Document of

The World Bank -

FOR OFFICIAL USE ONLY

Report No. 3706-TH

STAFF APPRAISAL REPORT

THAILAND

SIXTH (SECONDARY) EDUCATION PROJECT

May 18, 1982

Projects DepartmentEast Asia and Pacific Regional Office

This document has a restricted distribution and may be usedl 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

US$ 1.00 = Baht (B) 23B 1 US$0.043

B 1 million = US$43,478J

GLOSSARY

DEP - Division of Educational Planning in the MOEDGE - Department of General Education in the MOEMOE - Ministry of Education

NEC - National Education CommissionNESDB - National Economic and Social Development BoardREO - Regional Education OfficeChangwat - ProvinceAmphur - District

Tambon - Subdistrict

ROYAL THAI GOVERNMENTFISCAL YEAR

October 1 - September 30

SCHOOL YEAR

April 1 - March 31

FOR OFFICIAL USE ONLY

THAILA[D

SECONDARY EDUCATION PROJECT

Table of Conitents

Page No.

BASIC DATA

1. THE EDUCATION SECTOR . . . . . . .. . . . . . . . . . . . . . 1

Overview .. . . . . . . . . . . . . . . . . . . . . 1Significant Features of the Education System . . . . . . . . . 2Sector Strategy . . . . . . . . . . . . . . . . . . . . . . . 7

Government Plans . . . . . . . . . . . . . . . . . . . . . . 7Bank Group Participation . . . . . . . . . . . . . . . . . . 8

2. ISSUES IN SECONDARY EDUCATION . . . . . . . . . . . . . . . . . 9

Overview . . . . . . .. 9Performance Problems ........... ... . 9

Access ............. ... 9Facilities ........ . . 11Relevance and Quality . . . . . . . . . . . . . . . . . . . 11Internal Efficiency and Teacher Utilization . ..... . . 13Management Constraints . . . . . . . . . . . . . . . . . . . 15Cenitral Planning and Management . . . . . . . . . . . . . . 15Regional Management ...... . . ...... . . . . . . . 17Provincial Management .... . . . ..... . . . . . . . 18

Government Plans and Strategy for Secondary EducationDevelopment . . . . . . . . . . . . . . . . . . . . . . . 18

3. THE PROJECT ........................ 19

Objectives and Scope . . . . . . . . . . . . . . . . . . . . . 19Secondary Schools . . . . . . . . . . . . . . . . . . . . . . 20

Improvement of Facilities. . . . . . . . . . . . . . . . . . 20TeachingPrograms ........... ... 23In-service Staff Training . . . . . . . . . . . . . . . . . 23Output . .......... . 25Teacher Utilization . . . . . . . . . . . . . . . . . . . . 25Teacher Incentives. ........... 26

This report is based on the findings of: a preappraisal mission in April/May 1981 comprising H.C. Chai (general educator and mission leader),C. Gilpin (general educator), C. Hammerschmidt (,architect, consultant),P. Moock (economist, consultant), and N. Roberts (education economist); andan appraisal mission in October 1981 composed of Chai and Hammerschmidt.

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

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Page No.

Planning and Management ... . . . . . . .. . . . . . . . . 26Central and Provincial Staff Development . . . . . . . . . . 26Regional Management ... . . . . . . . . . . . . . .. . . 27Studies and Preparation of Future Projects . . . . . . .. 31Monitoring and Evaluation ... . . . . . . . . . . . . 31Technical Assistance ... . . . . . . . . . . . . . .. . . 32

4. PROJECT COST AND IMPLEMENTATION ... . . . . . . . . . i . . . 33

Cost .... . . . . . . . . . . . . . . . . . . . . . . . ... 33Financing .... . ...... . . . . . . . . . . . . . . . 36Implementation .... ...... . . . . . . . . . . . . . . 37State of Preparation . . . . . . . . . . . . . . . . . . . . 38Procurement . . . . . . . . . . .. . . . . . . . ..... . 39Disbursements. . . . . . . . . . . . . . . . . . . . . . . . . 39Accounting . ......... ..... . . . 40

5. BENEFITS AND RISKS .... . . . . . . . . . . . ..... . 42

Benefits . . . . . . . . .. . . . . . . . . . . . . 42Risks .... . . . . . . . . . . . .. . . . . . . .. ... 43

6. AGREEMENTS REACHED AND RECOMMENDATIONS . . . , . . . . . . . . . 43

TABLES IN TEXT

1.1 Old and New Education Structure . . . . . . . . . . . . . . . 11.2 Main Components of Primary Curriculum . . . . . . . . . . . . 31.3 Structure of the New Secondary Curriculum . . . . . . . . . . 5

2.1 Representational Index of Lower Secondary Enrollments . . . . 102.2 Distribution of Secondary Schools (1981) . . . . . . . . . . . 112.3 Teacher-Student Ratios in Selected Asian Countries . . . . . . 142.4 Teacher-Student Ratios and Cost of Teachers' Salaries . . . . 15

3.1 Number and Enrollment Capacity of Project Schools . . . . . . 213.2 Estimated Distribution of Existing and New Accommodation . 223.3 Distribution of School Workshops. .. 223.4 Distribution of School Equipment . . ... . . .. . 233.5 Estimated In-Service Training Requirements . . . . . . . . . . 243.6 Planning and Management Staff Development Program . . . . . . 283.7 Major Functions of Regional Education Offices . . . . . . . . 293.8 Regional Education Office Staff . . . . . . . . . . . . . . . 303.9 Number of Schools per Supervisor . . . . . . . . . . . . . . . 30

3.10 Technical Assistance . . . . . . . . . . . . . . . . . . . . . 32

4.1 Summary of Costs by Project Item . . . . . . . . . . . . . . . 33

4.2 Project Cost by Category of Expenditure . . . . . . . . . . . 344.3 Financial Plan . . . . 364.4 Estimated Schedule of Expenditures and Disbursements. .41

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ANNEXES

1. Comparative Education Indicators 4,52. Structure of the Formal Education System 473. Summary of Enrollment and Estimated Pr-oject Costs 484. Contingency Allowances 495. Implementation Schedule 506. Documents for Review by the Bank in Accordance with the Implementation

Schedule 517. Selected Documents and Data Available in the Project File 53

MAP

Location of Project Institutions - IBRD No. 16076

I

THAILAN)

SECONDARY EDUCAT[ON PROJECT

Basic Data (L980)

General

Population 46.5 millionPopulation growth rate 2.1%Area 514,000 km2

Adult literacy rate 85%GNP per capita US$699

Primary Secondary HigherEnrollments (Grades 1-6) (Orades 7-12) (Grades 13 upwards)

(Age Group 7-12) (Age Group 13-18) (Age Group 19-24)

Number (thousands) 7,371 1,912 196As % of age-group 97% 25% 3.6%

Public Expenditure on Education

As a percentage of central government expanditure 20%As a percentage of GNP 3.4%Per student enrolled Baht 2,612 (US$130)Per student in primary education Baht 1,517 (US$76)Per student in secondary education Baht 1,751 (US$90)Per student in higher education Baht 24,703 (US$1,236)

Administrative Units (Number)

Regions /1 12 /2Changwats (provinces) 71Amphurs (districts) 670Tambons (subdistricts) 5,890Villages 52,800

/1 The Ministry of Education defines 12 regions for its own administrative*purposes. The regions are not necessarily used by other ministries.

/2 Excludes Bangkok Metropolis.

1. THE EDUCATICON SECTOR

Overview

1.01 During the last decade Thailand has rapidly expanded its educationsystdm (Annex 1). In 1980 primary enrollmient had reached 7.4 million,representing about 97% of the age-group 7-12. Among the population aged 11and over the literacy rate was about 85% Icompared with about 50% in themid-1950s). Enrollment ratios are 39% at the lower secondary level, 9% atthe upper secondary level, and 3.6% for hLgher education.

1.02 Public education is supported aLmost entirely by central governmentfunds, claiming about 20% of the national recurrent budget, or US$1.24 bil-lion, in 1980. Private schools, enrollinlg about one-fifth of students atthe secondary level, receive some subsidies from the Central Government andmust conform to standards set by the Ministry of Education.

1.03 Structure. In 1978, following the new national education schemeinitiated under the Fourth Development Plan (1977-81), the structure of theformal education system was changed as follows:

T-able 1.1: OLD AND NEW EDUCATION STRUCTURE

Years of Schooling by LevelPrimary Secondary Tertiary

Old system (through 1977) 4 + 3 3 + 2 or 3 + 3 4 to 6

New system (from 1978) 6 3 + 3 2 to 6

The change to the new structure has been completed at the primary and lowersecondary levels (Annex 2). Implementation at the upper secondary levelbegan in 1981 and will be completed in 1983. The new structure provides fora better integration of the schooling process between the first two levelsof education and within each level. The main characteristics of the newsystem are as follows:

(a) compulsory primary education has been extended from 4 to 6 years asa step towards an eventual 9-year basic education cycle;

(b) the new primary school year has been extended from 180 to 200school days with the result that the number of school days (1,200)in the new 6-year cycle is abouit equal to the number of schooldays (1,260) in the old 7-year primary school cycle;

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(c) the structure has greater flexibility as students may enter andleave the formal school system at various points, and may benefitfrom equivalency provisions in nonformal education which wouldcount towards their graduation;

(d) the lower secondary program includes work experience or orienta-tion through exposure to practical skills; and

(e) the upper secondary program allows students to learn practicalskills for employment when they leave school or for furtherstudies at the tertiary level.

1.04 Administration. Responsibilities for educational administration andplanning are shared among several central government agencies. Educationaladministration of primary, secondary and postsecondary (nonuniversity)education, including teacher training, is under the Ministry of Education(MIOE). However, while nonformal education is administered primarily by theDepartment of Nonformal Education of the MIOE, several other agencies alsoadminister out-of-school programs, e.g. the Ministries of Agriculture,Interior, and Public Health. The Government loosely controls privateeducation which forms an important part of the Thai education system andaccounts for about 10% of primary, 20% of secondary and 10% of highereducation enrollments. The Office of University Affairs, with the status of aministry, oversees government universities and private colleges. Forsupervisory purposes the MOE has grouped the country's 71 provinces(changwats), into 12 regions with offices in each region.

1.05 Finance. Public education is supported almost entirely by theCentral Government. Fees are levied at the secondary and tertiary levels butcover only 10% and 5% of recurrent costs, respectively. The share of thecentral government budget allocated for education grew from 16% in 1970 to 20%in 1980, and over the same period total education expenditure (public andprivate) increased its share in GDP from about 3.5% to 4%. In 1980 publicexpenditure by level was divided roughly as follows: 55% primary, 27% secon-dary, 14% higher and 4% other (including assistance to private schools).These proportions are in line with averages for other Asian countries. Withinthe primary and secondary levels, however, expenditure is unbalanced in termsof allocations by category and by region: nearly 90% of total expenditure isrecurrent and about 96% of recurrent expenditure is allocated to salaries andrelated benefits and less than 3% on materials. Expenditures per studentare significantly lower for the North and Northeast regions than for theCentral and South regions. As a consequence, expenditure for improvingfac:Llities (at about US$2.50 equivalent per student) is inadequate as isexpenditure on other quality improvements (teaching/learning materials andt eacher upgrading).

Significant Features of the Education System

1.06 Primary Education, With a 97% participation rate for the age group7-12 in 1980,Thailand has virtually attained universal primary education.

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With the population growth rate declining to about 2.1%, the NationalEducation Commission (NEC) has forecast that primary enrollment will reach amaximum of 7.8 million in 1983 and will remain stable at that level through1986. While enrollments expanded by about 10% during 1975-79, primary schoolteachers increased by 48% in the same period to reach nearly 325,000 in 1979.The teacher-student ratio improved from 1:39 to 1:26 and the percentage ofunqualified teachers dropped from 15% to 8%.

1.07 Despite these achievements, tae primary subsector has four mainweaknesses: (a) shortage of school plazes, particularly in rural areas;(b) low quality of primary school teachers in rural areas; (c) poor internalefficiency; and (d) inappropriate curriculum.

1.08 The Government has a vigorous school construction program to meetthe shortage of school places, with pribrity given to underserved areas.The quality issue is being addressed by providing better teaching-learningmaterials, especially textbooks, and upgrading teacher competency throughin-service training together with better school supervision. As part of theprogram to improve quality and efficiency, the structure of primary educa-tion was changed in 1978 to an integrated 6-year cycle (para. 1.03). Sim-ultaneously a new curriculum was introduced. The curriculum comprises fourcomponents: basic skills (literacy and numeracy); life experience (homeeconomics and home mechanics); character education (physical education andart) and work education (work experience, occupational education). Thetable below summarizes the time devoted to the various aspects of the newprimary curriculum.

Table 1.2: MAIN COMPONENTS OF PRIMARY CURRICULUM

Basic Life Character WorkGrade skills experience education education Total

1 - 2 50% 15% 25% 10% 100%3 - 4 35% 20% 25% 20% 100%5 - 6 25% 25% 20% 30% 100%

1.09 Secondary Education. In 198C, 1.34 million students were enrolledin government lower secondary schools and 270,000 in government uppersecondary schools. Enrollment in private secondary schools declinedmarginally from 277,000 in 1975 to 268,000 in 1980, but as a portion of thenational total, the decline was from 33% in 1975 to 20% in 1980. Thisdecline is expected to continue as private schooling costs rise and studentsmove to government schools where enrollments are expected to increase.

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1.10 As part of the program to better prepare students for local life,secondary schooling has been reoriented from a sole preoccupation with pre-paration for postsecondary education to a wider concern for preparation foremployment. This has been achieved by the introduction in 1978 of a newdiversified secondary curriculum, which supplements traditional academicsubjects with occupational subjects, including work education. Implementa-tioni of the new curriculum will be completed in 1983. The new diversifiedcurriculum requires all students to take at least four periods a week of workeducation subjects, and in other subject areas there will be an increasingemphasis on practical and manual activities to balance with theoretical oracademic subjects. Seven distinctive features characterize the newcurriculum:

(a) cognate subjects are integrated into five interrelated areas ofstudy - language, science and mathematics, social studies,character development and work education;

(b) literacy in Thai has primary emphasis since studying a foreignlanguage is no longer compulsory;

(c) the curriculum is terminal for both lower secondary and uppersecondary education;

(d) the teaching-learning process is flexible as students are allowedand encouraged to fulfill their course requirements in practicalsubjects in vocational or skill training centers or throughsupervised "home projects" that make greater use of local materialsand resources;

(e) the content of employment education is localized because it isincreasingly designed at the regional level;

(f) greater guidance is provided for students to select subjects thatare most consistent with their aptitudes and chances of post-.graduation employment; and

(g) evaluation or examination is internal to each school, based on theprinciple that those who evaluate should be those who teach.

1.11 The 1978 curriculum will be refined through continuous evaluationto improve the efficiency of secondary education. The following table showsthe basic structure of the 1978 lower secondary curriculum:

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Table 1. 3: STRUCTURE OF THE NEW SECONDARY CURRICULUM

Instruction periods per weekGrade 7 Grade 8 Grade 9

Compul- Compul- Compul-Subject area sory Optional sory Optional sory Optional

LanguageThai 4 - 4 2 4 4Foreign language - 6 - 6 - 8

Science and MathScience 4 - 4 - 4 -

Math 4 - 4 - - 6

Social Studies 5 - 5 - 5 4

Personal DevelopmentPhysical Education 3 2 3 2 3 4Art 2 2 2 4 - 6Guidance and remed-

ial instruction 3 - 3 - 3 -

Work EducationWork experience 4 - 4 - 4 -

Occupational education - 6 - 6 - 12

Subtotal/maximum 29 6 29 6 23 12

Total 35 35 35

Note: Students can combine options up to a total of 6 or 12 periods.

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1.12 Vocational and Technical Education. The Department of VocationalEducation (DVE) of the Ministry of Education (MOE) cooperates with othergovernment agencies and private professional groups to provide a variety ofvocational and technical training programs to meet demands in various regiona.The DVE runs a three-year vocational training program at the upper secondarylevel which includes core vocational units that have a common curriculum withthe compulsory occupational units in the general secondary schools under theDepartment of General Education (DGE). The DVE also operates a two-yearprogram at the postsecondary level, including vocational teacher training, intechnical institutes. In addition, technical training is provided at thetertiary level by the Institute of Technical and Vocational Education whichhas 28 campuses. The polytechnic schools provide a variety of short trainingprograms. Several other agencies, such as the Department of Labor in theMinistry of the Interior, also provide vocational and technical trainingprograms.

1.13 Since the late 1970s, there has been a rapid increase in the demandfor vocational training. In 1981, vocational schools in the Bangkok areaadmitted only one in seven applicants. In view of the increased demand andthe development of prevocational courses in the general secondary schools,there is a need to review the existing system of vocational and technicaltraining and to plan for the most cost-effective allocation of resources.This issue will be addressed under the proposed project.

1.14 Nonformal Education. Thailand is in the process of developing anationwide nonformal.education (NFE) system. The Bank is assisting theGovernment in this effort under the Fourth Education Project (Loan 1271-TH).In 1980 the former Adult Education Division of the Ministry of Education wasupgraded to a Department of Nonformal Education. The Government plans toestablish a Lifelong Education Center (LEC) in each changwat (24 are beingestablished under the Fourth Education Project) in addition to operating 21Mobile Trade Training Units. Over 700,000 adults participate in variousprograms organized by the NFE Department, including general education (mainlyprimary equivalence), literacy, vocational and special interest group courses.An important new initiative is the provision of residential short courses inthe LECs for unemployed youth.

1.15 The Department of Vocational Education provides adult vocationalcourses and short trade courses in major cities. Other NFE programs areoffered by the Ministries of the Interior, Agriculture, Health and Industryas well as by a number of private organizations. The Government plans toexpand NFE partly through the use of radio education for which the FifthEducation Project (Credit 913-TH) provided support to the Center forEducation Technology.

1.16 Higher Education. A total of 13 public institutes and universi-ties and 11 private colleges offer a variety of higher education programsand training. During the 1960s enrollments grew at about 6% annually.Recent expansion, averaging 17% per year since 1970, has been more rapid andenrollments reached about 190,000 in 1979, with Ramkhamhaeng (Open) University

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(established in 1971) accounting for 60% of total enrollment. In general, therapid expansion of higher education enrollment was not accompanied byincreased staff and materials support, resulting in a deterioration inquality. In order to improve the general quality and external relevance ofhigher education the Government restricted postsecondary enrollment expansionto about 4.5% per year over the Fourth ?lan (1977-81) period. From 1976 to1979 the actual rate of growth was about 5% per year. However, new opportuni-ties for those seeking higher education have been made possible through theestablishment of a second open university, Sukhothai Thammathirat, which isless costly than Ramkhamhaeng as teaching is primarily through radio andcorrespondence.

1.17 Teacher Training. Teacher training is offered at the postsecond-ary and higher education levels. Primary school teachers are trained mainlythrough two-year courses, and secondary school teachers mainly through four-year courses. The current total annual output of trained teachers is ade-quate for the planned expansion of the aducation system over the Fifth Planperiod, although there are shortages of trained teachers in certain subjectareas, particularly those related to work education and occupationalsubjects in the new secondary curriculum. There is a need to plan carefullythe future output from teacher training programs in relation to projectedneeds. This will require greater coordination between the differentdepartments and institutions producing teachers. This issue is beingaddressed under the proposed project.

Sector Strategy

1.18 Government Plans. Under the 'ifth Development Plan (1982-86)the Government's main objectives for the education sector are to:

(a) expand educational opportunities and improve quality in formaland nonformal schooling, in response to local occupational andcultural needs and to labor market demands; and

(b) improve and maximize efficiency in educational management.

Consistent with these objectives, the Government seeks to expand and improveeducational services in the underserved sections of the population, espe-cially in rural areas and urban slums. In secondary education the distinc-tion between academic and vocational streams would be softened by the newcurriculum which places due emphasis on work education and otheroccupational subjects.

1.19 The program to attain the above objectives would require a signi-ficant increase in capital and recurrent: expenditure on education. Duringthe Fourth Plan period educational expenditure totaled some B 97,500 million,about 3.4% of GDP. The projected educat:ion budget under the Fifth Plan isabout B 204,000 million, roughly 3% of CDP. The recurrent budget is projectedto be B 162,000 million and the capital budget B 42,000 million, or an averageper year of B 32,400 million and B 8,40(l million respectively. Real GDPincreased at an average annual rate of 7.7% between 1975 and 1980, and the

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nation's population growth rate fell from 2.6% in 1976 to an estimated2.1% in 1980. Since the GDP is projected to grow at an average annual rateof 6.6% between 1982 and 1986, the capital and recurrent costs of educationshould be within Thailand-s financial capacity, but improvements in manage-ment and internal efficiency would be necessary to make effective use ofsuch expenditure.

1.20 Bank Group Participation. Five Bank loans/credits, totalingUS$106.9 million, have been made to the education sector in Thailand. Theseprojects have pursued three main objectives, viz. manpower development,quality improvement and more equitable coverage. More than half Qf theloan/credit funds have been allocated to general education, with emphasis onsecondary and postsecondary education. This reflects the relatively heavyinput in diversified secondary education. The first project was completedin 1973, the second and third in 1980 and the other two are in various stagesof implementation. To date, the projects have succeeded in achievingsubstantial institutional development within Kasetsart University, theNational Curriculum Development Center and the Department of NonformalEducation; quality improvements in secondary and higher agriculturaleducation; and more equitable coverage of secondary education. The projectshave been less successful in producing middle-level skilled manpower since.many graduates continue on to higher education. The projects have furthershared in inefficiencies in implementation, leading to substantial procure-ment delays (averaging over two years) under the second and third projects.These delays have resulted largely from staff inexperience, underbudgeting,and cumbersome procurement procedures. Steps have been taken by theGovernment to improve implementation performance.

1.21 In the future, Bank Group education lending is expected to concen-trate on four objectives: :(a) increased equity by expanding opportunitiesfor basic education; (b) improved quality of education through improvementsin curriculum, instructional materials, teacher training, school adminis-tration, and educational mass media (particularly radio); (c) middle andhigh-level skill development to meet manpower needs in key sectors such asagriculture and energy; and (d) strengthened educational planning andmanagement capabilities.

1.22 An OED Project Performance Audit Report (No. 770, dated June 13,1975) has been prepared on the First Education Project (Loan 471-TH). Themajor audit finding of relevance to the present project is the need for moreefficient use of teachers to improve student/teacher ratios. Under thepresent project the Government would prepare a plan to improve teacher utili-zation. Further, the project would help to strengthen central planning withthe object of improving the allocation of teacher resources. Audit reportson the second and third education projects are being prepared.

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2. ISSUES IN SECONDARY EDUCATION /1

Overview

2.01- In view of the rapid social and economic changes taking place inThailand, the Government has decided on accelerated and universal improvementsin secondary education. Enrollments in general lower secondary education inThailand expanded rapidly during the 1970s, from about 600,000 in 1972 toabout 1.3 million in 1980 (para. 1.09). A slower but still substantial rateof expansion is envisaged for the Fifth Plan period, to about 1.6 million in1986. If this expansion is to be successfully carried out, substantialchanges are needed in the secondary sector (a) to improve the educationsystem's performance relating to access, relevance, quality, and efficiency;and (b) to strengthen the MOE's planning and management capacity.

Performance Problems

2.02 Regional disparities in participation rates reflect persistingimbalances in access to secondary education, the most underserved being thenorthern and northeastern regions. For the nation as a whole the quality ofeducation has been depressed by the shortage of specialized teachers inscience and work education subjects, inadequate textbooks, ineffectiveteaching methods, and inadequate supervision as well as shortage of physicalfacilities.

2.03 Access. Access to lower secondary education is an important issueboth in absolute terms and in terms of regional disparities. Because ofrapidly rising primary enrollments and a slower expansion of secondary schoolplaces in recent years the transition rate from primary to secondary fell from61% in 1978 to 46% in 1980. Intake in grade 7 has been held down in the sameperiod to accommodate the enrollment bu:Lge caused by the transition from theold to the new secondary cycle and tota:L lower secondary enrollments, whichfell in 1981, are expected to rise again in 1982. The target for theexpansion of public lower secondary education adopted by the NEC for the FifthPlan period implies an annual enrollmeni: increase of 6.5% over the period1980-86. This is a realistic rate, which may be compared with an annualgrowth rate of 13.6% over the period 197'2-78. The Fifth Plan target wouldincrease the participation rate in public lower secondary schools from 30% in1980 to 41% in 1986. When expected enrollments in private schools areincluded the participation rate would ri.se from 39% in 1980 to 46% in 1986.Based on primary enrollment projections, the transition rate to lowersecondary would reach about 55% in 1986.

/1 The discussion refers specifically to the lower secondary cycle,although the issues in general apply also to the upper secondary cycle.

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2.04 Although regional disparity in secondary enrollments has beennarrowed significantly from 1973 to 1980, as shown in Table 2.1, considerableimbalances remain in participation rates between and within regions. Whileoverall disparity, as indicated by the Gini coefficient, has been reduced byabout 60% from 1973 to 1980, Thailand's north and northeast regions generally,and Yala province in the south particularly, lag behind the rest of thecountry. Access disparity is also evident within different administrativeleve:Ls. Only 10% of tambons or subdistricts are served by secondary schools(Table 2.2). The Fifth Five-Year Plan gives priority to improving access tosecondary education in the most disadvantaged regions in order to narrowdisparities in secondary enrollments.

Table 2.1: REPRESENTATIONAL INDEX OF LOWER SECONDARY ENROLLMENTS

Representational index /aLower secondary enrollments /b

Region Principal city 1973 1980

1. Central Bangkok 2.72 1.702. South Yala 0.82 0.703. South Songkhla 1.14 1.404. South Phuket 1.10 1.205. Central Ratchburi 0.95 0.906. Central Lopburi 1.18 1.207. North Phitsanulok 0.65 0.708. North Chiangmai 0.71 0.809. Northeast Udorn 0.56 0.8010. Northeast Ubon 0.52 0.8011. Northeast Korat 0.49 0.6012. Central Chonburi 0.91 1.00

Gini Coefficient /c 0.326 0.137

/a The representational index indicates the degree to which a region,district or city is over or under-represented in its share of schoolplaces compared to its proportion of the relevant school-going agegroup. A representational index higher than 1 shows over-representa-tion, and lower than 1 shows under-representation.

/b These enrollments cover the first 3 grades of the secondary cycle andstudents aged 13-15. However, in 1973 when primary education coveredthe first 7 grades, lower secondary students were in the age group 14-16.See para. 1.03.

/c The coefficient ranges from 0 to 1, with 0 representing an entirelyequitable distribution and 1 representing a very inequitable distribution.

Table 2.2: DISTRIBUTION OF SECONDARY SCHOOLS (1981)

Lower sec. Upper sec./a Total sec.schools schools schools

No. of As % of As % of As % ofadmin. admin. admin. admin.

Admin. level units No. units No. units No. units

Changwat (incl. Bangkok) 72 20 28 233 324 253 351Amphur 670 300 45 345 51 645 96Tambon 5,890 559 9 7 0.1 566 10

Total 6,632 879 13 585 9 1,464 22

/a All upper secondary schools include the lower secondary grades.

2.05 Facilities. The quality of rural secondary school facilities,particularly those limited to the lower cycle, tends to be much lower thanthe larger urban schools. They often consist of a small permanent building towhich the villagers have added temporary structures using local materials.As the schools lack basic equipment and resource materials, it is difficultto attract sufficiently qualified teachers to them. The absence of workshopshas also impeded the teaching of work education subjects. Many studentsfrom better off rural families bypass the small school in their own localityto gain admission to the larger schools providing both lower and uppersecondary levels which are concentrated in Bangkok and the changwat capitals.With the aim of improving secondary education facilities, the DGE, withinitial Government funds and assistance from the Ford Foundation, and NECwith subsequent assistance under the Fifth Education Project, have carriedout a school mapping exercise covering all secondary schools and a compre-hensive information system is being established for planning the developmentof the secondary school system. A range of school models based on standardnumbers of classes and related to catchmeat areas and numbers of feederschools has been developed. The school models are of three kinds: 4-4-4,6-6-6 or 8-8-8, depending on whether they have 4, 6 or 8 classes in eachgrade. Schools are to be improved in accord with these models to a minimumstandard of 12, 18 or 24 classes. The maximum class size would be 45students. To widen access, rural lower secondary schools should be upgradedto the standard of any of the above models and provided with adequate equip-ment and teaching-learning materials. To attract sufficient qualifiedteachers to rural schools, improved incentives should be provided to teachersto teach in rural areas.

2.06 Relevance and Quality. The 1978 diversified secondary curriculumwith its emphasis on work-related activities is meant to provide a morerelevant education to the majority of stuclents than the traditional curri-culum, which stressed academic subjects arnd prepared students for higher

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education. But the implementation of the 1978 curriculum has been hamperedby two main issues which also adversely affect the quality of education:inadequate preparation of teachers to teach the new curriculum, and insuffi-cient provision of materials, equipment and physical facilities as logisti-cal support, particularly in the smaller lower secondary schools in the ruralareas. Despite the program during the last decade to improve secondaryschools in terms of physical facilities, equipment and materials, and betterquality teachers and school administrators, a total of only 144 schools hadbeen diversified by 1980./1 These schools cover 10% of all secondary schoolsand about 20% of enrollment. About 1,300 secondary schools need furtherimprovement and development.

2.07 The decision to implement the new curriculum in 1978 did not allowsufficient time to prepare teachers for the changes in educational orientationand the introduction of new subjects in work education. The new curriculum,which provides for compulsory and elective subjects, is organized into fiveintegrated areas: language; science and mathematics; social studies;character development; and work education (see Table 1.3, page 5). While thestudy of a foreign language is no longer mandatory, the introduction of workeducation as a compulsory subject provides students an opportunity to learnbasic "living skills" and exposes them to a broader range of subjects andskills on which to base their future choice of a career. Additionally, thereis greater emphasis on guidance in relation to the choice of elective subjectswhich are expected to prepare students for employment as well as for contin-uing their education at the upper secondary level. The overall responsibilityfor curriculum development, including design of learning materials, rests withthe National Curriculum Development Center (NCDC) which has also been respon-sible for organizing the in-service training of teachers to implement the newcurriculum. (Assistance was provided to NCDC by the World Bank Group underCredit 369-TH.) A sister institution, the Institute for the Promotion ofTeaching Science and Technology (IPTST) has special responsibility for sciencecurricula and the design of prototype science equipment.

2.08 Budgetary and time constraints dictated the adoption of the-"echo"system of in-service teacher training to implement the new curriculum. TheNCDC and the IPTST organize courses in their respective subject areas forsecondary school supervisors and other staff from the regional educationoffices and for teacher training college tutors. These people are thenresponsible for training leader teachers from the school clusters who in turnare expected to train other teachers in their subject areas within the schoolcluster. The plan is to train all subject teachers for a particular grade inthe year prior to the introduction of the new curriculum in that grade, inaddition to training school administrators. The system, however, resulted ina backlog of teachers waiting to be retrained. Although the new curriculumwas introduced in all lower secondary grades by 1981 only about 70% of lowersecondary science and mathematics teachers had received any training. A more

/1 An additional 65 secondary schools are being diversified under theongoing Fifth Education Project (Credit 913-TH).

serious problem relates to the training of work education teachers. There isa shortage of specialized teachers, particularly in industrial arts, to teachwork education in all schools. However, the subject content is sufficiently -basic and simple for general subject t(eachers to teach work education afterthe appropriate in-service training.

2.09 Parallel with inadequately prepared teachers is the insufficiency ofinstructional materials, classroom equipment and facilities, and supervisorysupport for teachers through the regional education offices. Although newtextbooks have been produced, not all students can afford to buy them, andmost school libraries are poorly stocked. Most schools lack general scienceequipment as well as the specialized facilities or equipment for teaching workeducation and prevocational subjects. To improve the relevance and quality ofeducation, lower secondary schools should be provided with appropriateinstructional materials, equipment and facilities and adequately trainedteachers.

2.10 Internal Efficiency and Teacher Utilization. While the internalefficiency of lower secondary education in Thailand is high, as indicated byhigh transition rates, averaging 97%, of students progressing from one gradelevel to the next, the teacher utilization rate in classroom teaching islow./l Analyses of typical lower secondary school timetables for teachersshow that an average teacher has only 16 teaching periods or 13-1/2 hours outof a maximum of 35 periods or 29 hours per week. The rest of the teacher'stime is spent on preparation work and extracurricular in-school activities,*including administrative tasks. The low average teaching load is reflected inthe low teacher-student ratio of 1:18 in 1980 compared with 1:22 in 1976, anda class-teacher ratio of 1:2.2 in 1980 as against 1:1.9 in 1976, despite thefact that the average class size has remained at over 40 students. Comparedwith other countries in the region, Thailand has the lowest teacher-studentratio, as shown in Table 2.3.

/1 The same issue was highlighted in 11975 by the Project Completion Reporton Thailand's First Education Projezt (Loan 471-TH) dealing withvocational schools where, out of 40 weekly school hours, only 24 werespent in activities directly related to teaching and 12 hours of directstudent contact per week.

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Table 2.3: TEACHER-STUDENT RATIOS IN SELECTEDASIAN COUNTRIES

Secondary educationCountry /a Year teacher-student ratio

Korea 1979 1:41Burma 1977 1:37Philippines 1977 1:36Hong Kong 1977 1:30Malaysia 1978 1:28Singapore 1978 1:24Indonesia 1978 1:22Thailand 1980 1:18

/a Data on all countries except Thailandfrom Unesco Statistical Year Book, 1980.

2.11 The low teacher utilization rate reflects inadequate planning andmanagement. Overall efficiency would be improved by raising the teacher-student ratio which would require teachers to spend more time in directstudent contact. Even a modest improvement in the teacher utilization ratewould result in substantial recurrent cost savings. Table 2.4 shows thefinancial implications of an adjustment in the teacher-student ratio from 1:18to 1:22 in 1982-1986. A teacher-student ratio of 1:18 in 1986 would costUS$456 per student enrolled, compared to US$373 with a ratio of 1:22, adifference of 22% per student. The cumulative difference in teacher-yearsover the period 1982-1986 would be 87,800, corresponding to an estimatedsaving of about US$175 million (based on an average annual teacher salary ofUS$2,000). Such a saving would more than offset the increased staffing costsresulting from the introduction of the new curriculum. To improve teacherutilization and reduce the unit cost of students enrolled, the average weeklyclassroom teaching periods for teachers and the average teacher-student ratioshould be increased.

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Table 2.4: TEACHER-STUDENT RATIOS AND COST OF TEACHERS' SALARIES

Cost of teachers' salariesYear Projected lower No. of teachers required based on teacher-student

and upper second- based on teacher ratios ofary enrollment student ratios of 1:18 1:22

('000) 1:18 1:22 (US$'000) (US$-000)

1982 1,404 78,000 63,800 156,000 127,6001983 1,532 85,100 69,600 170,200 139,2001984 1,715 95,300 77,900 190,600 155,8001985 1,911 106,200 86,900 212,400 173,8001986 2,115 117,500 96,100 235,000 192,200

Total 482,100 394,300 964,200 788,600

Management Constraints

2.12 The principal agencies of the Ministry of Education (MOE) involvedin secondary education are, in the MOE, the Department of General Education(DGE) and the Division of Educational P]anning of the Office of the Under-Secretary of State for Education; and, 'n the field, the regional educationoffices and the provincial education offices. In addition, other keygovernment agencies involved are the National Education Commission (NEC); theNational Economic and Social Development Board (NESDB); and the Budget Bureau,all in the Office of the Prime Minister.. The management structure aspresently organized lacks a strong central agency to direct and coordinateeducational planning and administration within the MOE and between the MOEand other ministries. Competent managemlent of scarce resources requires abetter integrated system of planning, monitoring and evaluation thanpresently exists. The present fragmented responsibilities for management ofthe sector have resulted in a weak articulation of planning activities ofthe different departments of the MOE anc. an ineffective allocation ofresources between subsectors and between projects. The uneconomic utiliza-tion of teachers (para. 2.10) is one exm.mple of the ineffective allocationof resources. The functions and staffing of the key agencies involved witheducation and manpower planning need to be oriented towards more effectiveplanning and management of human resources.

2.13 Central Planning and Management. The main issue in the managementof the education sector as a whole is the inefficient allocation and utili-zation of resources. Generally, short-term budgetary considerations takeprecedence over long-term objectives and. broad development policies. Amajor lacuna in the planning system is the lack of effective annual

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planning, which serves as the bridge between long-term planning and annual

budgeting. This may be explained by the absence of both a comprehensivemanagement information system and of continuous sectoral planning to providethe operational framework for setting priorities and targets, outliningstrategies and programs, and guiding project planning and budgeting. Withinthe-MOE, the weakness in planning and budgeting stems from the fact that theMOE-s educational management responsibilities have outgrown the capabilityof its central planning agency, the Division of Educational Planning, whichconsequently has suffered a loss of influence and effectiveness. Where itshould play a key role in formulating sectoral plans and policies and coord-inating the development plans and programs of the various departments, theDivision has practically no influence in the decision-making process.Instead, the MOE's departments with their own separate planning units areliable to bypass the Division where possible, dealing directly with theNational Economic and Social Development Board or the Budget Bureau, two ofthe national agencies concerned with resource allocation. Thus, the indi-vidual departments, rather than the Division, effectively have been respon-sible for planning and securing their annual budgets, a system that oftengives rise to competition for resources and financial duplication betweendepartments. Additionally, the departmental planning units compete for thelimited number of qualified personnel. However, many staff members lackappropriate knowledge and skills in planning and have to rely on haphazard,on-the-job training.

2.14 The fragmentation of management responsibilities makes effectiveoverall administration and planning difficult. Responsibility for a partic-ular subsector is often shared by different departments. For example, pre-primary and primary education is under the Office of the National PrimaryEducation Commission and the Office of the Private Education Commission;secondary education is administered by the Department of General Education,the Department of Vocational Education and the Private Education Commissionthrough private schools; teacher training is under the Department of TeacherTraining, the Institute of Technology and Vocational Education and theOffice of State Universities; and provision of nonformal education is sharedby the Department of Nonformal Education and the Ministries of Agriculture,Interior and Public Health. As the Division of Educational Planning isweak, there is practically no coordination between and within various educa-tional levels. The lack of manpower planning is reflected in the failure toarticulate formal and nonformal vocational/technical skill training. Theintroduction of the new (1978) secondary school curriculum was not linkedwith prompt adjustments in the programs of teacher training institutionsresponsible for preparing teachers who have to implement it.

2.15 The National Education Commission, located in the Office of thePrime Minister, has a policy-formulating brief, with a responsibility forthe review and evaluation of the education system at all levels, but it hasno control over the MOE's departments. The NEC has also been disadvantagedby a shortage of qualified staff in planning. Policy is formally enunciatedin the Five-Year Plan, prepared with inputs from the MOE-s Division of

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Educational Planning, the NEC, the NESDB, and the Committee of the Under-Secretary of State composed of the Directors-General of MOE departments ortheir representatives. However, the fragmented planning system is notconducive to a comprehensive translation of national education policy intoviable programs and projects. The weakness in planning is compounded by thelack-of a reliable national data base for systematic analysis of sectorissues.

2.16 The MOE's lack of sectoral devrelopment strategies and plans has beenan impediment to the efficient use of resources for educational and manpowerdevelopment in Thailand. The causes are the shortage of planning expertise inthe MOE, NEC and NESDB, and the lack of consistent coordination in social andeconomic planning between them. To improve the Government-s overall capacityfor educational and manpower planning and policy formulation and advance thegoal of an integrated planning system, l:he planning agencies of the MOE, NECand NESDB should be strengthened by a sl:aff development program and, in thecase of the MOE, by organizational restructuring as well. Studies should alsobe carried out on issues related to plaining and management. To improve over-all national planning, the NEC should be assigned the responsibility forinterministerial coordination in social and economic planning.

2.17 Regional Management. The main issue in regional management is theinability of the regional education offices (REOs) to maintain efficiency andimprove quality in secondary education, due to inadequacy in staffing,facilities, equipment and budgeting.

2.18 Each of the 12 educational regions (see map) has a regional educa-tion office responsible directly to the Office of the Under-Secretary of Statefor Education in the MOE. Each REO is hieaded by a regional education officerassisted by administrative and service staff appointed by the Office of theUnder-Secretary. Each REO has two or tlhree supervisory units, one each forgeneral education, physical education and/or vocational education, staffed bythe respective departments of the MOE.

2.19 The REOs presently have four inain functions:

(a) coordination of activities by institutions and agencies atregional level under the MOE and other ministries relating toeducation, culture and community development matters and generalguidance of educational development in line with officialpolicies;

(b) supervision of vocational, physical and general (academic) educa-tion; provision of in-service teacher training; and implementationof technical jobs initiated bir the REOs themselves or delegated bythe departments of the MOE;

(c) production and distribution of teaching-learning materials, suchas teacher manuals, students supplementary readers or textsrelevant to local needs; and

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(d) research and evaluation, including designing standardized tests,with the focus on topics relevant to regional or local issues,such as enrichment or remedial Thai language courses for non-Thaispeaking students and nonattendance or dropout problems in remoteareas.

2.20 There are substantial difficulties in carrying out these diversefunctions. The Regional Education Officer's power of coordination is limitedby the MOE's centralized decision-making process, which requires that signifi-cant matters be referred back to the departments concerned in the MOE. Theweakness in coordination at the central level is reflected at the regionallevel. In-service teacher training suffers from a lack of funds and staff,made more acute by the demands of the new secondary education, especially intechnical subjects. School supervision is restricted by inadequate budgetsfor school visits. The effectiveness of supervisors is vitiated by unrealis-tic demands which require them to serve as in-service teacher trainers andwriters of instructional materials and to carry out research. These multipleresponsibilities are not conducive to the development of expertise in anyfield and are detrimental to the quality of school supervision. Similarly,the production and distribution of teaching-learning materials, and researchand evaluation are hampered by the lack of funds and specialist staff.

2.21 The functions and responsibilities of the REOs need to be ration-alized and their effectiveness improved by providing them with adequateequipment and the appropriate resources for staff development.

2.22 ?rovincial Management. The main issue in provincial management isthe fragmentation of management responsibilities arising from the lack ofstaff trained in planning and the absence of an integrated planning system.In the 71 provinces the provincial education offices (PEOs) in theory repre-sent the Office of the Under-Secretary of State of the Ministry of Education(MOE) and should serve as coordinating agencies for all MOE departments atthe provincial level. In practice, however, individual provincial depart-ments and educational institutions report directly to the MOE's centralagencies. Without effective horizontal linkages between provincial agen-cies, there is a lack of coordination in the provincial management ofeducation. Although responsibility for provincial planning since 1977 hasbeen vested in provincial planning units attached to the offices of theprovincial governors, the shortage of trained and experienced planning staffhas resulted in poor coordination and integration of provincial educationaland manpower planning and a failure to bridge the gap between local andnational educational planning and management. To strengthen provincialmanagement, there should be a program of staff development in planning andmanagement and introduction of a system of educational planning that wouldarticulate provincial and national planning.

Government Plans and Strategy for Secondary Education Development

2.23 Consistent with the objectives to widen opportunities and improvequality, relevance and efficiency in schooling as well as to improve and

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maximize efficiency in educational management, the Government plans toincrease the participation rate in lower secondary education, covering theage group 13-15, from 39% in 1980 to 46% in 1986, with correspondingenrollments projected to rise from 1.3 million in 1980 to 1.7 million in1986. Simultaneously the Government plans to strengthen the planning andmanagement capabilities of central, regional and provincial planning andmanagement agencies.

2.24 Strategy. To achieve the aim of increased participation rates inlower secondary education, the Government plans to meet all requirementsto accomodate a projected expansion of about 400,000 places by providingnew facilities and replacing 50% of temporary places (total 340,000) whichare designated as dilapidated and overdue for replacement. Improvement inrelevance and quality would be achieved by government plans: (a) to provideworkshops, laboratories and other facilities together with adequate equip-ment and teaching materials for the teaching of work education as well asgeneral subjects; and (b) to upgrade the skills of teachers through in-ser-vice training. To meet the goal of improving efficiency in educationalmanagement, the Government plans to introdiuce needed organizational changesin selected central and regional planning of management agencies in stepwith projected staff development in planning and management skills. Theseagencies include the National Education Commission, the Population andManpower Planning Division of NESDB, and the MIOE's Division of EducationalPlanning and the Regional Education Offices.

2.25 External Assistance. The Governiment expects to finance its lowersecondary expansion and improvement with Lts own resources and assistancefrom IBRD. Multilateral aid is being provided from UNESCO/UNDP.

3. THE PROJECT

Objectives and Scope

3.01 The Thai education system is characterized by an overly academicbias, regional disparities in opportunities for education, inefficientteacher utilization, and ineffective educational and manpower planning andmanagement. The proposed project would assist the Government in addressingthese weaknesses by pursuing two broad ob;jectives, as follows:

(a) to improve the lower secondary education performance in dis-advantaged areas relating to access, relevance, quality andefficiency by (i) providing new and renovated classrooms, newworkshops and laboratories, materials, in-service staff trainingand technical assistance; and (ii) improving teacher utilizationthrough an increase in the averz.ge weekly teaching periods; and

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(b) to strengthen the national capacity of education and manpowerplanning and management by (i) introducing systemic improvementsin the central planning agency of the Ministry of Education, and(ii) providing technical assistance, training, equipment andmaterials to the central, regional, and provincial planningagencies of the Ministry of Education, the National EducationCommission, and the National Economic and Social DevelopmentBoard.

The project would involve the Ministry of Education, the National EducationCommission, and the National Economic and Social Development Board, Theproject would provide: (a) improved facilities to about 480 lower secondaryschools with a maximum capacity of about 335,000 student places; and (b)local and overseas staff training for about 1,430 persons.

Secondary Schools (US$142.9 million equivalent, excluding contingencies)

3.02 This project component would address the access, relevance, qualityand efficiency issues in secondary education through general upgrading ofselected secondary schools, furthering the implementation of the diversifiedcurriculum, improving the professional competencies of teaching and non-teaching staff of the project schools, and improving teacher utilization.

3.03 Improvement of Facilities. To improve quality and access insecondary education (para. 2.03) about 480 relatively disadvantaged lowersecondary schools in rural areas have been selected for assistance. Thefollowing criteria were used in the selection process:

(a) the school is located in one of the officially designated ruralpoverty districts that have been accorded development priorityunder the Fifth Plan;

(b) the school is located in an area with a low transition rate fromP6 (the last grade at primary level) to Ml;

(c) the school in academic year 1981 had a minimum of 70 and amaximum of 400 students enrolled in Ml (the first grade in thesecondary level);

(d) the school has a good access road and can be provided with waterand electricity; and

(e) the school site is large enough (generally about 35 rai or 6 ha)to accommodate proposed construction while leaving spaces adequatefor outdoor activities.

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Schools designated for inclusion in the pi^oject may be replaced by othersduring implementation only if they meet the above criteria. The number ofproject schools and their enrollment capacity are shown in Table 3.1.The number of project schools represents about 54% of all lower secondaryschools; a later second-phase project wou'Ld upgrade the remaining schools.During negotiations the Government and the Bank reached agreement oncriteria for the selection of lower secondary schools requiring upgrading ofphysical facilities.

Table 3.1: NUMBER AND ENROLLMENT CAPACITY OF PROJECT SCHOOLS

School model Enrollment Total(with number capacity Enrollment studentof classes) No. of schools per school in 1981 places /a

01:4-4-4 260 540 57,100 140,40002:6-6-6 160 810 73,800 129,60003:8-8-8 60 1,080 40,800 64,800

480 171,700 334,800

/a The estimated total cost per student place based on 540 places in the4-4-4 model schools is US$890 at April. 1982 prices. For Bank projectsdealing with secondary general/diversified education during FY78-80,the corresponding median cost was US$995 in mid-1980 prices.

3.04 Under the project, the 480 projEct schools would be provided withnew classrooms, if required to replace existing temporary facilities or tomeet projected enrollment requirements (para. 2.06), as well as workshops,laboratories and other facilities which will enable the new diversifiedcurriculum to be introduced. Needed equipment and furniture would also beprovided. Table 3.2 shows the distribution of existing (usable) facilitiesamong project schools and the new accommocations required. The types andnumbers of workshops for each school model, are listed in Table 3.3. Thetypes and amount (as indicated by estimatEd cost) of equipment and materialsare summarized in Table 3.4.

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Table 3.2: ESTIMATED DISTRIBUTION OF EXISTING AND NEW ACCOMMODATION

School modelType of 01:4-4-4 classes 02:6-6-6 classes 03:8-8-8 classes

accommodation (260 schools) (160 schools) (60 schools) TotalExisting New Existing New Existing New Existing Newno. no. no. no. no. no. no. no.

Classrooms 2,120 540 1,440 1,120 575 690 4,135 2,350Laboratories 215 54 180 140 55 67 450 261Other faci-lities 855 222 360 280 111 107 1,326 609

Workshops - 780 - 480 - 300 - 1,560

Total 3,190 1,596 1,980 2,020 741 1,164 5,911 4,780

Enrollment:1981(actual) 57,100 73,800 40,800 171,7001986(maxi-mum) 140,400 129,600 64,800 334,800

Table 3.3: DISTRIBUTION OF SCHOOL WORKSHOPS

School Model4-4-4 Classes 6-6-6 Classes 8-8-8 Classes

Types of workshops (260 schools) (160 schools) (60 schools)

Agriculture 1 1 1Home economics 1 1 -General industrial 1 1 1Food laboratory 1Wood, metal, construction 1Electrical, drafting 1

Total per School 3 3 5

Total per Model 780 480 300

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Table 3.4: DISTRIBUTION OF SCHOOL EQUIPMENT

School Model4-4-4 Classes 6-6-6 Classes 8-8-8 Classes

Equipment and (260 schools) (160 schools) (60 schools)materials for:…(Estimated costs in thousands Baht)…

Academic subjects 18 18 17School library 35 35 33Office and audio-visual aids 270 270 255General science 103 103 98Agriculture 42 42 39General home economics 37 37 -General home mechanics 320 - -Unit home economics - - 342Unit home mechanics - 331 378

Total Cost per School 825 840 1,162

Total Cost per Model 214,500 134,400 69,720

GRAND TOTAL B 418,620,000 (US$18.2 million)

3.05 Teaching Programs. With the proposed upgrading of facilities, itwould be possible for all project schools to follow the new lower secondarycurriculum comprising both compulsory sub-lects and electives. Work educationwould be a compulsory subject for all students and would emphasize practicerather than theory. Within the work educE.tion component all students wouldbe required to take the home management ccurse and in addition may chooseamong courses in home economics, agriculttre and industrial arts. Inpractice, the smaller schools would be ab]e to offer a limited range ofoccupational courses whereas the largest Echools would be able to offer afuller range of occupational courses as bcth compulsory and electivesubjects. The syllabus would also be adapted to the needs of the studentsand the community and would take advantage of agricultural activities andnonfarm enterprises in the surrounding area to provide students withopportunities for field work.

3.06 In-service Staff Training. To improve the quality of teaching andlearning in project schools, about 3,720 teachers and administrators wouldbe provided in-service training. For teachers, including about 480 part-timecommunity teachers one for each of the project schools, training wouldinvolve three groups: (a) those with no professional qualifications but withexperience in teaching; (b) experienced and qualified teachers with notraining in practical arts; (c) experienced and qualified teachers who needto be introduced to the concept of greater community participation. The

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training would deal with content and teaching methods in home mechanics,home economics, agriculture and industrial arts. The part-time communityteachers would be recruited to supplement with teaching specific skills suchas fruit and vegetable cultivation, cooking, small engine repair, etc. Thisapproach has been successfully used by the Nonformal Education Department inthe-operation of "interest group" courses for the out-of-school population.

3.07 In order that project schools can keep their equipment (in generalscience, home economics, home mechanics, agriculture and industrial arts) ingood working order, about 540 staff would be provided training in maintenanceand repair of equipment at the School Equipment Center in Don Muang district,financed under Credit 369-TH, and at regional centers. Another 3,160 non-teaching staff, including principals, librarians, school counsellors andcommunity development officers, would be provided short training in theirrespective areas of responsibility. The in-service training requirements aresummarized in Table 3.5.

Table 3.5: ESTIMATED IN-SERVICE TRAINING REQUIREMENTS

School Model Total no.01:4-4-4 Classes 02:6-6-6 Classes 03:8-8-8 Classes of staff(260 schools) (160 schools) (60 schools) to be trained

Practical arts 1,040 1,120 600 2,760t teachers

Part-time 260 160 60 480communityteachers

Equipment mainten- 260 160 120 540ance staff

Administrative 260 160 60 480/astaff

Community develop- 260 160 60 480ment staff

Librarians 260 160 60 480Counsellors 260 160 60 480Admin. staffseminars 520 480 240 1,240

Practical arts 260 160 60 480dept. headsseminars

Total 3,380 2,720 1,320 7,420

/a Including 34 central and regional personnel; about 96 would betrained overseas on short courses.

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3.08 The principal training agency would be the Supervisory Unit of theDepartment of General Education in conjunction with other agencies concernedsuch as the Departments of Vocational Education, Nonformal Education, TeacherTraining and Community Development. In order to train a maximum number ofstaff with limited resources, echo training (para. 2.08), although less thanideal, would be used whereby central supErvisors would train regionalsupervisors from the 12 regional centers, and they in turn would train theteachers at the regional centers. All training courses would be held instep with the development of the project schools. Seminars for principals,assistant principals and practical arts department heads would be held atselected regional centers by the DGE's Supervisory Unit. Outcomes of theseminars would be used as the basis for further improvement of training andcurriculum implementation in the followirLg phase. In each implementationphase, training would be carried out in t;he following sequence:

(a) overseas training /1 for resource personnel from the schools andthe DGE;

(b) in-country training by overseas-trained resource personnel fortrainers from schools and the DGE; and

(c) training of practical arts teachers and nonteaching staff, andseminars for principals, assistant principals, and practical artsdepartment heads by the Supervisory Unit at selected regionalcenters.

3.09 Output. When fully operational, the project schools would have amaximum enrollment of about 335,000 studEnts (26% of total lower secondaryenrollments) and are expected to graduate about 111,000 students (24% of totallower secondary graduates) each year. About 80% of lower secondary graduatesare expected to continue their education at the upper secondary level.

3.10 Teacher Utilization. As menticined in paragraph 2.10, poor teacherutilization at the. secondary school level. adds significantly to educationalcosts. The Government has prepared draft. plans for improving teacher utili-zation at the secondary level for implementation under the project. Theobjective would be to increase the average weekly teaching periods from thecurrent 16 per week (13-1/2 hours) to 18 per week (15 hours). With a maxi-mum of 35 class periods per week, this change would represent an improvementfrom 46% to 51% in the classroom teaching utilization rate. More efficientuse of teachers would allow-an increase i.n the average teacher-student ratiofrom 1:18 to 1:20 (without necessarily increasing class size) and reduce the

/1 At INNOTECH (Center for Innovation and Technology in Education), anagency of SEAMEO (South-East Asian Ministers of Education Organization)based in Manila, the Philippines. INNOTECH has successfully organizedtraining courses for the Community Secondary Schools project componentfinanced under Credit 913-THI.

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expenditure on teacher salaries significantly. Meeting these targets would,for example, translate by 1986 into annual recurrent expenditure savings ofUS$3 million for the project schools or over US$17 million for all lowersecondary schools. During negotiations it was agreed that the finalizedplans for improving teacher utilization would be submitted to the Bank byDecember 31, 1983, for an exchange of views and appropriate follow-up.

3.11 Teacher Incentives. Rural schools find it difficult to attractsufficiently qualified teachers for a variety of reasons: distance fromamenities of urban communities, reduced opportunities for supplementaryincome, and relatively poor physical facilities and teaching materials. Theproject is addressing this issue for project schools by improving the quali-fications of existing teachers through training and improving the classroomenvironment through improved facilities and materials. The Governmentalready provides housing and scholarships for rural teachers but additionalincentives, such as improved promotion prospects or salary supplementsare required to offset the natural attraction of urban locations. Duringnegotiations Government agreed to undertake a study on incentives to attractand retain teachers in rural areas, and to furnish its recommendations to.the Bank by December 31, 1984. After an exchange of views between the Bankand the Government, appropriate measures would be taken.

Planning and Management (US$5.6 million, excluding contingencies)

3.12 This project component would improve the Government's overallcapacity for educational and manpower planning and help develop an integratedplanning system in which there would be effective coordination of departmentaland ministerial planning and policy formulation within and between the MOE,NEC and NESDB. It would also strengthen the linkages between central andregional or provincial planning and management agencies.

3.13 Central and Provincial Staff Development. The objective of thisproject component is to develop an integrated planning system that wouldcoordinate the management of resources at ministerial level as well asbetween central and provincial planning units. This would be achieved by(i) entrusting the NEC with responsibility for overseeing and coordinatinginterministerial planning; (ii) restructuring and strengthening the Divisionof Educational Planning to enable it to formulate sectoral plans and poli-cies and coordinate development plans of the MOE departments; (iii) under-taking a study to clarify the planning functions of, and relationshipbetween, the NEC, NESDB and the Division of Educational Planning; and(iv) provision of technical assistance and training in planning andmanagement. During negotiations, the Government agreed that it would, byJanuary 31, 1983, submit plans to the Bank for expanding NEC's responsibi-lities and for strengthening the Division of Educational Planning in MOE,and thereafter implement the plan after an exchange of views with the Bank.

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3.14 In order to strengthen staff expertise in planning and management,training would be provided for the Division of Educational Planning, depart-mental planning units, the Office of the National Primary Education Commis-sion, the Central Procurement Unit, and the 71 provincial planning units ofthe MOE; the Population and Manpower Planning Division of NESDB; and theNEC. Overseas and local fellowships would be provided to these agencies forshort courses as well as higher degree stu(dies in manpower and educationalplanning and in related subjects such as statistics, demography, computerscience, educational measurement and educational administration. The pro-ject would finance about 40 man-years of overseas fellowships for 50 staffand 6 man-years of local fellowships for 4 staff of the central planningagencies. The project would also finance about 260 man-years of local stafftraining, including workshops and seminars. The training would focus onoperational issues such as manpower and educational planning techniques,developing an effective management informc.tion system, program or projectplanning and budgeting, and project monitoring and evaluation. The trainingprograms, comprising short courses and workshops, would be carried out atthe central and regional levels by NEC, REOs and NESDB for 51, 12 and14 persons respectively, and at the provincial level by EPD and other MOE.departments for 143 persons, ONPEC for 73 persons, and NEC for 1,080 per-sons, whose training would focus on micro-planning techniques. The projectwould also provide some equipment to the Division of Educational Planningand the NEC. Table 3.6 summarizes the staff development program. TheGovernment would select staff for overseas fellowships under agreed termsand conditions, including specification cf the field of study.

3.15 Regional Management. To improve regional management (para. 2.17),the project would provide technical assistance and training to help ration-alize the management and organization of REOs as well as to improve capa-bilities in school supervision, curriculuim research and instructionalmaterials development. The project includes the provision of 3 man-years oflocal consulting services and a total of 4 man-years of local fellowships.The Government would select staff for local fellowships based on agreedcriteria and determine the terms and conditions for fellowships, includingspecification of the field of study. During project implementation theGovernment would submit to the Bank progress reports on the improvement ofthe REOs' management and organization.

3.16 The project would also help strengthen the REOs in the four majorgeographical regions: Region 3 (Songkh'a-south), Region 6 (Lopburi-central),Region 7 (Phitsanulok-north), and Region 11 (Nakhon Ratchasima-northeast).The Government has already started work on improving the REOs in these fourregions as the first phase of a plan to improve the management of all 12REOs in the country. The objective is to enable the REOs to improve thequality and effectiveness of secondary education through more comprehensivesupervision of schools and in-service teacher training, production and dis-semination of supplementary instructional materials, and research into local

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Table 3.6: PLANNING AND MANAGEMENT STAFF DEVELOPMENT PROGRAM

MOE NEC NESDB Total

No. of ParticipantsOverseas fellowships 30/a 11 10/e 51Local fellowships 4/b - 4Local training 228/c 1,131/d 14 1,373

Total 262 1,142 24 1,428

Total Man-yearsOverseas fellowships 24.6 10.7 7.0 42.3Local fellowships 6.0 - - 6.0Local training 76.3 180.8 3.5 260.6

Total 106.9 191.5 10.5 308.9

/a Includes: Department of General Education, 6; Division of EducationPlanning and other MOE departments, 18; Office of the National PrimaryEducation Commission, 2; Central Procurement Unit, 4.

/b Includes: Division of Education Planning, 2; DGE, 2. Two fellowshipsfor DGE would be for social planning/rural development at the AsianInstitute of Technology, Bangkok, and the other two in local universi-ties in project/program planning and evaluation.

/c Includes: Division of Education Planning and other MOE departments,143 planning staff; ONPEC, 73; REO, 12.

/d Central staff, 51; provincial staff, 1,080.

/e Population and Manpower Planning Division.

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educational problems. As part of the strategy to achieve these objectives,the Government would provide office equipinent and furniture and referencematerials for curriculum development and production of teaching-learningmaterials. The Government would also provide each of the REOs with thefollowing additional staff: one Assistant Regional Education Officer, fivetechnical staff, four support staff, and varying numbers of supervisors.The technical staff would support the REOs' research and experimentation,audio-visual and other services, and the increased production of instruc-tional materials and standardized tests. The REOs' training functions wouldbe strengthened by staff from the teachec training colleges. While schoolsare expected to increase by an average of five per year per region, theratio of supervisors to schools would improve slightly from 1:10 to 1:8.With enhanced capacity each REO, on average, would be able to increase itsmajor functions per year as shown in Table 3.7. Tables 3.8 and 3.9 summar-ize the expected changes in staffing of the REOs. During negotiations, itwas agreed with the Government that additional staff for the four REOs inRegions 3, 6, 7 and 11 would be appointed in accord with an agreed schedule.

Table 3.7: MAJOR ACTIVITIES OF REGIONAL EDUCATION OFFICESIN REGIONS 3, 6, 7 AND 11

Before Afterreinforcement reinforcement

of REO of REO

In-service Training Participants(a) Teachers 1,500 2,100(b) School cluster administrators 700 800(c) School counsellors 450 550(d) General administration 250 250(e) Other staff 270 400

Supervision(a) Schools reached 230 300(b) Teachers supervised 1,250 2,000

Production of Instructional Materials(a) Total no. of pages produced 7,200 27,000(b) No. of teaching aids 1,900 6,600(c) No. of schools benefitted 1,300 2,400

Production of Standardized Tests(a) No. of tests produced 1,000 2,000(b) No. of schools reached 200 300

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Table 3.8: REGIONAL EDUCATION OFFICE STAFF

Departments and Number of present staff Number of additional staffdesignations R3 R6 R7 RI1/a R3 R6 R7 RI1/a

Regional Ed. OfficeReg. Ed. Officer 1 1 1 1 - - - -

Asst. R.E. Officer 1 1 1 1 1 1 1 1Technical staff /b 5 5 5 5Support staff 10 10 10 11 4 4 4 4

Dept. of Gen. Ed.Chief supervisor 1 1 1 1 - - - -Supervisors 27 25 22 23 2 4 7 6

Dept. of Phys. Ed.Chief Supervisor 1 1 1 1 - - - -

Supervisors 4 3 4 4

Dept. of Voc. Ed.Chief supervisor 1 1 1 - - -

Supervisors 2 5 3 - 2 - 1 5

Total 48 48 44 42 14 14 18 21

/a Region 3 = Songkhla, Region 6 = Lopburi, Region 7 = Phitsanulok,Region 11 Nakhon Ratchasima.

lb Includes statisticians, researchers, supplies managers, specialists inplanning and evaluation and personnel administration, printers anddesigners.

Table 3.9: NUMBER OF SCHOOLS PER SUPERVISOR

1981 1983 (projected)No. of No. of

No. of schools No. of schoolssuper- No. of per super- No. of per

Region visors schools supervisor visors schools supervisor

3 36 414 12 40 424 116 36 294 8 40 304 87 32 336 11 40 346 911 29 244 9 40 254 7

Average 33 322 10 40 332 8

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3.17 Studies and Preparation of Future Projects. The project wouldassist the Government with planning and management studies and preparationof future projects (para 2.16). Three major areas have been identified forpriority studies: vocational and technical education and manpower needs,teacher training, and educational planning. The study on vocational andtechnical education and manpower needs wouldl focus on the current and pros-pective needs of vocational and technical manpower in view of the structuralchanges in the agricultural and industrial sectors. A study of the preser-vice and in-service teacher training would be carried out to rationalize thearticulation of various parts of the teacher training system, particularlythe Teacher Training Colleges, the Regional Education Offices, the Provin-cial Primary Education Offices, the Technical Colleges and SrinakharinwirotUniversity. The proposed study on educational planning would examinecurrent problems in inter-ministerial and interdepartmental planning inorder to devise an effective integrated planning system. Provision is madefor other studies to be included in the couirse of project implementation.Technical assistance would be provided as :follows: (a) studies: localconsultants - 25 man-months, foreign consultants - 31 man-months; (b) pre-paration of future projects: local consultants - 57 man-months, foreignconsultants - 72 man-months. The studies would be carried out in accordancewith agreed terms of reference.

3.18 Monitoring and Evaluation. The project would help establish pro-cedures for, and implementation of, monitoring and evaluation of the pro-ject. For the Lower Secondary Schools conmponent, the procedures shouldbuild on the experience gained in evaluating the Community Secondary Schoolsin the Fifth Education Project. A monitor-'lng team in the MOE would be res-ponsible for coordinating the collection and analysis of data on the pro-curement and use of the physical facilities provided under the project; onthe numbers and types of teachers trained under the project; on the utiliza-tion of teachers in all project schools, including longitudinal informationon teaching loads, broken down by the teacher's subject area, school sizeand location; on school operating costs; and on student enrollments, atten-dance, dropout behavior, and in-school performance. Tracer studies would beconducted, for an adequate sample of project schools, to determine thewhereabouts and education/work experiences of graduates of the lower second-ary schools. Comparable information would be collected for a sample ofstudents who do not continue on to secondary education after completingprimary education and for another sample who attend the non-project schools.Technical assistance would comprise 37 man-months of local consultants and47 man-months of foreign consultants.

3.19 In addition, the National Education Commission would undertakeseparate mid-term and final evaluations of all project components. The NECwould make use of the data provided by the MOE monitoring team and assess theplanning, implementation, and impact of the project components to determinethe extent to which the objectives are being met and to identify the majorstrengths and weaknesses of the project. The evaluations of the staffdevelopment programs in the MOE, NEC and NESDB would focus on theeffectiveness of local and foreign training and of organizational andprocedural changes in the MOE, NEC and NESDB's planning, budgeting andmanagement functions. The evaluations should include, among other things,progress in coordination in departmentaL operations.

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3.20 Technical Assistance. Consultant services and fellowships to beprovided under the project for planning and management are summarized inTable 3.10. A total of 51 overseas and 4 local fellowships, amounting to42.3 man-years and 6 man-years, respectively, would be provided to the MIOE,NEC and NESDB for developing staff expertise in planning and management(det-ails in para. 3.13). Local and foreign consultant services would beprovided to design and implement programs for local staff in-service trainingin planning and management for the MOE, NEC and NESDB, and to assist the MlOEin project implementation. For the REOs, local consultant services would beprovided to assist in curriculum research and development, and in-servicetraining and supervision methods. The Government would appoint consultantsunder agreed terms and conditions of employment.

Table 3.10: TECHNICAL ASSISTANCE

Consultant services FellowshipsNumber of Number ofconsultants Man-years fellowships Man-yearsFor- For- Over- Over-

Project component- eign Local eign Local seas Local seas Local

Planning and ManagementMinistry of Education 2 5 5 6.0 30 4 24.6 6National EducationCommission 3 22 1. 5.8 11 - 10.7 -

National Economic &Social DevelopmentBoard 2 3 2 4.0 10 - 7.0 -

Total 7 30 8 15.8 51 4 42.3 6

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4. PROJECT COST AND I4PLEMENTATION

Cost

4.01 The total cost of the project iE, estimated at about Baht 4,932million or US$214.4 million equivalent. The estimated cost by project itemis summarized in Table 4.1 below:

Table 4.1: SUMMARY OF cosTrS BY PROJECT ITEM /a

Baht millions US$ millionsProject items Local Foreign Total Local Foreign Total

Lower secondary schools:Workshops 783 466 1,249 34.1 20.2 54.3Academic facilities 1,330 708 2,038 57.8 30.8 88.6

Subtotal - 2,113 1,174 3,287 91.9 51.0 142.9

Planning and ManagementMinistry of Education 19 29 48 0.8 1.3 2.1National Education

Commission 24 12 36 1.0 0.5 1.5National. Economic and

Social Dev. Board 3 7 10 0.2 0.3 0.5Studies, Evaluation,Future Projects 7 28 35 0.3 1.2 1.5

Base Cost 2,166 1,250 3,416 94.2 54.3 148.5

Contingencies /bPhysical 193 100 293 8.4 4.4 12.8Price 887 336 1,223 38.5 14.6 53.1

Total Project Cost 3,246 1,686 4,932 141.1 73.3 214.4

/a Detailed figures may not add up duei to rounding.

/b Under present government practice the contingency fund is not providedas a separate item but included in the unit costs adjusted to annualprice increases.

A summary of the project cost by type of expenditure is given in Table 4.2.

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Table 4.2: PROJECT COST BY CATEGORY OF EXPENDITURE /a

Baht millions US$ millionsType of expenditure Local Foreign Total Local Foreign Total

Civil works /b 1,765 831 2,596 76.8 36.1 112.9Furniture Ic 157 67 225 6.8 2.9 9.7Equipment /d 146 272 418 6.3 11.8 18.2Professional services 35 4 39 1.5 0.2 1.7Training 43 32 75 1.9 1.4 3.3Consultant services 19 44 63 0.8 1.9 2.7

Base Cost 2,166 1,250 3,416 94.2 54.3 148.5

Contingenciesphysical 193 100 293 8.4 4.4 12.8Price 887 336 1,223 38.5 14.6 53.1

Total Project Cost 3,246 1,686 4,932 141.1 73.3 214.4

/a Detailed figures may not add up due to rounding.lb 1,560 workshops and 2,428 new classrooms and other facilities with

related sites works at 480 schools./c Furniture for the workshops, replacements and supplementary furniture

for the 480 schools./d Equipment for the workshops and supplementary equipment for the 480

schools.

4.02 Base cost estimates refer to April 1982 prices (Annex 3). Esti-mates of construction costs are based on bids for construction of buildingssimilar to those proposed for the project, which would be functional indesign and be simple structures mainly of local materials. Site develop-ment costs are on the average estimated at 17% of construction costs; thecost of professional services /1 included in the project for 280 schools(services for 200 schools would be financed under Loan 1271-TH) is estimatedat 1.5% of the cost of civil works and covers soil investigation, and labor-atory tests and reports at US$870 and US$220 per site respectively; topo-graphical surveys of 180 man-months at US$945 per man-month, and of workingdrawings of about 100 man-months at US$820 per man-month. The salaries ofclerks of works are estimated at 0.5% of the cost of civil works (240 man-years at US$2,610 per man-year) ; and furniture at 10% of constructioncosts. Equipment cost estimates are based on preliminary equipment listswhich were reviewed during appraisal and found reasonable. The cost of

/1 These are engineering and architectural services for civil works. Allother services are referred to as "consultant services."

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teacher training for the project's lower secondary school teachers isestimated at B 2,000 (about US$90) per trainee, and allowances are made forplanning and management, studies, evaluation and monitoring, and for thepreparation of future projects. The cost of specialist (expatriate)services, including salaries, housing allcwances and airfares is estimatedat US$8,000/ man-month. The cost of local specialist services is estimatedat US$2,500! man-month. Foreign fellowship costs are estimated atUS$1,500/man-month and local fellowship cc,sts at US$500/manmonth. Costs forthese components are in line with current costs.

4.03 The use factors of workshops are 70% for the Model 01 and 03schools (with 4-4-4 and 8-8-8 classes respectively), and 90% for the Model02 schools (with 6-6-6 classes), based on 35 weekly teaching periods. Theunit building cost would amount to about IJS$130 per sq m (April 1982 cost),which is within the unit cost for similar buildings in the region. Theoverall use factor of each school's teach:ng facility, which would comprise:(a) existing teaching spaces, rehabilitated or converted; and (b) newfacilities, mainly workshops and classroomas, is estimated at about 85%.

4.04 Contingency Allowances. The contingency allowance of US$65.9 mil-lion includes: (a) physical contingencies amounting to an average of 8.6% ofthe base cost; and (b) price contingencies averaging 33% of the base costand physical contingencies (Annex 4 gives details). Price contingencieswere calculated on the basis of the implemnentation schedule agreed betweenthe Government and the Bank (Annex 5) witlh price increases at the followingannual percentage rates:

Rate %Year Local Foreign

1982 12 8.01983 12 8.01984 10 7.51985 9 7.01986 8 6.0

4.05 Foreign Exchange Component. The foreign exchange component hasbeen estimated at: (a) civil works 30%; (b) furniture 28%; (c) equipment63%; (d) professional services 9%; (e) training 41% average; and (f) con-sultant services 68% average. These percentages have been calculated on theassumption that it is likely that contracts for civil works, furniture andprofessional services would be awarded tc local contractors, manufacturersand consulting firms and that most of the equipment contracts would beawarded to overseas firms. Including cortingencies the foreign exchangecomponent is estimated at US$73.3 milliorn, or 34% of total project costs.

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4.06 Customs Duties and Taxes. The total customs duties and taxes areestimated at US$27.9 million, or about 13% of the total project cost,including contingencies. Thailand does not participate in any regionalarrangement that allows reduced import duties for specified import suppliers.

Financing

4.07 The financial plan provides for a loan of US$75.0 million, asshown in Table 4.3:

Table 4.3: FINANCIAL PLAN

US$ in millions IBRDCategories RTG IBRD Total (%)

A. To be financed by RTG onlyLower secondary schoolacademic facilities 72.7 - 72.7 -

B. To be financed by RTG & IBRDLower secondary schoolworkshops 8.0 32.2 40.2 80Furniture 9.7 - 9.7 -

Equipment 6.4 11.8 18.2 65Professional services, con-sultants and training - 7.7 7.7 100

Subtotal B 24.1 51.7 75.8

ContingenciesPhysical 9.0 3.8 12.8Price 35.3 17.8 53.1

Total Project Cost 141.1 73.3 214.4Bank's front-end fee - 1.1/a 1.1Total financing 141.1 74.4 215.5 35of which taxes 27.9 - 27.9

(net of taxes 187.7) 40

Rounded total 141.0 75.0 216.0

/a US$1,108,374

The proposed loan would finance the total foreign exchange component of theproject or 40% of total costs, net of taxes. The Government would financeall local costs.

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4.08 Recurrent Cost. Full recurrent expenditures for project compo-nents would commence in 1984, amounting to about Baht 188 million (US$8.2million) per year. Annual incremental recurrent costs for 1984-1987 arebased on the completion of 120 schools ir. each of the preceding years.Assuming that total recurrent expenditure for secondary education will growat 14% annually over the Fifth Plan period, incremental recurrent expendi-tures generated by the project would account for 10% of the total estimatedrecurrent expenditure for secondary education in 1987.

Implementation

4.09 Responsibility for implementing the project would rest with theUnder-Secretary of State for Education. Staff were appointed to theUnder-Secretary's office under the Multil?urpose (Fifth) Education Project(Credit 913-TH) to provide support services and coordinate project implemen-tation carried out by line units in the M.LOE. The staff in the Under-Secretary's office responsible for support and coordination are called theCentral Procurement Unit. To assure the continuing good performance of theTJnit, three man-years of expert services and two man-years of fellowshiptraining of local Unit staff have been included in the project. The Unitwould be responsible for coordinating the preparation of quarterly progressreports to the Bank. The progress reports, which would initially be com-piled by the subproject units, would show the implementation status of allproject components and ensuing implementation plans, including constructionschedules and cost estimates. The reports would also set out actual andanticipated budget allocations for the project and for replacements and newfacilities and for housing at project schools (para. 4.07).

4.10 Project Management. While the Central Procurement Unit wouldassume responsibility for overall coordination, the Department of GeneralEducation would be directly responsible for implementing the lower secondaryschools component of the project, and the Office of the Under-Secretary ofState for Education, the National Education Commission, and the NationalEconomic and Social Development Board would be responsible for implementingtheir respective staff development programs under the planning andmanagement component.

4.11 The DGE architects would direct and assist a consulting firm ofengineers engaged to carry out surveys and prepare inventories of projectschools, and topographical surveys, and soil tests of the sites. The DGEarchitects would supervise construction work at regular intervals and checkprogress, and clerks of works would supervise construction daily. TheGovrnment would employ consultants for the survey of project schools underterms and conditions satisfactory to the Bank.

4.12 Budgeting and Procurement. tNulti-year contracting is permitted bythe Government in special circumstances, and multi-year contracts are beingpracticed for the Community Secondary Schools under the Fifth Education

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Project, including transfers of budget funds. To facilitate project imple-mentation the Government would allow the same practice to provide the pro-posed Secondary Education Project with budget funds which would be adjustedto price escalation.

State of Preparation

4.13 Physical implementation of the project would be executed in fourphases (see Annex 5). Phase I implementation is scheduled as follows: (a)preliminary standard designs of workshops acceptable to the Bank have beenprepared by architects in the Department of General Educaton (DGE); (b)working drawings and tender documents for the workshops as well as forfacilities to be rehabilitated or converted, dilapidated buildings to bereplaced, and for new buildings to be constructed in existing standarddesigns are being prepared in the DGE's architectural office; (c) surveysfor about 200 project schools, began in April 1982, paid for with funds fromLoan 1271-TH. Based on these surveys, the DGE architects would completetender and contract documents for the 120 first phase schools. Tenders,review of tenders and award of contracts for the first phase would be inOctober 1982-January 1983, construction would start in February 1983, and becompleted in January 1984; (d) draft master equipment lists are completed;(e) draft terms of reference for consultants have been prepared; (f) draftplans for local and overseas training have been prepared.

4.14 Implementation Schedule. The project would be implemented overfive years and three months following loan effectivenes, including twelvemonths of guarantee period, with a completion date of December 31, 1986, and,to allow for finalization of accounts and withdrawals, a Closing Date ofDecember 31, 1987. Following completion of the first phase, constructionfor the second phase would start in February 1984, the third phase inNovember 1984, and the fourth phase in January 1986, each covering aconstruction period of 12 months. Each construction phase would includeabout 120 schools. Tenders and contract awards for supplementary furnitureand equipment (some 25% of the total) would be in January-April 1983, withdelivery and installation in existing buildings at the schools in late 1983/early 1984. Procurement of remaining furniture and equipment would be inphases with construction. The training elements of the project, studies,evaluation and monitoring, and preparations for future projects would bephased over three to four years, 1983 through 1986.

4.15 Schools and Sites. The surveys of schools selected for inclusionin the project include information on population and potentials fordevelopment of the location, in addition to the technical information.Detailed criteria for the selection of schools and sites are set out inpara. 3.03.

4.16 Maintenance. School buildings in Thailand are reasonably wellmaintained. Funds for maintenance of secondary school facilities are allo-cated yearly by the Department of General Education. Minor repairs and

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replacements are paid for by the school out of parents' voluntary contribu-tions or school fees.

Procurement

4.17 Civil works and procurement of furniture and equipment would begrouped to the extent practicable to increase competition in bidding. Civilworks contracts would amount to about US$165 million equivalent inclusive ofprice escalation. Contracts for civil wDrks would be awarded on the basisof local competitive bidding, but foreign contractors would be permitted toparticipate. Thailand has well-developed building industries and foreignfirms not already established in Thailand are unlikely to bid due to therelatively small bid packages (US$200,000-1,000,000), the mixture of altera-tions and new works under the contracts, and the 480 scattered constructionsites. Local contractors have won all civil works contracts in past educa-tion projects. Bidding would follow current government procurement proce-dures acceptable to the Bank. Prior Bark review would be required on con-tract awards above US$700,000 equivalent, for civil works, and it is expectedthat about 20% of the number of contracts would be reviewed. Annex 6 listsdocuments for civil works and those to be reviewed by the Bank.

4.18 Equipment packages of US$100,000 equivalent or more would beawarded on the basis of international competitive bidding in accordance withBank guidelines. The total value of equipment which will go to ICB is aboutUS$18 million. In bid comparison, domestic manufacturers would be allowed apreferential margin of 15% or the existing customs duty, whichever is thelower, over the c.i.f. price of competLng imports. Equipment which cannotbe grouped to form packages of US$100,0J0 or more and furniture may beawarded without prior Bank review on the basis of local competitive biddingin accordance with current government procurement practices acceptable tothe Bank. Miscellaneous items of equipment, in packages not exceedingUS$50,000 equivalent, subject to an aggregate total not exceeding US$2.5 mil-lion equivalent, could be purchased through local procurement proceduressatisfactory to the Bank. Books and journals with a total value ofUS$726,000, would be procured through direct purchase after negotiations fordiscount.

Disbursements

4.19 The proposed loan of US$75 million would be disbursed on the basisof:

(a) 80% of the cost of construction and site development ofworkshops;

(b) 100% of the foreign exchange cost of imported equipment, books andjournals, 100% of the ex-factory cost of locally manufacturedequipment, books and journals, and 65% of the cost of equipment,books and journals procured locally; and

(c) 100% of the cost of. professional services, consultant servicesand training.

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4.20 All disbursements would be fully documented except disbursementsfor civil works contracts not subject to the Bank's prior review and localtraining, which would be made against a statement of expenditure, documenta-tion of which would be retained by the Borrower and would be available forinspection by Bank supervision missions. The statement of expenditureprocedure for civil works would be appropriate in view of: (a) the largenumber (some 90 packages) of small contracts (para. 4.17) spread over thewhole country; and (b) the small amounts (US$30,000-70,000 equivalent) ofreimbursements per contract. The proposed disbursement schedule is shownin Table 4.4.

4.21 Based upon experience of implementing previous Bank/IDA projects,the MOE has satisfactory capacity to use the statement of expenditure pro-cedure. The DGE architects (para. 4.11) would certify the completion of thestages of construction.

Accounting

4.22 The MOE, NEC and NESDB would establish and maintain project-relatedaccounts and would furnish the Central Procurement Unit, which would beresponsible for the coordination of project implementation, with suchaccounting information as may be required. These accounts would be opera-tional from the start of project implementation. Such accounts would bemaintained in accordance with sound and generally recognized accountingprinciples and practices satisfactory to the Bank to enable the CentralProcurement Unit to provide interim and annual financial statements reflect-Ing the financial performance and position of the project. Such financialstatements would be the basis of annual auditing of expenditure incurred bythe MOE, NEC and NESDB with particular attention to expenditure reimbursedagainst statements of expenditure. Auditing would be performed by indepen-dent auditors appointed in consultation with, and acceptable to, the Bank.Annual audits would be submitted to the Bank within six months after the endof each fiscal year of the Government to provide adequate and timely infor-mation for the supervision of loan disbursements and of the project ingeneral.

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Table 4.4: ESTIMATED SCHEDULE OF EXPENDITURES AND DISBURSEMENTS

Disbursement profile /aThis Regional

Bank fiscal Disbursements project /b average inyear and Semester Cumulative education Icsemester ---- (US$ million) ------------ () -- …-__

1983Ist - -

2nd 1.1 1.1 1.5 0.9

19841st 6.4 7.5 - -2nd 9.0 16.5 20.5 3.1

19851st 9.0 25.5 - -2nd 9.5 35.0 24.7 11.0

1986ist 10.0 45.0 - -2nd 10.0 55.0 26.7 16.7

19871st 10.0 65.0 - -2nd 8.5 73.5 24.7 27.0

1988lst 1.5 75.0 2.0

/a The profile shows percentages disbursed in a given year.

/b The projected higher rates of disbursements are due to early procurementof supplementary equipment to be Lnstalled in existing buildings.

Ic The regional profile includes 30 ejducation projects with at least 2years of implementation activity. It tapers off to include 17 projectswith at least 6 years of implementation activity.

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5. BENEFITS AND RISKS

5.01 The proposed project would improve access, quality, relevanceand efficiency in lower secondary education through the provision of improvedclassroom facilities, workshops, equipment and materials and inservicetraining of teachers and administrators and strengthen planning and managementthrough staff development.

Benefits

5.02 Under the Secondary School component, the schools would be able toteach the diversified curriculum effectively through the provision ofimproved classroom facilities, workshops and equipment and inservice trainingfor some 3,240 teachers in work education subjects. With greater attentiongiven to work education subjects, secondary education would prepare studentsbetter for productive employment when they leave school. By focusing on thesmaller rural schools where better qualified teachers with better incentiveswould be encouraged to teach, the project would improve equity and quality andhelp arrest the drift of secondary students to the generally better-equippedand better-staffed urban schools. By 1987 a target of about 335,000 studentswould be served by the 480 schools involved in the project. With improvedteacher utilization by 1987, there would be annual recurrent expendituresavings of US$3 million for the project schools and over US$17 million for alllower secondary schools.

5.03 The project would strengthen the Government's overall institutionaldevelopment by improving the effectiveness of planning and management in theMOE, NEC and NESDB. The provision for staff development involving about1,430 personnel of the MOE, NEC and NESDB would strengthen the Government'scapacity for effective planning, appraisal, monitoring and evaluation ofsectoral and intersectoral projects and programs and advance the goal ofdeveloping an integrated planning system within and between ministries. Thetraining of provincial staff in planning techniques would also strengthenlinkages between provincial planning units and central planning agencies.Four of the Regional Education Offices would be provided with equipment andmaterials and technical assistance for organizational and staff development toimprove their effectiveness in school supervision, inservice teacher training,research, and production of local instructional materials. The improvedeffectiveness of the REOs would be part of the overall strategy to improve thequality, relevance and efficiency of lower secondary education.

Risks

5.04 The secondary school component may not be able to reverse thedrift of rural students to the urban schools or to attract better qualifiedteachers to the rural schools, but the project's provision of improvedfacilities, equipment, and instructional materials would provide teachers

- 43 -

and rural students a viable alternative to urban schools. Further, theremay be some difficulty in recruiting suffic:ient numbers of qualified staffto teach work education subjects. In the short run this difficulty would beovercome by inservice courses for general sibject teachers in the workeducation subjects and part-time community teachers who would be recruitedas necessary and by improved efficiency in the use of teachers in classroomteaching. In the long run it would be overcome by adjustments to theteacher training system, for which the project would provide funds for astudy. An additional risk is that the implementation program, requiring 120schools to be upgraded each year for four consecutive years, might strainthe manpower of the DGE, but this would be relieved by improved managementcapacity through the project's planning and management staff developmentprogram.

5.05 Despite these risks, which would be kept under review during imple-mentation, the project is justified by its expected contributions to thequality, relevance and efficiency of lower secondary education, wideningaccess to secondary education in deprived areas, and strengthening theGovernment's planning and management capacity.

6. AGREEMENTS REACHED ANID RECOMIENDATIONS

6.01 During negotiations, the Governtaent and the Bank reached agreementon the folLowing:

(a) criteria for the selection of lawer secondary schools requiringupgrading of physical facilities (para. 3.03);

(b) finalized teacher utilization plans would be submitted to theBank by December 31, 1983 (para. 3.10);

(c) recommendations for teacher incentives would be submitted tothe Bank and appropriate measures taken thereafter (para. 3.11);

(d) plans for expanding NEC's responsibilities and for strengtheningthe Division of Educational Planning would be submitted by theGovernment to the Bank by January 31, 1983 (para. 3.13); and

(e) additional staff for the four REOs in Regions 3, 6, 7 and 11would be appointed in accord with an agreed schedule (para. 3.16).

- 44 -

6.02 Subject to the above conditions, the proposed project would con-stitute a suitable basis for a loan of US$75 million equivalent to theGovernment of Thailand for a term of 20 years, including a 5-year graceperiod.

COOW*ATZVE £DUCf11U8 11OC*T0t ANNEX I

APRIL it. 10112

* . C~~~~~~~~~ ~~CENTRAL: I * . C C ~~~~~~~~GOVT. I I.

04NP/ C EXP. ON: I : :RI. 'RECURRENT' 50 :CAPITA: CEDU. AS: EDUCATION :LITER- PRI. 1109911f- 1sruJ- :uNr CO5TCPR008ESBC: SEC. :STU- 4HIG44ERC,

AT C CX rTL. REcuJERENr CAC1 ENROILCTWON CDENTSIPRIM. ED.ICWN RATE 1EWRGLL!EWTS%ENROLLCI MAR6kET: % 8N7 CCEN4TRhLCEXP ALLOCATED: RATE RATIO :RATE F0R19ER :AS 1 6144/17F04 9R1. CR610 CRPER, CRATID

404I. :PRICES: DEVCOTED: GOUT. TO' CCX 09 MET tPRI.8C44.ITEAC44: CAPITA ITO SEC. N ET %TEAC44- GROISS'YRCMLLS.C CICRRCC TO EDU.: EXP. :FRI. SEC. H4I.CADULTS): CX) tCYCLE(Z(:ER C X (XC 'ER CXC

Cl C 2) C 3C (4) II) C C8 1 7) (DC C C) (10) CIC 1 C2C CC13C :1141

AUSTRIA 74 7.544 7,52014 5.30 9.941 241' slY 11' 99 9 93C 26 10.7C 99c sic 191 16.851'CANADA 78 23.5 8.o70 9.1 4.3K 25 39 23 P9 100 100 21 17.6 to0 92 18 22.00GERMANY F.REP.79 61.3 10,300 4.88 8.4L .. *. . 99 ... 100 .. *. 100 914 228 12.00'pJAPAN 71 114.944 7.70044 4.3D4i ... 40UY 37UY IIUY 99 990 998 25 ... 998 951xY 200 24.69Y'NETH4ERLANDS 78 13.9 9.200 8.3 13,81. 20 35 24 99 96 93 19 17.8 99 82 13 12.00NEW4 ZEALAND1 73 3.244 5.5304 5.2W4 13.BK 39 24 29 VP 9-9 of 26 19.4 9 67 19 24.00NORWAY 76 4.044 9.560 7.2 9.30 54 24 15 99 99 99 16 13.8 991 62 It 11.00SWIEDEN 70 8.3 10,540 8.87FW 10.11. 37 11 10 99 99 100 169r 22.7 100 79 139 30.008U.N.. 78 56.0 4.5968 S.6 2.4K 26 39 22 99 9 100 24 12.3 100 65 17 20.6U.S.A. 78 218.5 9.770 7.1 2.96 ... 5708 18 99 PH 99 220 ... 99 97 196 41.00

E(CkOF'E

GREECF 76 9.444 4.35044 2.644 10.644 37 26 21 86" 99 82C 31 6.2' 700 s0 27, 15.00IOSLANI. 74 3.244 3.8104 5.14W ... 431' 41Y 141' 98 boexy 996% 35 ... 956 65KY 19 15.*7Y',P0KTUGIA 77 ?.844 1.94044 3.644 10.7E 41 21 is 716 82 601 19 7.8' 75* 35 12 5.00ROMANIA 71 21.944 1.65044 4.0 1.96 36 19 13 98 1018 ... 21 ... 90 49 .2 10.00SPAIN 74 37.144 3.96044 2.46 9.06 49Y' 22Y' 15Y 90A 111K .. 3SA .. ... 78KV 30 17,681'

ALGERCIA 79 18.5 1.450H4 7.IW .. 346, 26K 216 3544 94X41 456' 3741 11.9 52K1' 336'I 37K 5.OOK35.641N4 79 3.4 21D 6.5 35 43 21 5 11 42 30 46, 14.0 30 11 43 --B0OTSWANA 79 0.8 720 6.7 19.3 48 28 15 35 94 74 32 22.0 33 20 18 1.50BURUNDII 79 4.0 1S0 :!.841 20.60 441 33L 221 25 251 34 35 11.0 17 2.5X 17 0.8CAMECICON 76 8.14H 49044 3.7W 13.66 33 43 20 . 60 45 52 11.8 20 90 24 0.90111.6.k. 74 I.94N 270(4 3.OCW 5. 68 196 .. ... 7931' 25 691' 21.5A 18 881' 2781' 0.211'CHAD1 7b 4.344 IS0M. 3.04W 13.5F 78 22 .. 15 29X8BY 30 6581' ... a 2X&Y 30 0.0191'10440440 80 0.4 2606 6.1 25.4L 40 28 14 20E 998 65 45 16.0 58 21 30 1.4C04400(6) 74 1.54 58044 6.OW .. 40 32 21 50' 133K 63 63 13.3A 40 33K 22 3.40IIJIBOUTI at 0.4 440 5.4 10.8 60 40 - 10 32 .. 41 ... 60 a 19 0.50EGYPT 78 38.7 400 1.5 11.3H4 30 35 26 443 73 so 30' ... 82 49 17'p 15.00E14H1UPIA 79 31.0 130 2.2 11.50.... 38.,.59 ... .... 9 41GjABON 74 0.644 3,37044 5.0044 ... 213i 90 110 ... 1001' 25C 46C .' 8 319' 211i 0.291'GAMBIA .75 0.64 t8044 3.3W 6.544 46 215 6 10 27 90 33 44.7 92 13 25 ..GHANA 74 11.04H 38044 ... 15.56 43Y' 221' 20'Q ... 60KV 626 301' ... 148 35XY 1611' 1,091'GUINEA 76 5.144 26044 4.3440 ... 30 31 30 ... 308 64 45 31.1' 86 13K 26 4.00IVORY COAST 81 8.1 117% 10.0 45.0 33 46 13 30 60 86 43 26.0 47 17KY 26 1.64YKENYA 79 115.3 380) 5.944 17.9K 71 15 14 45 92 74 40 15.8 41 19 28 1.0LESOTH4O 79 1.3 340 4.1 21.3D 41 29 20 52 68J 32 49 8.0 65 11 23 0.90LIRERIA 77 1.744 46044 3.14W 11.91 23 13 26 30 511 1. 4 27.9l' 76 24X 16MADAGASCAR 77 8.344 25044 4.O44 15.31 13 28 19 10 90 33 44 ... 38 14 23 1.70AALAWI 79 S.9 201 2.2444 8.76 40 21 23 251' 59 1744 6244 10.06 5OC 6K 21 ...HALI 75 6.344 13044 4.794W 21.7K 45E 37E 186 104; 22XE ... 486 ... SOE 66 21MAiJRITANCA 78 1.5 270 1.5 16.91 33 43 25 17 32 60 45 52.0 30 9 25MAURITIUS 76 0.94 92044 4.744 17.56 510 26 6 8014 94 99 24 19.5' 90 45 32 1.10MOROCCO 80 19.5 740 6.3W4 17.56 36 44 20 20 721 35 39 19.7 40 25K 21 4.50NIGER 77 1.044 24044 2.804 23.30 52 43 1 8 17 50 39 38,7 35 2 24NIGERIA 74 80.644 60044 4.ICY 9.60 231' 161' 42Y' ... 4911' ... 3411' .. O.. 0K 2081' 0.48yRWANDA 80 1.0l 200 3.2 20.7 62 17 11 23 66 62' 40' 40 6 2 13 0.40SENEGAL 77 5.444 36044 1.0 18.96E 46 34 20 10 32 ... 49 21.66 20 10 21 1.!,iSIERRA LEONE 73 3.344 23044 3.4W4 1,.044 31 36 30 15? 341 45 32 13.7C 68 %3K 21 0.5361SOMALIA 78 3.74 18144 2.0DW 8.1H4 51 to 21 so 44 ,... 32 20.4 40 5 15 1.CU0SUDAN 76 17.444 34044' 4.144 5.244 48 36 1. 20 34 74 33 46.78 33 14 24 1.24SWAZILANDC 79 0,544 580 6.1044 21.40 37 33 23 65 921 49- 37 7.7 6 321 20 2.O08TANZANIA 78 17.1 230 6.814w 11.36 43 19 ICC 6dF 96 87 18 11.19 9 4 200 0.38T1000 77 2.444 320H! 1.5W 13.70 30 28 21 15 74 40 58 13.30 52 - 44 2.00TUCNISIA 79 6.4 1.120 9.8 16.9 41 36 7CC 6. 10(3 s0 39 12.8 30 30 30 6.U0.UGANDA4 75 12.4H4 78044' 3.4VY ... 341,Y 404)Y 220Y 2N6 5317 ... 340Y ... 144% 6367 216 0.561'UF'PER VOLTA 72' 1.644 16044 3.4W4 16.46 31 16 32 lcC 13 23 S1 52.5' 19 2 25 1.0ZAIRE 76 26.844 24044' 6.044 ... 49 26 25 IN1 868 44 42X 20.06 41 138 27 1.001ZAMBIA aCC 5.7 540 1.6 11. IL 48 23 22 4.4 95. so 48 12.9 19 16 22 1.51(ZIMBABWE 81 7.7 700 6.6 19.1 62 32 6 74k 9CC 51 19 2C1.0 81 15 23 IC.¶O

CENTRAL A9tERICA AND 7446 CARIDOEMI

66446969 79 0.2 2.780 6.544 23.1K 36 36 it 93 99 97 24 ... 97 75 19BARBADOS 76 0.2 2.08044 8.14 21.76 43 31 16 99 106K 99 71 L19.9 99 946 17 ..COSTA *316 s0 2.2 1.910 8.4 38.1 40 27 33 90 93 77 33 5.1 77 40 27 14.00CUBA4 78 9.7 1.000 8.0 ... . .. .... V6 98 98 22 ... 98 65 11 15.00ICOMINICAN REP 72 5.144 90044 3.0, 11.09 42 24 22 51 80 17 54 4.56 63 14 24 7.00EL SALVADiOR 77 4.34 64044 4.0 19.3L 64 a8 27 62, 88K 32 39 ... 41 23 21 7.00GU.ATEMALA 73 6.6H4 931)9 1.9 12.66 55, 23 14 47 64 26 35 .. 69 a 25 4.091'HAITI 80 5.0 240 3.4V 0 . 65 9 6 23 so 20 41 19.0 62F 47 27 0.84044011660 78 3,4 480 4.2F 17.8K 62F 15F 19F 4!06 78 30 35 12,8'F A8 11 1,, 4.00JAMAICA s0 2.2 1,2406 6.5 18.40 37 43 20 10 98 98 40 2.3 95 8t 22 8.0(3MEXICO so 67.4 1.91(3 5.0 18. 70 46 39 15 V2 98 53 44 9.1 86 16 17 10.30.4ICANA1408 78 2.5 660 3.044 16.97 61D 130 130 501L 61 24 44 7.30, 9314 4L 371 7.001FP4N464A 78 1.8 1.260 1.4 12,76 470 120 13 :,8* 97 82D 320 11,6 8514 49 340 20 ICCC)TRINIDAD & 1. 77 1.14 3.10144 4.5 11.7K 48 3.) 2CC o5 98 91 30 10.1' 49 62 24 ..

S01(1H AMERtIIA

.)kL.S.4VNA 79t 26.7 1.91CC 4.4 9.34, 436 31F 188 ?3 85, 52 17 ... 87 Il 44 2.8C8(11 (VIA. ;'6 "I. :44 11044 5.0W 301.!92...... 1. B0G 291 24 ... ... 4 1(01BRA.C IL 75 119.144 1.51044 2_804 6.26 420. 20CC 220 64A 889 ... 2761Y ,.. .. 264 11440 6.1111CHILE 1. 10.744 1.4704 3 .871' LA.0OH 23Y 101' SOY ... 11940 ... 351' ;:;,A ,. 4811 ... :..Lc OCCMkI RA 40 26.1 31.180 3.3 25.0 35 20 20 81 78 36 32 6.6 .. 47 2, CEl U61106 8il 44.4 1.3699 6.0 OF, 45 31 16 81 103 48 36 12.6 86 47 to, CA.I

GUYANA ?4 0.844 56044 5.8B4 13.44 47 31 14 836. 923 39 33 19.80. 19 626X 24 1.1111PARAGUAY '9 .3. 0 92044 1..4 12.6K 47 1' 20 84 82 32 2 8 3. 1 7! 27! I'l 7./I)('( kt 71 1.844 68044 4.72Cr 11.1t 4CCY 221' 11' 72 11111' 38 39C9 ll.0A 7CC 4 R61X' 23CY 14.411URD61AY,C6 1.2 H4 1.79044 2.1, 9.4K 46 34 20 94 931 ... 24 32.36 83 .. . CInVN4NE (rLNE A 314.014 2.85044 9.644 1R.9K 3C4C 280 350 776 81 ... 33 ... ... 33 ... I"'41.4

COWP**tATIV ~i gDW~Anou INIrCATORS (MTD ANNEX I PAGE 2

APRIL 15, 1992

GNP/ tExp. ;.t % OF PtJBLIC tIPRI. :RECURRENTt , SEC:CAPITA: :EDU. hatI EDUCATION !LITER- PRI. !COMPLE- !STU- !UNIT COST:PROGRESS-I SEC. !STU- HliOHER:

AT 13: TTL. I RECURRENT :ACY IENROLL:TION :D)ENTSIPRIM. ED. ZION RATE :ENROLLIDENTS:ENROLLl: MARKET: GNP :CENTRAL:EXP ALLOCATED: RATE IRATIO IRATE FOR:PER :AS % GNP/IFROM PRI. IRATIO :PER :RATIO

POP. IPRICES: DEVOTED: GOUT. : TO: :13 OF NET :PRI.SCH. :TEACH: CAPITA :TO SEC. M ET :TEACH- SROSSIYR:MILLS..: (US$): TO EDU.: EXP. :PRI. SEC. HI.:ADULTS): 13) (CYCLE(%):ER :I() I(i ER (X.)

ASIA AND OCEANI1A

AFGHANISTAN 77 14.6M 160H 1.8 .. 47 19 15 12 29X 69 37 13.8 62 ex 1? 1.00BANGLADESH 79 ?2.9M 90 1.1LP 14.9C 51 17 20 220 71K ... .53 6.2P ... 14X 23 1.43CHINA 79 971.0 256 3.3 6.6 34 36 30 66 93 64 2? 8.0 83 six 19 2.20INDIA 75 643,9H ISOM 2.6Y 1:9K .. ..... 298 65XY ... 43A . . .. 29XY 20AY 2.34EY'INDONESIA 78 136.ON 340 2.4W .. 268 326 1ST, 62 92 48 32 ... 70 19 17 ~2.00IRAN 73 35.8K 12.2H 3.3W 12.2H S0B 188 128 50 7? 74A 32 ... BOA 24 32 4.32CYIRAO 75 12.2H 1,850M 6.70W ... j-;.j. 26C 93XY .. 22 ... .,. 35XY 260 847YJORDAN 79 2.2 1,180H 6.8 10.2K 19 44 1 70 97K 8 32 7. 4 65 21 14.00KOREA 78 36.6 1,310 2.BW 16.5K 35 29 36 93 102X 94 49 8.60 91 60 45 12.00LEBANON 72 3.OH ... 3.5W . 39 40 10 68 86 65 19 23.28 63 26U 25 23.00MAL-AYSIA 80 14.2 1,460M 5.2 22.D 39 32 13 602 96 94 28 6.60 84 65 25 3.70NEP'AL s0 14.3 140 1.lWF 9.9 29F 20K 41K 19F 59F 28K 31F ,.. 64F 14F 24F 0.8FOMAN 72 .8H 2,790H 1.7NW 5.IK 96 - - 20 24X 99 27F 25.0? ... 0.4X 9PAKISTAN 79 78.0 270 2.0 2.5K 39 26 27 24 56X 505 48 6.5 ... 205 17 6.00OEPA4PUA NA). 75 2.9M 620K 5.4L-W 17,0K 18 16 24 32 571? 73P 31 28.0? 90 125l? 24 0.90?PHILIPP'INES 79 46.8 600 2.8W 15,7K 64 36*** 75 24 65 31 7.0 29 55 36 21.00SINGAPORE 74 2.3K 3,260K 2.7YW 14.9K 39Y 39Y 171 72A 109KV 72A 31Y 7.4A 99A 44XY 24 7.68YSOLOMON ISL. 80 0.23 460 5.4 11.0K 41 34 20 . 60 70 36 ... 35 18- ..SYRIA ?8 7.9 960K 4.4 6.3K 39 25 26 58 89K 80 35 7.75 68 411X 21 12.60THAILAND 80 46.5 699 3.4 19.9K 550 300 15G 85 97 308 350 10.00 705 25 250 36TURKEY 73 43.1H 1,250H 5.6CYW 18.6K ..... a... 8y ... 34V 7.2A ... 24Y 27ZOY 5.83YYEMEN 73 S.6K 410K 0.SW 10.8K 45P 2IP 23K 10 15K 18 36 19.3 75 . 2K 19 0.OSBYYEMEN P.I'.R. so 1.9 424 6.0 10.5 63 14 8 40? 70 53 24 22,4 81 31 16 2.50

SUMiMARY FOR DEUELOPING COUNTRIES:

NUMBER OF COUNTRIES . 102 22 89 90 90 94 101 81 101 71 8s 100 99 87

RANSE1 10.5- 11.9- 120 (8- 13- (5-- 113- 113- (16- (3.1 CS1- 1.4- 18- 1.01-9.9 ) 30.5) 96 ) 73) 50) 99) 133K) 99) 69 ) 52.51 99) 95 ) 45) 41.0)

DUARTILES:UPPER 15.6 17.5 49 35 22 86 98 911 42 9 91 42 25 11.0MEDIAN: 4.2 13.0 42 26 18 60 22 65 34 13 68 24 22 3.4LDOWER 1 3.0 9.9 34 21 13 25 56 33 29 20 41 11 18 1.0

SYMBOLS: ... DATUM UNAVAILABtLE A=1971 OR BEFORE N-CURRENT PRICES SOURCES:-MAGNIITUDE NIL OR NEGLIGIBLE B-1972 KGP-B ---7QUESTIONABLE C-1973 0=INCLUDING FOREIGN AID COLUMNS:1 AND 2 WORLD BANK,ATLAS*INCLUDES PART-TIME SrUDENTS IJ=1974 R.-CENTRAL GOVT. ONLY OR IBR MISSIONS

9* COMBINED WITH PRIMARY' E=1975 S=MINISTRY OF EDUCATION (MOE) ONLY 3 TO) 14- ISRO MISSIONSS9* COMBINED WITH HIGHER F=1976 T=MOE AND STATE GOUT. ONLY AND/OR UNESCO

0-1977 U-EXCLUDrNG CENTRAL GOVT. STATISTICALHK1978 V-INCLUDING PRIVATE EXPENDITURE YEAR'BOOKK-1979 WsPUBLIC EXPENDrTURE ONLYL=1900 x=INCLuDrNO OVERAGED STUDENTS8-1981 Y-UNESCO SOURCES

COMPARATIVE EDUCATION DATA ARE USEFUL IN TKE EVALUATION OK VARIOUS EDUCATION SYSTEMS ANDi ANALYSIS OK REL-ATIVE STAGES OF EDUCATIONALDEVELOPMENT BETWEEN VARIOUS COUNTRIES. HOWEVER,aN THE BASIS OF THE PRESENT DATA.CROSS-NATIONAL COMPARISON SHOULD BE AFPROACHED WITHGREAT CAUTION, DATA PRESENTED IN THE ABOVE TABLE NAVE BEEN COLLECTED LARGELY BY THE BANK MISSIONS FROM GOVERNMENT SOURCES; THEREMAINDER ARE STAFF ESTIMATES OR DATA FROM UNESCO, EFFORTS NAVE' BEEN MADE TO STANDARDIZE DEFINITIONS AND WITHIN LIMITS, TO CHECK THEACCUR-ACY OF THE DATA. NEVERTHELESS,SUCH DATA ARE STILL IMPERFECT IN SEVERAL RESPECTS AND THE BANK IS WORKING TO IMPROVE THEMPROGRESSIVELY ON TKE OCCASION OF ITS OPERATIONAL WORK. IN THE USE IF THESE DIATA, THE FOLLOWING QUJALIFICATIONS SHOULD1 BEE BORNE INMIND:

(1)'EDUCATION' AS DEFINED IN THE TABLE INCLUDES ALL EDUICATION ANDJ 7RAINING, FORMAL AND) NON-FORMALJ(2)'PRTMARY EDUCATION REFERS TO EDUCATION AT THE FIRST LEVEL ANDi 'SECONDARY' EDIUCATION REFERs TOJ ALL EDrucATIONq AT THE S'ECONDARY

LEVEL REGARDLESS OF TYPE (E.G. GENERAL, TECHNICAL, AGRICULTURAL) ;(3)'LITERACY RATES'(COL.6) ARE OFTEN OBTAINED FROM COUINTRY CENSUISES. IN MANY ZOIUNTRIES THEY ARE O(NL.Y APPROXEMATIONS ANuD1 IT 1

DOUBTFUJL THAT ANY UNIFORM DEFINITION OF -LITERAIE' HAS B~EEN FOLLOWED CON51STENTLY;(4)'PUBLIC EKFENDIITLRE IN EDUC-ATION' (COLE 4 AND 5) REFERS TI; ALL CAPITAL. AND RECUIRRENT EXPENDITURES DE:VOTED TOI EDU[CATI-ON Bty

PUBLIC AND QUASt-PUIBLIC AGENCIES;IS)'ENROLLMENT RATEOS'(CIL.S 7, 12 AND, 141 REFER TOI SCHOGOL. YEAR ANDI MEAN THE PERCENTADE (IF ELIGIBLE LHTLfjREN ENROLLED; FUJLL-TIME

IN THE APPROPRIATE SCHOOL, FLUBLIC AND PRIVATE BY LEVEL * THEY ARE OFTEN SUBJECT TIl A WIDE MARGIN OF EISROR' IN THF DIEVELOPINI.COUINTRIES OWING TO VARIATION IN THE ACCURACY OF BASIC DArA(i.E. AGE-SPECfFIC POPFULATICON AND ENROLLNENTS( . ENROLLMENT FIDIURE)FREQUENTL.Y ARE HIGHER THAN4 THE NUIMBER OF STUDENTS ACTUALLY IN SCHOOL.. OVBIRAGED srTDENTs WHOSE INCLUS'ION IS INUICATEI( BYFOOITNOTES ALSO CAN INFLATE,TKE RATIOSi.

THAI LANDSTRUCTURE OF THE FORMAL EDUCATION SYSTEM

F - PRIMARY EDUCATION SECONDARY EDUCATION - -] HIGHER EDUCATIONN

:1- LOWERH j-UPPER ] TEACHER TRAINING

UNIVERSITIES

VOCATIOJNALSTREAMKEY

%- .vAS^ EXAPAIATIT NaNS -4

O DIPLOMA* BACHELOR'S DEGREE

GRADE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 (17)

ACE 7 6 b 10 11 12 13 14 15 18 19 20 21 22 1231

World Bank-23284

- 48 -

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'L14( 8 19I ,0 '314 1416411 I2 19411,14 1,1 347.21 4(4 (1181'8'/3 1441224 244 '1 13 012((02 362 2(0F (8NN N A1D H AL4.(1 21 '4 .1. 2i 4_3104.3 24 (o / FN( ,F 30 43 32 3 (7 3.3 344 34

0841 il014 14TA 111F 14'/1011"'1.3" 0.1114'' '3. 174 3(14THE1 012 ,17/ 1484/10 3470 410,1.9 626 '402 1143144IF644/4'.2

(4 (3 /,." FUTU.'. 42 I "o '/, 2(1 411 (411 (20 4 14 .:P'0',0.,36 1' '1233.0141! 333244

I

THAILANDCONTINGENCY ALLOWANCES

SECONDARY EDUCATION PROJECTEXCHANGE RATE: I US * = 23.000 BAH7

SCALE FACTOR: (000)'S {000)'S

SITE DEVELPM BUILDING FURNITURE EQUIPMENT PROF. SERVCS TRAINING CONSULTANTS TOTAL PROJECT COSTSLOCAL FOREIGN LOCAL FOREIGN LOCAL FOREIGN LOCAL FOREIGN LOCAL FOREIGN LOCAL FOREIGN LOCAL FOREIGN LOCAL FOREIGN TOTAL

--------------------------------------------------------------- __------------__--------------------------------------------------------------__------------__-------

CONTINGENCIES (AS X OF PROJECT COST):UNFORESEEN 10.0 10.0 10.0 10.0 5.0 5.0 5.0 !i.0 5.0 5.0 - - - -PRICE ESCALATION 37.8 25.3 37.8 25.3 39.0 26.2 34.5 2s.1 35.9 24.0 35.9 24.0 38.7 25.9

TOTAL 51.6 37.9 51.6 37.9 46.0 32.5 41.2 29.2 42.7 30.2 35.9 24.0 38.7 25.9

PROJECT COST (WITHOUT CONTINGENCIES):(000)'S BAHT 253036 119076 1512319 711679 157283 67407 146302 271703 35047 3894 42468 32461 19172 43917 2165626 1250137 3415763(000) 'S US$ 11002 5177 65753 30943 6838 2931 6361 11813 1524 169 1846 1411 834 109 94158 54354 148511

X FOREIGN EXCHANGE 32.0 32.0 30.0 65.0 10.0 43.3 69.6 3.6.6

CONTINGENCIES (AMOUNTS) UNFORESEEN

kujOi 5 iAnT 1R704 11908 151232 71168 7864 3370 7315 13585 1752 195 - 1 93467 100226 293693(OOOiS USS 1tOO 518 6575 :uY' S;2 w'? X1R 591 76 8 - - - - 8412 4358 12769 *

PRICE ESCALATION(000)'S 8AHT 105139 33174 628385 198274 64464 18542 52971 65839 13202 983 15252 7806 7412 11390 886825 3jouu, i 22ii33(000)'s USS 4571 1442 27321 8621 2803 806 2303 2863 574 43 663 339 322 495 38558 14609 53167

SUBTOTAL(000)'S BAHT 130443 45082 779617 269441 72329 21913 60286 79424 14954 1177 15252 7806 7412 11390 1080292 436233 1516525(000)'S US$ 5671 1960 33896 11715 3145 953 2621 3453 650 51 663 339 322 495 46969 18967 65936

X FOREIGN EXCHANGE 25.7 25.7 23.3 56.8 7.3 33.9 60.6 28.8

TOTAL PROJECT COST (WITH CONTINGENCIES):(000)'S BAHT 383479 164158 2291935 981121 229612 89319 206588 351128 50001 5071 57720 40267 26585 55307 3245918 1686370 4932287(OOO) S US$ 16673 7137 99649 42657 9983 3883 8982 15266 2174 220 2510 1751 1156 2405 141127 73320 214447

X FOREIGN EXCHANGE 30.0 30.0 28.0 63.0 9.2 41.1 67.5 34.2

TOTAL CONTINGENCIES: AS Z OF TOTAL PROJECT COST 30.7 AS X OF PROJECT COST WITHOUT CONTINGENCIES 44.4

THAILAND

SECONDARY EDUCATION PROJECT

Implementatio.n Schedule

Calendar years 1 1981 I 1982 1983 1984 1 1985 I 1986 1 1987 I quarters I I ~I 2 3 1 4 I1 2 I3 1 4 1 2 3 4 I 1 12 3 14I 1 2 I2I3I411 2I3

1'ruressional services I I I I II III II ISurveys II ;;,;;; Tende-r documents II*I~* II I*I*I I I~~ Supervisions III I~I I I I II I I I II I I I~

Phasel I ConstructionI I I I 1 IM I$$~lXXIXXXIXXXIXXXIX-i---I----I--- -I-- I---I I II I I I I I IFurniiture I I II I I I I I$$$I$YYY1YYIYYY Y-I---I- I I I I I I I I I I I I IEquipment Pert 1 and 2 1 I I 1 I I 1 .$$I$ZZIZZZIZZZIZZ-I --- I- I I I I I I I I I I I I I I

Goi-itruct on I I II I I I $I$ XI K I X I XX X - - - -- I- -I I I I I I I I I 1Furniture I I ~I I I I I I I I 1 $I $Y I Y I Y I Y i - l I I I I I I I I I I IPlIiase1 III I II I II I C-~onistructionu I$I$X1XX$$I$)X1 IXIXIX X--I--IX--I- I -I-- -I I I I I IFurniiture I I I I I I I I I $I YYITYIYYISYYY.-I--I- 1 IY -I - I I I I I I IEquipment Parts I and 2 I I I I I 1$$$I$ZzlZZZizzz- -I- 1$$$I$ZZIZZZlZZZI--I- ZI l-I- I I I I I I I I

Phiasel IV 1 1 I I I I I 1I I Construction I 1 I I I I I I I$$I$IIXXS$$IIXXXIXXXIXIXI--I--H I I I IIFurniiture I I I 1 I I I I I I I I I I I II$$$ISTYYYlTI YI IY 'I YI YI I -i- I I IEquipment Parts I and 2 I I 1 1 I I 1 I I$$$I$.zzIZZZIzzzIz--I--- - I$$I$ZIZZIZZZIZZI$$Y.IZ..ZIZZI ZI -- I I I I

Training I Ij I I I I ITITTTTTIT TT'~I TT I TTTITTTITTTITTTITfTTITTTITTTITTTITITT I I I I IConsultanits T TI TTiT TTT TTT,TTT,TTT TTT TTT1 TTT,T ~TT.TTTTT TTTI I t ItEventis + +

Legend; ,,a ,X, Y, Z, T,-, eachi denotes one month of activity Events: October 1982 aniticipated Date ofEffectiveness

-Designs and preparation of tender and contract documents December 31, 1986 anticipated Datafor construction, furniture and equipment. of completion.

-Tenider and award period. December 31, 1987 proposed ClosingXXX - Construction period. Date of Loan.TYY -Production and delivery period.ZZZ - Assemibling and delivery period.

- Guarantee period.

Page 1- 51 --

THAILANI)

SECONDARY EDUCATEON PROJECT

Documents for Review by the Bank in

Accordance with the Implementation Schedule

Documents for each school or group ofschools, and documents for packages of Documents marked with an asterisk*furniture and equipment for each school to be furnished to the Bankor group of schools.

(i) Surveys of existing buildings andstatus of repairs.

(ii) Plan of services available at si:e:water, electricity, telephone.

(iii) Schedule of existing accommodatiDn: - *For reviewi.e. nos. and size of classrooms,laboratories, library, offices,toilets etc.

(iv) Topographical surveys of site.

(v) Soil tests re: for foundations fornew buildings, and septic discharge.

(vi) Inventory of existing furniture and - *For reviewequipment and status of repairs,,

(vii) Educational worksheet: analyzinlg - *For review and approvalaccommodation schedule.

(viii) Architect's preliminary designs - *For review and approval,including site plan. including site plan

(ix) Cost estimates. - *A list of constructionmaterials, together withthe estimates

ANNEX 6Page 2

- 52 -

Documents for each school or group ofschools, and documents for packages of Documents marked with an asterisk*furniture and equipment for each school to be furnished to the Bankor group of schools.

(x) Tender and contract documents for civil -*One set of tender andworks: i.e. working drawings, specifi- contract documents andcations and schedules. schedules in draft form

- without drawings -for review and approval.These documents would bestandard documentscovering all the schools,thus only one set, plusspecial conditions, ifany, for each school,would be required.

(xi) Analysis of tenders for civil works -*For review and approvaland recommendation for award. or for recording.

(xii) Lists of furniture/a and equipment/b -*For review and approvalto be procured.

(xiii) Tenders and contract documents for -*For review and approvalprocurements of equipment /b

(xiv) Analysis of tenders for equipment -*For review and approvaland recommendations for awards. or for recording.

/a For the workshops and supplementary furniture for the schools.

/b For workshops and supplementary equipment for the schools.

- 53 - ANNEX 7

THAILAND

SECONDARY EDUCATICN PROJECT(EDUCATION VI)

Selected Documents and Data Available in the Project File

Reports Related to the Project

1. Outline of the Fifth National Economic and Social Development Plan(1982-86) and its External Assistance Requirements; NESDB, January 1981.

2. Thai-Alberta Co-operative Assessment Project Concerning Rural SecondarySchools 1978-80: Summary Report, Bangkok and Edmonton, March 1980.

3. A Proposal for Educational Development: A Request to the World Bankfor the Sixth Education Project, First. Revision, Bangkok, February 1981.

Working Papers

IBRD-Government Financed

1. Summary of Project Costs2. Implementation Schedule3. Project Cost by Type of Expenditure4. Project Cost by Project Item5. Project Cost by Type of Facility6. Schedule of Contingency Allowances7. Educational Worksheets8. Architectural Worksheets9. Equipment Costs10. Technical Assistance

Government Financed

1. Summary of Costs2. Implementation Schedule3. Project Cost by Type of Expenditures4. Schedule of Contingency Allowances5. Schedule of Existing Accommodations6. Architectural Worksheets7. Summary of Cost and Accommodation

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