SCHOOLCMI Works and Fumiture:

Preparaton of bid documentsBiddingConstnuction

Provision of equipmen books &educational materias

Staf fllowships fIMPROVING PLANNING CAPACITY

Fellkwships:MOE:Educalon planner/economist 1 I I - - -Education evaluator

DPWL:Labor maket Information officer

MPD project management.Prjed manageProcurement offierAccountantAssistant accountant

DPWL lMbor marketinforma ion specialist

Accountant

STUDIESLabor IssuesTeacher Isses

-36 - ANNEX 9

REPUBLIC OF MALDIVES

EDUCATION AND TRAINING PROJECT

Estimated Schedule of Disbursements

DisbursementsAmount per Cumulative

IDA fiscal year semester Amount X Disbursement profile /aand semester - (US$ million) - (M)

1989~~~1~~~~ 0.00 0.00 0 0

2 0.10 /b 0.10 1 2

19901 0.25 0.35 4 42 0.30 0.65 8 10

19911 0.80 1.45 18 182 0.89 2.34 29 28

1992_~~1~~ 0.90 3.24 40 382 0.83 4.07 50 46

19930.80 4.87 59 54

2 0.73 5.60 68 64

19941 0.70 6.30 77 732 0.54 6.84 84 80

19950.50 7.34 90 88

2 0.45 7.79 95 94

19960.40 8.19 100 100

/a Median for education projects in Asia.7T Initial deposit of US$100,000 out of a maximum of US$420,000 allowable under the

Special Account (para. 3.13).

37 - ANNEX 10Page 1

REPUBLIC OF MALDIVES

EDUCATION AND TRAINING PROJECT

Selected Documents Available in the Project File

A. Reports and Studies Related to the Sector/Subsector

A-1 Educ3tional and Human Resource Development Plan 1985-1995, Republic ofMaldives, MOE, January 1985.

A-2 Maldives - Managing Rapid Economic Growth, IBRD, Report No. 6342-MAL,December 15, 1986.

A-3 Manpower Planning for the Industrial Sector, Republic of Maldives, UNIDO,October 31, 1986 (Draft).

A-4 National Development Plan 1985-87, Republic of Maldives, Two Volumes,MPD, Undated.

A-5 Population and Housing Census 1985, Republic of Maldives, MPD, April1985.

A-6 Statistical Yearbook of Maldives 1986, MPD, October, 1986.

A-7 Plan of Operations 1988-1992, Unicef, November, 1986.

A-8 Republic of Maldives - Development of Education and Training, Unesco,May, 1982.

A-9 Survey of Educational Developments in the Maldives, Unicef, January,1986.

A-10 Analysis of Situation of Children in the Maldives, Unicef, August, 1986.

A-li National Skill Development Project - Republic of Maldives, UNDP, DraftTerminal Report, May, 1985.

A-12 Manpower Development, Education and Training Working Papers, Unesco/EFD,June 5, 1986.

B. Reports and Studies Related to the Project

B-1 Maldives - Human Resources Development Project, Unesco/EFD, Undated.

B-2 Recommendations - Vocational Training Center, M.F.P. Hogan, ILO, March,1987.

- 38 - ANNEX 10Page 2

B-3 Projection of Primary and Secondary School Enrollments, J.K. Lubbock,February 25, 1988.

B-4 Projection of Grade X and Grade XII Graduates, Lubbock, February 24,1988.

B-5 The Science Education Center, Lubbock, February 25, 1988.

8-6 Cohort Analysis for Primary and Middle School Grades 1985, Lubbock,February 7, 1988.

B-7 Age Group Tables by Atoll, Lubbock, February 23, 1988.

B-8 General Certificate of Education Pass Rates, Lubbock, Februaxy 23, 1988.

C. Selected Wlorking Papers

C-1 Vocational Training Center - Upgrading of Courses.

C-2 Working Papers (Population, Labor Force, Manpower, Education Finance)Education Financing Division, Unesco, March 1988.

C-3 IDA Working Papers (Civil Works and Equipment).

i

I

M-AP SECTIONi

I

IBRD 21059, ~~~~~~~~7!20 730 740

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EDUCATION AND KandoodhooTRAINING PROJECT __44 Vey

20 - ~~~~~~~~~~~~~~~~~~lsdhco20~~~~~~~~~~~~~~m

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^ Regional Secondary School - -

*0 National CapitalMula Administrative Capitals

Gmnu Other Islands

t° + Airfields

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