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Public Disclosure Authorized Public Disclosure Authorized

Document of

The World Bank FOR OFFIC;AL USE ONLY

Report No. 6825

PROJECT COMPLETION REPORT

THIRD EDUCATION PROJECT (LOAN 1134-GR)

June 17, 1987

Public Disclosure Authorized

Public Disclosure Authorized

THE HELLENIC STATE (GREECE)

Educatior.and Manpower Development Division Europe, Middle East and North Africa Region This documenthas a restricteddistributionand may be used by recipients only in the performanceof official duties. Itscontents may not otherwise be disclosed without World Bank authorization. their

THEWORLDBANK

Washington, D.C.20433 U.S.A. O@lke of D00ekvCa4waI Opwatitn fvawtatn

June 17, 1987

MEMORANDUMTO THE EXECUTIVEDIRECTORSAND THE PRESIDENT SUBJECT:

Project CompletionReport: The HellenicState (Greece) Third EducationProject (Loan 1134-GR)

is a copy of a report entitled Attached, fo: information, 'ProjectComplet!onReport: The HellenicState (Greece)- Third EducationProject (Loan 1134-GR)"preparedby the Europe,Middle East and North Africa RegionalOffice. Under the modifiedsystem for project performanceauditingfurtherevaluationof this projectby the Operations EvaluationDepartmenthas not been made.

Attachment

This document hasa stricted dictribution andmaybe usedby recipients only In the perfor me of their offcialduties Its contents maynot otherwin be dislosed withoutWorldBankauthoriton.

FOR OMCIL

US ONLY

GLOSSARY CPU

CentralProjectUnit

DIEP

Directoratefor Implementation of Education Projectsin tiOE

KATE

HigherTechnicalEducationCenter

KEME

Center for EducationalStudiesand Vocational Education

MEO

ManpowerEmploymentOrganizationin MOL

MNE

Ministryof NationalEconomy

MOE

Ministryof NationalEducationand ReligiousAffairs

MOL

Ministryof Labor

PIU

ProjectImplementation Unit in MEO

POSME

Pilot Multilateral SecondarySchool

SELIE

School for AdvancedTrainivgof SecondaryEducation Teachersand Officials

VTC

Vocational

Training

Center

Thisdocumentha a restricteddistributionand may be used by recipientsonlyin the performance of their offici duties.Its contentsmaynot otherwie be discloed withoutWorldBankauthorization.

THE HELLENICSTATE (GREECE) TR1RD EDUCATIONPROJECT (LOAN 1134-GR) PROJECTCOMPLETIONREPORT Table of Contents Page No.

PREACE*

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BAIC DATA SHEET . . . . . . . . . . . . . . . . . . . . . . . EVALUATION SUMMARY ..

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SUMMARY ANDCONCLUSIONS . . I.

INTRODUCTION.* . .

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II. PROJECTBACKGROUND. ..........

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Socio-Economic Setting.

III.

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Educational Issues and Development Strategy . . . . . . Formulation of the Project. . . . . . . . . . . . . . .

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PROJECT . . . . . . . . . . . . . . . . . . . . . . . .

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The Composition of the Project. . . . The Project Objectives. . . . . . . . Project Items . . . , . . . . . . . . Modifications of the Project Content.

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IV. PROJECT IMPLMWATION.

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A. Educational Aspects .

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Overview . . . . . . .. .. . . . Multilateral Secondary Schools . . Higher Technical Education Centers Vocational Training Centers. . . . Studies Included in the Project. .

Technic&lAssistance stane... . .

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Table of Contentscont'd. Page No.

Overview . .

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B. PhysicalAspects ..................

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22 . . . . . .. . . . . . . . . . . . . Desig n . 22 . . . . . . . Construction. . . . . . . . . . .. 23 a........a ..a.................. Maintenance. .......... 23 Furnitureand Equipment.. . . . . . . . . . . . . 23 Covenants.. .. . . . . . . . . . . . . . . . . . . 24 Bank Performance................... BorrowerPerformance. . ... . . * . ... * .. . 25

V.

PROJECTCOST AND FINAICING.. . . . . . . . . . . . . . . . CapitalCost. . . . . . . . . . . . . per Student . . Unit SpaceAllocation Unit Cost per StudentPlace ............... Disbursements. o * . * * * *. . . . .o. Outcomes.. . . . . . . . . . . . . . . . . . . Lessons Learned . . . . .

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TABLES . . . . . . Table 1 ProjectBreakdownby Cost Table 2 ProjectBreakdownby Institution. . . . . . . Table 3 ProjectedCapacityand Actual Enrollments in VocationalTrainingCenters . . . . . Table 4 EstimatedProjectCosts by Category.. . . . . Table 5 EstimatedArea per StudentPlace . . . . . . . Table 6 EstimatedCost per StudentPlace . . . . . . . Table 7 PlannedDisbursementsand Actual Withdrawals. Table 8 Estimated and Actual Disbursements by Category

CHARTSAND ANNEXES Chart

1 Estimated and Actual Disbursements

Annex Annex Annex Annex

i 2 3 4

Implementation

Implementation of Civil Gross Floor Area Project Costs in US$ Disbursements

Works

and

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MRJECTCOMPLETION REPORT THE HELLENICSTATE (GREECZ) THIRD EDUCATIONPRJECT (LOAN 1134-GR) PREFACE This is the Project Completion Report (PCR), prepared by the Education and Manpower Development Division, EMENARegion, for the Third EducationProject in Greece (Loan 1134-GR), for which a loan of US$45 millionwas extendedto the HellenicState in June 1976. The loan was closed on September30, 1984, after three extensions(December31, 1981, December31, 1983 and September1, 1984),and the books were held open to process disbursements requestsreceivedthroughDecember31, 1984 related to contractssignedbefore September1, 1984. In Nay 1984,at the Government'srequest,US$8 millionwas cancelledfrom the loan amount, representingthe estimatedamountof contractswhich could not be financed before the agreed latestdate for the receiptof disbursementrequests. As of February 12, 1985,US$36.86millionwas disbursed,81.92 of the original loan amount and 99.6% of the revisedloan. The remainig balanceof the revisedloan (0.42or US$144,000)was cancelled. In accordancew'th the revisedproceduresfor project performance reporting,this PCR was read by the OperationsEvaluationDepartment(OED) The draft PCR was sent to but the projectwas not auditedby ORD staff. the Borrowerand its agenciesfor comientsin January 1987. No coments have been received.

THE HELLENICSTATE (GREECE) THIRD EDUCATIONPROJECT (LOAN1134-GR) PROJECTCOMPLETIONREPORT BASICDATA SHEET A. Key ProjectData Appraisal Estimate

Item TotalProjectCost (US$ million) Overrun (b) Loan Amount (US$million) Disbursed

Current Estimate

105.64 -

123.901/

17.3t

-

45.00 36.86

Cancelled in May 1984

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8.00

-

Outstanding as of February12, 1985 & cancelled Date PhysicalComponentsCompleted 09/79 MonthsSince Loan Signing 51 ProportionCompletedby Above Date (S) 1001 Proportionof Time Overrun (1) Institutional Performance Good

0.14 07/87 145 1001 2841 Fair

i/ This allows for the cancellationof two institutions from the original

project,which would have reducedthe appraisalestimatedcost to about US $99.61million.

B. Other ProlectData Item

Original Plan

First Mentionin Files or Timetables 10/72 Government's Application 02/73 Negotiations BoardApproval Loan AgreementDate Effectiveness Date 10/75 ClosingDate Borrower ExecutingAgency FiscalYear of Borrower Follow-onProject

Revisions

Actual

04/75 06/75 06/75

01/76 03/76 05/29/76 12/80 12/81 12/83 09/84 09/84 The HellenicState (Greece) CentralProjectUnit, Ministryof NationalEconomy January1 - December31 EducationIV (Loan 1539-GR)

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C. MissionData

Mission

Month/ Year

SentBy

Identification Bank/UNESCOMay/Jun73 Reconnaissance Bank May 74 Appraisal Bank Jun/Jul74 Supervision Supervision Supervision Supervision Supervision Supervision Supervision Supervision Supervision Supervision Supervision Supervision Supervision Supervision Supervision Superv ion Supervision Supervision Completion

Bank Bank Bank Bank Bank Bank Bank Bank Bank Bank Bank Bank Bank Bank Bank Bank Bank Bank Bank

May 76 Sep 76 Jun 77 Oct 77 Jan 78 Jun 78 Aug 78 Jan 79 Jun 79 Dec 79 Jun 80 Nov 80 Ju.-81 Dec 81 Jun 82 Oct 82 Sep.83 Jun 84 Oct 84

Number Number of weeks of persons 4.0 1.0 4.0 1.5 1.0 0.4 0.4 1.0 0.4 1.0 1.0 1.5 2.5 2.5 1.0 1.5 1.5 1.0 1.5 1.0 1.0 1.5

Total

Numberof man-weeks

7 1 4 (a; e; ec; te) 2 2 1 1 1 1 1 1 2 2 1 2 3 2 1 2 1 1 3

28.0 1.0 16.0 45.0 3.0 2.0 0.4 0.4 1.0 0.4 2.0 1.0 3.0 5.0 5.0 2.0 4.5 3.0 1.0 3.0 1.0 1.0 4.5

(a; p) (a) (a) (a) (a) (a) (a) (p;a) (te;a) (a;a) (a; te) (a;a, te) (a; te) (a) (a; te) (a) (a) (p; a; e)

21.7 ec - economist te - technicaleducator

a - architect e - generaleducator p - education planner

D. Loan Allocation

Type of Expenditures

38.7

and Actual Disbursements

Original Allocation -- -

Actual Cancellation of US$8.0Million Disbursements (05/17/84) US $ Million- - - - - - - -

Civil Works

16.5

13.8

Furniture and Equipment Technical Assistance Unallocated

22.5 2.6 3.4

22.5 0.6 0.0

TOTAL

45.0

37.0

36.91/

cancellation of US$144,309.81 effective as of February12, 1985. 1/ Additional

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E. CountryExchangeRates Name of Currency(Abbreviation) AppraisalYear (1974) Years Average Intervening CompletionYear (FY 1985)

Drachma (Dr.) US $ 1.00 a Dr. 30.00 US $ 1.00 = Dr. 86.32 US $ 1.00 = Dr. 120.00

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PROJECTCOHPLETIONREPORT THE HELLENICSTATE (GREECE) THIRDEDUCATION PROJECT (LOAN1134-GRE EVALUATION SUNNARY Introduction The Third EducationProject (Loan 1134-GRIn the amount of US$45.0million)was identifiedby UNESCO in May/June 1973,preparedby the Governmentwith Bank assistance,and appraisedby the Bank In July 1974. Total project cost was estimatedat US$105.6million,with the foreign exchangecost at US$45.3million equivalent(StaffAppraisalRport No. 755-GR,dated Nay 2, 1975). Following Board approval on June 3, 1975, the Loan Agreementwas signodon June 27, 1975 and became effectiveon May 29, 1976, after three postponeaments. The project was originlly scheduledto be completedtowardsthe end of 1979 and the Closing Date was to be December31, 1980. However,due to delays arisingfrom severalcomplicated problems,the ClosingDate was extendedthree times,the lst and final date being September 1, 1984. As a resultof these delays,severalproject itemswere modifiedor deleted. When the last disbursemt ws" made and the loan accountwas closedon February12, 1985, a total of US$36.86 million had been disbursedand US$8.14million cancelled. Obiectives Consonantwith the country's1973-87DevelopmentPlan, the Third EducationProject (EducationIII) was Intendedto a"sistthe Govrnmeant's continuingprogramto Improveand expandthe educationand trainingsystem for rapid economicmodernizationthrough the expansion of skilledworker and techniciantrainingcapacitiesin prioritysubsectorsof the economy and reforms in secondaryeducation. Specifically,the projectwould provides (a) Civilworks, furnitureand equipmentfors (i) five acceleratedvocationaltrainingcenters (VTCs); (ii) three higher technicaleducationcenters (ZATEs)land (iii) ten pilot multilateralsecondaryschools (POSMEs);

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(b) Three feasibilitystudieson: (i) a proposedCenter for PedagogicalStudies;

(ii) a proposeddevelopmentof the post-secondaryeducation system; (iii) a proposedEducationalMaterialsProductionUnit; and (e) Technicalassistancefor the implementation of the above. Implementation EKwerience The protractedimplementation of this projectwas due initially to a ten-monthdelay in ratificationof the Loan Agreement by Parliament. Contributingto Implementation delay was a weak project implementation structureand diffusedresponsibility arisin8 from tardy appointmentof specialiststaff to implementthe project. It was only in 1980 that the Governmentreinforcedthe Directoratefor Implementation of Education Projects (para.4.49). Delay was also caused by problems in selection and acquisitionof sites, tie long-drawnprocessof selectingand appointingconsultingarchitectsand design development(para.4.36). Constructionof the new project institutionsfinallystarted from mid1981, six months after the originalClosingDate. Changes in project content includedthe deletionof the Kavala POSME and the TripolisVTC, the latter being substitutedby two mobile trainingunits; the VTC apprentices'courses were extendedfrom two to three years; diversified secondaryeducationwas confinedto grades 10-12 insteadof including grades 7-9, as originallyplanned;and a pre-investmentstudy on a proposedSchool for In-ServiceTrainingof SecondarySchool Teachers (SET5ME) replacedthe originalstudy on the School of Education(Center for PedagogicalStudies) (para.3.04). In June 1985,actual implementation was expectedto take 12 years insteadof the originalfour and a quarteryears estimatedat appraisal. As a resultof project content changes,the cost of the revisedprojectwas estimatedto be US$99.6million. By early 1985, all projectcomponentswere completed (13 of the 16 project institutionswere in operationfrom September1, 1984) except two institutions which are expectedto be completedonly in 1987. The Governmentwould need about US$28 million, includingUS$9.4 million equivalentin foreigncurrency,to completethe project (para. 5.07). Results Despite changesin project contentand delays in implementation, a substantialproportionof the the major projectobjectiveshas been achieved. The openingof 14 pilot secondaryschools (POSMEs,which includedseven non-projectinstitutions)in 1984-85representeda major step in the modernizationof generalsecondaryeducation. The new

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diversifiedcurriculum,with its greater emphasison scienceand technology,is expectedto erhancethe performanceof students who enter post-secondarystudies in scienceand technologyand forge a closer link between trainingand the labor market (paras.4.04-4.05). The POSM8Eare staffedby experiencedand qualifiedteachersand administrators(pars. 4.10). The expansionof post-secondarytechnicaleducation(KATEs)o while contributingto a largerpool of trainedmanpower,Is also facing strong competitionfrom universities. This would suggest a need to monitor employmentprospectsof graduatesfrom the KATEs (para.4.16). In three of the four planned vocationaltrainingcenters (VTCs) actual enrollmentsin apprenticeship programshave exceededcapacityby 202. Qualifiedand experiencedadministrators and instructors,using tracer studies,adapt training to labormarket demands. While provisionwas made for 55 staff years of specialist services and 35 staff years of fellowships,the implementedtechnicalassistanceprogram includedonly 13 staff years of specialistservicesand 112 staff years of fellowships. The low utilizationof specialistserviceswas due to local resistanceto foreignspecialists(paras. 4,34-4.35). SustainaLility No difficultiesare anticipatedfor the project institutionsin budgetarysupport,a major factor in sustainability.The over-enrollment of most of the project institutionssuggestsa populardemand for the trainingprogramswhich are responsiveto the country9smanpowerneeds. The Governmentseems fully committedto the restructurededucationaland trainingprograms,and this augurswell for longer-termsustainability. Findingsand Lessons Experienceunder this tproject

suggeststhe followinglessons:

(a) At appraisalagreementshould be reachedwith the Borrower on the agenciesresponsiblefor projectimplementation and the staffingof these agenciesto avoid implementation delays (para.4.49); (b) Where educationalinnovationthroughcurriculumchange is a major objective,greater attentionshouldbe given to the organization, managementand staffingof software developmentactivities(paras.4.03-4.06;4.09; (c) Technicalassistancein the form of foreignspecialist servicesshould not be includedunless specificallyagreed to by the Borrowerat appraisal(paras.4.34-4.35).

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PROJECTCOMPLETIONREPORT THE HELLENICSTATE (GREECE1 THIRD EDUCATIONPROJECT (LOAN 1134-GR) SUMMARYAND CONCLUSIONS Samunrr

1. A Bank Loan (Loan 1134-GR)for US$45.0millionwas extendedto the HellenicState (Greece)in 1975 to assist the government'scontinuingprogram to improveand expand its educationand trainingsystem,in particularto improvethe relevanceand qualityof generalsecondaryeducation,and to expandtechniciantrainingin the contextof rapidmodernizationof the economyand vocationaland technicaleducationin order to meet the growing demandof skilledworkers. 2. The loan providedfinancingfor the constructionand equippingof: (a) ten pilotmultilateralsecondaryschools(POSMEs);(b) three higher technicaleducationcenters (KATEs)as an extensionof similar institutions financedunder the First EducationProject (Loan 1ll-GR)(para.4.13); and (c) five acceleratedvocationaltrainingcenters (VTCs)as an extensionof eightsimilarcentersfinancedunder the Second EducationProject (Loan 859-GR)(para.4.19). The loan supporteda furtherinnovationin the Greek educationsystemby includingassistanceto improvequalityand relevanceof secondaryschools. These secondaryeducationthroughpilot multilateral schoolswere to combine,in the same premises,a lower secondaryschool (grades7 to 9), a generaland a technicalupper secondaryschool (grades10 to 12). The goal was to promotea differentschool environmentby introducing a revisionof the curriculum,the promotionof new teachingmethods,and the introduction of new schoolmanagementpractices. Most importantly,the projectaimed at a change in teachers,parentsand students'attitudestoward scientific and technicaleducation(para.4.03). For the KATEs, the loan and for the providedassistancein the developmentof new specializations, trainingand upgradingof teachersfor the new specializations (para.4.14). For the VTCs, the loan providedassistancefor the extensionof accelerated vocationaltrainingprogramsto unemployedadults in additionto apprenticeship programs. In addition,the loan includedfinancingof three feasibility studies: (a) a study of a Center of PedagogicalStudies;(b) a educationsystemdevelopmentstudy; and (c) a study of an post-secondary EducationMaterialsProductionUnit. Finally,the loan providedfinancingfor TA relatedto projectimplementation.A total of 18 institutionswere involvedin the project. However,this figurewas reduced to 16 during the life of the projectdue to the deletionof TripolisVTC and Kavala POSME (para.3.04). 3. The projecthad three extensionsto the closingdate and, at the time of completionmission, 13 projectinstitutions were in operation:three fully completedand 10 in partiallycompletedschools (POSMEs)(ps.a. 4.04) or in temporaryfacilities(KATEs)(para.4.13),with some shortagesof workshopand laboratory equipment. Completionof remainingworks and equipmentdelivery is expectedby the end of 1985 for all schools,with the exceptionof construction of Kavala KATEand Kalamata POSME expected by mid-1987. Enrollments at the beginning of academic year 1984-85 stood at 2,483 in

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POSMEs,4,162in KATEs and 656 in VTCs comparedto appraisalprojected enrollments of 17,450,3,960 and 930, respectively.The implementedTA programincludednearly 13 staff-yearsof specialistservicesin the preparation of equipmentlists for KATEs and the preparationof the EducationSystemDevelopmentStudy,and 112 staff-yearsof post-secondary fellowships for ungradingKATES and POSMEsstaff. Of the US$37.0million of US$8.0 million in May 1984), availableunder the loan (aftera cancellation US$36.9millionor 99.6%of the revisedloan proceedswas disbursedas of February12, 1985. 4. At appraisalin 1974,a growingawarenessof the need to adapt the educationsystemto a changingeconomyand societywas developingin reaction to a prior emphasison traditional,classicaleducationat all levels. The socio-economic goals in the 1973-1987DevelopmentPlan includedin priority the need to increaseindustrialproductivityin order to improvethe economy's manpowerfrom competitive positionvis-a-visthe EEC, and to redistribute industry. Thus, it was imperativeto expandvocationaltrainingand technical levels,and to adapt curriculumto educationat secondaryand post-secondary of the changingeconomyand society. In that regard,the requirements followingmeasureswere envisagedby the Government:(a) furthercurriculum diversification at the secondarylevel,with more emphasison mathematics, of scienceand technicalcourses;(b) rapid growthand regionalization techniciantraining;and (c) expansionof vocationaltraining post-secondary systemsand increased with continuingreformof the apprenticeship opportunities for acceleratedvocationaltrainingof adults. The objectives educationprojectconformvery closely and contentof this third Bank-financed to thesenationalpriorities. 5. Actual implementation of all projectinstitutionsis now expectedto take 12 years,as comparedto 4-1/4 years estimatedat appraisal. The main delayswere: reasonsfor the seriousimplementation (a) inordinatedelays (5 years) in obtainingthe Ministryof PublicWorks (MPW)approvaland final assignmentof sites to projectinstitutions attributableto lengthyproceduresin obtainingMPW approvalon zoningand final assignment(para.4.37); (b) the unduly long process (5 years) of design developmentin particular for the selectionof architects,and the neceasityto revisethe new governmentregulations designs in accordancewith unanticipated (para.4.38); (c) the tardiness(4 1/2 years) in the preparationof equipmentlists due problemsin settingup committeesand providing to administrative remunerationto committees'members,and inexperiencein preparing equipmentlists for specializedequipmentrelatedto new technologies.As a result,equipmentprocurementonly took place during the last twelvemonths before the closingdate (para.4.42).

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SecondarySchools Multilateral A major originalobjectiveof the project,the qualitative 6. of secondaryeducationthroughthe supportof multilateral improvement secondaryschool (POSMEs)designedto reducethe bias towardclassicalstudies materializedfor the and open up the curriculumto scienceand technology, academicyear 1984-85with the openingof seven projectPOSMEsand seven non-projectPOSMEsfor a totalof 14 multilateralsecondaryschools. The projectschools,althoughdifferingfrom the multilateralschoolconceptat appraisal,are in line with the objectivesset at appraisal. At appraisal,it was foreseenthat therewould be two distinctstreamsat upper secondarylevel followinga commonprogramat lower secondarylevel,both programsbeing housedin the same school. At present,the projectschoolsoffer a diversifiedprogramat upper secondarylevelonly (Grades10 to 12) becausethe lower secondaryprogramis now integratedinto the basic education program(Grades1-9)(para.4.04). The new diversifiedcurriculumas designed of generalsecondary will representa major step in the modernization of education. Its emphasison modern technologyand the introduction streamsshould certainlyreducethe academicbias in technological studiesand enhancethe performanceof studentswho enter post-secondary and scientificfields. Moreover, studiesin technology-related post-secondary the curriculumoffersmore flexibilityin subjectchoices,thus adapting programsto changesin technologyand labormarket (para.4.05). Starting with Grade 10 during academicyear 1984-85,these schoolsintroducednew subjects,a revisedcurriculum,and new teachingmethods (para.4.05). The projectschoolsare staffedwith experiencedand qualifiedteachersand (para.4.10). administrators In the new projectschools,more studentsexpect to continuetheir 7. studiesthan were foreseenat appraisal(para.4.07). While industrialization level of general and expansionof the servicessectorwill requirea :iigher education,it is unrealisticto think that most secondaryschoolgraduates will continuetheir studies. In the absenceof detailedmanpowerdata attentionneeds to be given by the MOE to tracerstudiesfor secondaryschool graduatesand liaisonbetween the planningunit in MOE and the ministries for planning,laborand employment(para.4.07). responsible A Task Force headed by a senioradvisor to the Ministerof Education 8. was belatedlycreatedin 1981 to promotethe establishmentand operationof withinMOE, the projectschools. While it has developedclose collaboration it must give urgent attentionto major taskssuch as curriculumdevelopment for Grades 11 and 12 (para.4.09), staffingfor the forthcomingyears (para. 4.10),and monitoringof the program (para.4.12): (i)

the developmentof textbooks,teachingmethodsand examinations for the new for the completecurriculumand, more specifically, should coordinator A full-time offered. to be specializations be appointedin the Task Force to coordinatespecialized of committeesin charge of curriculumrevision,dissemination teachingmethodsand materials,and in-servicetrainingof teachers.

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(iii)

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monitoringand evaluationthroughcompetentresearchservices. ResearchserviceswithinMOE, currentlyundergoingrestructuring are expectedto provideassistanceto the and reorganization, Task Force. A qualifiedevaluationspecialistshouldbe appointedto the Task Force. finally,staffingrequiresclose supervisionthroughthe appointmentof a full-timeteachertrainingspecialistto the Task Force. In-servicetrainingfor schooladministrators shouldbe reinforcedin areas such as pedagogicalsupervision, guidancecounsellingand schoolmanagementto support pedagogicalinnovation,assessmentof studentsand vocational information,and staff de-velopment.

HigherTechnicalEducationCenters (KATEs) In line with widespreadsocialacceptanceof KATEsintroducedin 1973 9. with the assistanceprovidedin the First EducationProject,enrollmentsin the threeprojectinstitutionsare higher than the projectedappraisalfigures (para.4.13). Operatingin temporarypremises,the projectKATEsoffer three basic specializations.With the openingof the new facilities(in 1985-86for Chalkisand Kozani,and in 1987-88for Kavala KATE), it is expectedthat all Although will be offered (para.4.14). but one of the six new specializations teachingstaff to studentsratiosare acceptable,the ratio of full-timeto temporarycontractualteachingstaff (mainlyuniversitygraduateslacking industrialexperience)has been maintainedto a very low 1 to 5. More attentionwill need to be given by MOE in providingbudget for recruitmentof full-timeteachingstaff and trainingprogramsinvolvingsome exposureto industryfor recentgraduates(para.4.15). The employmentprospectsfor graduatesof the KATEs have been good. However,in view of the growing enrollmentsin KATEs and indicationsthat ir some areas such as engineering there is a strongcompetitionfrom universities,the missionreiteratedthe importance of conducting analyses of the employment of graduates through the appointment of placement officers in KATEs (para. 4.16). In addition, there is a need for MOEto provide strong technicalsupportin manpoweranalysisand Education(para. educationalplanningto the proposedCouncilof Technological 4.16). 10. VocationalTraininRCenters. With the extensionof universal for compulsoryeducationto includeGrades 1 through9, academicprerequisites and acceleratedtrainingprogramswere raisedfrom Grade 6 the appprenticeship to Grade 9, and programsrevisedaccordingly. An innovativefeatureis the upgradingof candidateswho have not completedGrade 9, throughshort intensiveremedialprograms. In the threeof four plannedVTCs, the actual programsexceed projectedcapacityby 201, while enrollmentsin apprenticeship they reached,at Kozani and Komotini,331 and 44% of projectdtargetsfor acceleratedtrainingprograms(para.4.20). One of the most interesting featuresof VTCs is their responseto local needs throughannual surveysof

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manpowerand trainingneeds conductedat each VTC. Moreover,, in each center, stafffollowdevelopmentsin the labormarket and, throughsimple questionnaires, trace the adequacyof trainingand the employmentprospectsof theirgraduates(para.4.21). Administrators and instructors are qualified and experiencedin both teachingand industrialwork. Outcomes ili Althoughthe projectinstitutions are operatingunder difficulties works; delayedequipmentdelivery)resultingfrom long delays in (outstanding site acquisition(para.4.37), finalization of designs (para.4.38) and preparationof equipmentof equipmentlists (para.4.42), the major objectives of the projecthave been considerably achieved. The openingof pilot secondaryschools (POSMES)in 1984-85representsa major step in the modernization of generalsecondaryeducation. The new diversifiedcurriculum education,to to is expected reducethe academicbias in post-secondary studies in enhancethe performanceof studentswho enter post-secondary and scientificfields,and to permit flexibilityin technology-related adaptingprogramsto changesin technologyand labormarket (para.4.05). The technicaleducation(KATEs)and vocational expansionof post-secondary training(VTCs), in line with the assistanceprovidedin the First and Second EducationProject,is expectedto contributefurther to the provisionof qualifiedmanpowerto requirements of the developingeconomy (paras.4.14 and 4.18). LessonsLearned and slow disbursements reflect 12. The delays in projectimplementation broaderissuesrelatedto slow decisionmaking, inadequatestaffingof the implementing agency,and to the protractedand complexproceduresfor selectingarchitectsto preparedesigns. These proceduresshouldhave been specifiedand agreed duringappraisal. This experienceunderscoresthe at appraisaland to staff desirabilityto clarifyprojectresponsibilities unit with sufficientnumber of specialiststo adequatelythe implementation of physicalaspects (para.4.49). coordinatethe designand implementation stage were Many of the problemsencounteredduringearly implementation later resolvedas a result of the constructivedialoguebetween Bank missionsand successiveCIR missions. In that respect,the supervision importanceof the technicalassistanceprovidedby supervisionand CIR and action plans missions- in preparingdetailedschedulesof implementation - cannotbe overstated(para.4.45). 13. The fact that the new diversifiedupper secondarycurriculumis being introducedtwo years behind schedule(only grade 10 has been completed) management, underlinesthe need to pay as much attentionto the organization, staffingof softwaredevelopmentactivitiesas to physicalimplementation. While it is laudablethat a task force has now been established,most of the work - textbooks,teachingmethods,examinations,evaluationand teacher

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trainingand upgrading- should have been startedearly and carriedout in parallelto the implementation of the physicalcomponents. Most importantly, new curriculacould have been field-testedin selected,existingsecondary schools. Similarly,a comparativeevaluationof the educationalim)actand externalefficiency(para.4.07) of the academichigh schoolsand the multilateral schoolsshouldhave been designedearlierso that surveywork could have been started in the first year of the new curriculum's application (1984/85)(para.5.09).

_

_

u- -

S*PSWW-

THE HELLENICSTATE (GREECE) THIRD EDUCATIONPROJECT (LOAN 1134-GR) PROJECTCOMPLETIONREPORT I. INTRODUCTION 1.01 A missioncomprisingMessrs.D. C. Viens (educationplanner,mission leader),R. Go (architect) and A. Kouros (generaleducator,consultant) visitedGreecefrom October 22 to November7, 1984. 1.02 The First Bank EducationProject (Loan 711-GT)introducedthe concept of a diplomalevel,multi-disciplinary technicalinstitution(KATE)offering specialized instructionin agriculture,business,engineering,food processing and healthsectors. This projectwas innovativeand the conceptof the KATEs has caughton so stronglythat there is an overwhelmingstudentdemand for entry into theseinstitutions. Extensionof the KATE programwas further assistedby the Third and Fourth Projects. 1.03 The SecondEducationProject (Loan859-GR),providedassistancein expandingtrainingcapacityfor skilledworkersand techniciansin the followingsectors:agriculture,industry,the merchantmarine,and tourism. An additionalimportantobjectivewas to supportthe country'seffortsto introducewide-ranging educationalreformsof the primaryteacher-training system,and the universitysystem. The Fourth EducationProject (Loan 1539-GR)for which a loan was extendedin April 1978 and cancelled(without 19829had been intendedto supportthe introduction disbursement) in DecembDer of a new conceptfor Greece,that of a combinedtechnical(Grades10 to 12) lyceumand vocationalschool (Grade10 - 11) (KETE),and to extend Bank's supportfor additionalpost-secondarytechniciantraininginstitutes(KATEs). The projectwas also designedto assistwith advancedtrainingof secondary educationteachersand administratorstrainingcenter (SEIME). 1.04 The Third EducationProject (Loan 1134-GR)introduceda major change at the secondarylevel (Grades 7 to 12) by providingmidtilateralsecondary schools (P0SME).

In addition, the project complemented the First and Second

EducationProjectsby providingadditionaltrainingfacilitiesat technician (KATEs)and skilledworkers (VTCs)levels. The three educationprojects contributed, each to its own extent,to major educationalreformmeasures identifiedat the beginningof Bank'soperationsin the educationsector in Greece. This PCR concentrateson the assistanceto secondaryeducation 1.05 componentbecause the pilot multilateralsecondaryschoo'swere both academicsecondary innovativein providingneeded reformsto the traditionally schools,and in adaptingprogramsto the needs and aspirationsof a modern society. This componentrepresentsabout 602 of all project industrialized institutions and more than 50% of total projectcosts.

-21.06 Thirteenof the sixteenprojectinstitutionsare operatingalthough some works are outstanding and equipment remains to be delivered in some was Seven of the nine multilateralsecondary schools (one institution caes. deletedfrom the projectin November 1982) have been in operation since September1984. Completionof outstandingworks and equipment delivery is expectedby Mid-1985,while the two remainingschoolswill begin to operate in 1987. The three HigherTechnicalEducationCenters (IATZs)are under is but operate in temporary premises; completion of construction construction expected in 1985 for two and in 1987 for one. Three of the !our Vocational the remaining one to be Training Centers (VTC) are completed and in operation, completed in early 1985. At appraisal, the project was to finance renovation of Tripolis VTC for a total estimatedcost of US$0.68million,or an estimated and In May 1978, the Government requested, reimbursement of US$0.31 million. from the project and to replaceit the Bank agreed, to delete this institution by two mobiletrainingunits similarto thoseprovidedby the Second Education Project. 1.07 The missionvisited4 POSM&.9,2 KATEs and 2 VTCs in differentparts of the country. The missionalso visitednon-projectinstitutionscomparable to thosein the project. Discussionswere held with the headmasters,teachers the mission seught from senior government In addition, and students. officials in various ministries, and from the project implementation units (DIEPin WOE and PIU In MEO)9their views on the project,its objectives,the resulta, and further apparent and potential course of its implementation, of The Ministry of National Economy's Directorate issues which might arise. Special Investments and Technical Cooperation and PIUs were particuiarly and belpful it organizing meetings, securing necessary data and information, handling field trip arrangements.

-.-

XA

-3II. PROJECTBACKGROUND

Socio-Economic Setting 2.01 Greecehas experiencedduring the last two decadesrapid economic growthaveraging7.82 p.a. during the 1960'sand 92 p.a. during the 1970'8. As a resultof this economicexpansiontogetherwith low populationgrowth (averaging 0.72 p.a.) and urbanization(ruralpopulationdroppingfrom 24X in 1961 to 152 in 1973),the structureof the economyshifted from agricultureto industryand servicesas the leadinggrowthsectors. The 1968-1972 Development Plan and the subsequent1973-1987DevelopmentPlan stressedthe followingsocio-economic developmenlt goals which have direct implication on the educationand trainingsector:(i) rapid increasein industrial productivity to improvethe economy'scompetitive positonvis4--visthe EEC, which impliedimprovedskillsand understanding of the role of technologyand sciencein a developingeconomy;(ii)manpowerredistribution from low (agricultural) to high (industrial) productivity jobs; and (iii)reversalof the declinein the total laborforce throughappropriateimmigrationand trainingpolicies. Educational Issuesand DevelopmentStrategy 2.02 At the time of appraisal,the educationsystemwas well developed with universalenrollmentin primaryeducation,72S of the relevantage group attendingsecondaryschoolsmainly in lower secondary(Grades7 to 9), and 11l in highereducation. Nonetheless,qualitativeweaknesseswere marked. Growingawarenessof the need to adapt the educat4Rnsystem to a changing economyand society led to a reactionto the over-emphasisin traditional, classicaleducationon arts and letters. This emphasiswas particularly strongin the traditionalacademicsecondaryschoolsand the resulting academicbias in higher educationwhere law, politicalsciencesand letters absorbedmore than 402 of universityenrollments. It became imperativeto expandand integratetechnicaleducationand vocationaltrainingat secondary and post-secondary levels,and to adapt curriculumto requirementsof the developingeconomy. 2.03 The DevelopmentPlan 1973-)n87providedbroad gaidelinesfor educational reform. At the time of appraisal,the followingmeasureswere envisagedby the Governmentin that direction: (i) (ii)

(iii)

extensionof universalcompulsoryeducationto include grades 1 through9 (enforcedin 1976); continuingreformof the apprenticeship system and increasedopportunitiesfor acceleratedvocationaltraining of adults; furthercurriculumdiversification at the secondarylevel multilateralschools (P0ME09),with more emphasison mathematics,scienceand technicalcourses,and with parallelexpansionof vocationaltraining- the VTCs 1/;

1/ Accompaniedby a phasing-outof lower vocationalschools (grades7-9)

-4-

(iv) rapid growthand regionalization of post-secondary technician training- the KATEs; and (v) controlledexpansionof intakeinto universities with reorientation of enrollmentstoward scienceand technology. Formulation of the Project 2.04 In May/June 1973,a UNESCOReconnaissance-in-Depth (RID)mission identifiedpossibleprogramsand projectitems in the contextof the Development Plan 1973-1987,for possibleBank financing. These included HigherTechnicalEducationCenters (KATEs),acceleratedtrainingcentersfor adults,centralizedworkshopsand laboratoryfacilities,pre-primaryteacher colleges,expansionand modernization of the Athens Polytechnic, a pre-investment study for post-secondary and universityeducation,and training of educationplanningand curriculumdevelopmentpersonnel. The Bank believed,however,that the diversification of secondaryeducationshould be emphasizedand that the other componentsshouldbe limitedto manpower developmentprogramsalreadysupportedby the Bank: techniciantrainingand adultvocationaltraining. Followinga Bank reconnaissance mission in May 1974,the Governmentand the Bank agreed to introducethe multilateral secondary school (POSME)and createa Schoolof Educationfor the trainingof secondaryschool teachers. In addition,the proposedprojectwas to assist in expandingthe network of vocationaltrainingcentersand the KATEs, as well as a scienceequipmentproductioncenter. Finally,the proposedprojectwas to includea pre-investment study of the need for universityexpansion. The projectwas subsequentlypreparedand appraisedby a Bank mission in June/July 1974.

_

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g

_X_

_

_

_

-5III.

THE PROJECT

of the Project The Composition As appraised,the projectwas designedto assist in improvingthe 3.01 relevanceand qualityof secondaryeducation,to expandtechnicianand skilled workertrainingprogramsand facilitiesof both the Ministryof Education (NOE)and the Ministryof Labor (MOL)and to supportthree studiesrelatedto and educational developmentperspectives teacherstraining,post-secondary aids production. Specifically,the projectconsistedof: furnishingand equipmentof: 1. Design,construction, (a)

ten multilateralsecondaryschools (POSMEs)for 17,450student places to improvethe relevanceand qualityof secondary education;

(b)

three higher techniciantraininginstitutes(KATEs) for 3,960 studentplaces (withabout 1,200 boardingplaces)to provide techniciantraining;and post-secondary

(c)

five acceleratedvocationaltrainingcenters (VTCs)for 930 new studentplaces (withabout 590 boardingplaces)to provide trade trainingcoursesto apprenticesand adults.

2. Promotionof the multilateralschool through: (a)

developmentof detailedcurriculaand syllabi;

(b)

trainingof schoolprincipalsand administrators;

(c)

in-servicetrainingof the teachingstaff prior to employment; and developmentand introductionof an evaluationsystem for the assessmentof the multilateralschoolsin comparisonwith other secondaryschools.

(d)

teachersand other staffof 3. A trainingprogramfor administrators, the project institutions. 4. Feasibilitystudiesfor: (a)

a School of Educationto be designatedby the Borrower;

(b)

educationsysteedevelopment;and post-secondary

(c)

the expansionof the Borrower'seducationmaterialsproduction unit.

-6The ProlectObjectives 3.02

The specificobjectiveswere to: (a)

assist the governmentin testingnew forms of secondary educationby providinga pilot secondaryschoolin each of the ten schooldistrictswhich, throughits diversifiedcurricula, would serve better the educationaland careerneeds of students;

(b)

help alleviatethe shortageof senior techniciansin all sectorsof the economythroughnew post-secondary technological institutionsin regionsexperiencingincreased industrialization;

(c)

supportthe governmentpolicyon trainingapprenticesand unemployedadults in vocationalskillsapplicableto the regionswhere the trainingcenterswould be established,thus promotingemploymentopportunitiesand also regional industrialdevelopment;

(d)

providesupport,throughtechnicalassistance,for:

(i)

curriculumdevelopmentand staff trainingand upgradingof the projectmultilateralsecondaryschoolsand post-secondary and technological. institutions;

(ii)

preparationof three studiesconcernedwith: (1) a School of Educationaimed at modernizingteachingat the secondarylevel and promotingeducationalresearch;(2) the developmentof the and other whole post-secondary system (universities institutions) in an integratedmanner to betterserve the manpowerrequirementsof the economy;and (3) the feasibility of expandingthe EducationMaterialsProductionUnit of the MOE to producelocallyeducationallearningmaterialsat competitiveprices.

ProjectItems 3.03 In line with the objectivesand backgroundoutlinedabove, the projectitemsby cost and by type of institutionsare outlinedin the followingTables 1 and 2.

Table i: Prginet Type of Institution

Breakdn ly Cost at AARCA4jg USls I. $

OR Mi1] Local Foreign Total

seconTen multilateral dary schools Threehighertechnical educationcetOters training Fiveaccelerated centers Consultantarchitects' services studyPre-investment Centerfor pedagogicalstudies education Post-secondary Systemdevelopment study studYof eduFeasibility cationmaterialproductionunit Technicalassistance

ni.l..OBs

Local Foreign Total line costs

686.3

484.5 1,170.8

22.9

16.1

39.0

81.8

341.3

341.9 683.2

11.4

11.4

22.8

30.2

204.6

3.6

3.2

6.8

9.1

109.7

94.9

118.4

0.0

118.4

4.0

0.0

4.0

5.2

3.0

6.0

9.0

0.1

0.2

0.3

0.4

3.0

12.0

15.0

0.1

0.4

0.5

0.7

3.6

0.0

0.1 14 L.4

0.1

0.7

2.9

1i.a

La2

Base LineCost

1.27S.2

Contingencies

UL.$

TotalProjectCost

t

F.

985.4aL2IL.f 375.

n3.u4

1 .10.2 1.808.5 1.3607

0.2

24

M2A

IL.A

24.

.Z..A

ILA

104

fiD.I

9Au

lDS.

1.0 40.3

-8at Apgraisal Table 2: ProjectBreakdownbj Tppe of Institution Institutions Grade

Annual Annual New Student Student Enrollment Output Places Boardinag

Ten pilotmultilateral secondaryschools

7-12

17,450

2,900

17,450

-

Threehigher technical educationcenters

13-15

3,960

1,500

3,960

1,200

ungraded

1,380

19400

930

590

Five accelerated trainingcenters

Modifications of the ProjectContent 3.04 The followingmodifications, which took place during the long project implementation, have not effectedthe main objectivesof the project: in the projectfor (i) The TripolisVTC, which was inclttded renovationonly, was deleted (5/26/78)due to difficulties relatedto the ownershipof the V1X site. Instead,the Bank agreed to financetwo mobile trainingunits to be used for the teachingof skillsand trades to young peopleand adults in small, remotecommunities; (ii)The Kavala multilateralsecondaryschoolwas deleted (12/27/82), due to seriousproblemsof site acquisition. This item will be completedby the Borrower; (iii)The lengthof the apprentices'coursesat VTC was increased from two to three years - program contentcould be expanded becauseof the higher entry level of trainees(grade9 completion); (iv) The expansionof compulsorygeneraleducationfrom 6 to 9 years (1976),made unnecessarythe inclusionof the former lower cycle of secondaryeducation(grades7-9) into the diversified secondaryschools,which were limitedto the upper level (grades10-12);this almost doubledth& studentplaces at that level; (v)

A study for the establishmentof a School for In-Service Trainingof SecondarySchool Teachers(SELIE)was substituted, study on the School with Bank approval,for the pre-investment of Education;

-9(vi) Modificationsof TA were requestedand approvedfrom time to time, but they neitheraffectedthe main focus of TA nor its initialallocation;and arrangementsfor projectimplementation were (vii)New administrative introducedstartingin January1978 to strengthenthe services and widen the responsibilities of MOE and MEO for a more efficientimplementation of their institutions.

-10-

IV PROJECTIMPLEMENTATION A. Educational Aspects Overview 4.01 The main objectivesof the Third EducationProjectwere to reinforce the systemof vocationaltrainingand technicaleducationto help meet the growingmanpowerrequirementsof the economy,and also to take a first step towardsmuch needed reformsat the secondarylevel and furtherchangesin highereducation. Notwithstanding the considerable delays,which are still affectingthe normal operationof the projectinstitutions,the major objectivesof the projecthave been achieved,and, moreover,in a form which is in accordwith the ccuntry'spresenteconomic,social and educational developments.Two of the institutions promotedby the project,the Vocational TrainingCenters(VTCs)and the highertechnicaleducationcenters (KATEs), had alreadybeen supportedby previouseducationprojects. However,the VTCs implemented by the third educationprojectare an upgradedversionof the supportedby the appraisal;due to the extensionof compulsory institutions educationto 9 years, the two-yearcourse of VTC (grades7-8) has been replacedby a three-yearpost-grade9 course,an arrangementwhich is expected to better serve the country'srequirementsin skilledworkersand craftsmen. But the most innovativecomponentof the project is the POSMEs,which, in contrastto the traditionally academicsecondaryschool,has been designed, of its curriculum,to providea new form of secondary throughdiversification educationmore relevantto the needs and aspirationsof the membersof a modern,industrialised society. MultilateralSecondarySchools (POSMEs) 4.02 Althoughquantitatively well developed,the formaleducationsystem at secondarylevel sufferedfrom seriousweaknesses. At the time of appraisal,generalsecondaryeducationwas offered in Gymnasiathrougha two-cyclecurriculum(lowersecondarycycle, Grades 7 to 9 and upper secondary cycle,Grades10 to 12). It was felt that with a large part of the program dedicatedto AncientGreek, literatureand arts (up to 271 of the weekly schedule),therewas too stronga classicalbias in studiesaffectingboth choicesfor furthereducationand for school leavers. Enrollmentsin arts and letters,law and politicalsciencesrepresented401 of total enrollmentsin universities, reflectingthis bias in secondaryschooling. Moreover. secondaryschool leavershad no preparationfor active life and it was difficultfor them to reorientin technicaleducation. Vocationaltraining (Grades7 and 8) as well as technicaleducation(grades7 to 12) was offered in separateLower VocationalSchoolsand in MiddleVocationalSchools,less attractivein generalto studentsthan the gymnasium. In the latter, curriculumat Grades 7, 8 and 9 includedspecializedtechnicalsubjects,thus forcingearly career choicesand preventingtransfersamong streams. These structuralweaknessesin the formaleducationsystemwere recognizedby the mission for the Greek Governmentand the Bank. The May 1971 identification SecondEducationProjectconcludedthat a major componentof education

-11-

of multilateralsecondaryschools. strategyshouldbe the introduction Howner, during the appraisalof the second project,MOE officialsfelt that opposition was still too strongand decidednot to request the Bank to finance these schools. Subsequently, in view of the growing concern to adapt the educationsystem to the emergingindustrialization, the Governmentand the Bankagreed to introducein the Third EducationProjecta new form of secondary education. 4.03 The Mt'ltilateral School Concept. The projectincludedassistanceto Improvequalityand relevanceof secondaryeducationby combining,in the same premises,lover secondaryschool (grades7 to 9), a generaland a technical secondaryschool (grades10 to 12), and by offeringa new curriculumin ten multilateral secondaryschools. At the lower secondarylevel, theseschools were to offer a common core programwhile introducingorientationtechnology coursesand practicalwork for 3 periodsor 8b of the weekly schedulein each of the threegrades. At the upper secondarylevel,a multilateralprogramwas to be offered,comprisinga diversifiedgeneralstream (arts,sciencesand mechani"sand economics)and three technicalstreams (construction, electricity).In the generalstream,the new curriculumwas to de-emphasize classicalstudiesand to increasethe hours devotedto foreignlanguage, socialsciences,mathematicsand naturalsciencesby an averageof 12% among about 15, 19 and 9 hours per week. In the the threestreams to, respectively, the curriculum was to be revised and adapted to a technical stream, At the completion of Grade 9, an estimated 602 of three-year program. students would enter the general stream, the remaining 40S the technical streams. Among the projected 1,650 graduatesfrom the generalprogram,it was expectedthat 80% would enter university and 20% the post-secondary institutions.The majorityof the technical1,190graduateswould enter the labormarket,while an estimated10% would enter the Higher Technician TrainingCenters (KATEs). The schoolwould be administeredby a director general,assistedby two principals,one for the general program and one for the technicalprogram. The directorgeneralwould coordinateteachingstaff assignments as well as the use of common facilities,includingworkshops. Thus, the goal wac to promotea differentschool environmentby introducinga the promotion of new teaching methods, and the revision of the curriculum, and resources (scheduling of Pew management practices Introduction Most importantly, the project aimed at a change in teachers, allocation). and technicaleducation. attitudes toward scientific parents and students' 4.04 Due to delays in project implementation (paras. 4.36), seven out of nine projectschools startedoperationin October 1984, five years behind ",araisal schedule. The Kavala projectschool was deleted on December1982 due to serioussite problems. The remainingtwo projectschoolsat Chaniaand Kalamatafor which constructionwas 801 and 171 completedin October 1984,are expectedto start enrollmentsfor academicyear 1985-86and 1987-88 respectively.In additionto these,seven non-projectpilot schoolsstarted operationin October 1984,for a total of 14 new schools. At the time of completion,the project schoolsoffer a diversifiedprogramat upper secondary education. Grades 7, 8 levelonly (Grades10 to 12) leadingto post-secondary and 9 are now integratedin the basic educationprogram. The new diversified

-12programoffersa combinedacademicand vocationalprogramand although studentsgain greaterexposureto specializedskillsand technicalknowledge, most graduatesexpect to continuetheir studiesin the universitiesand in the higher technicaleducationinstitutes(KATEs). For those not choosingformal programs,the MOE plans to developa one-yearspecialized university-level program(followingGrade 12) preparinggraduatesfor the labor market. The missionvisited four of the seven projectschoolsand discussed 4.05 with MOE officialsthe new program. The diversifiedprogramis in line with the objectivesset at appraisal. Major curriculuminnovationsare: the and Economics),and elective of two new subjects(Technology introduction and biotechnology).In addition,curriculumfor the subjects(agriculture remainingsubjectshave been revisedand new methodsof teachingdeveloped from existingtextbooks. The firstyear students(Grade10) in the seven projectschoolsnumbered2,483,out of which 49S are girls. They represent 56% of the totalenrollmentsin the 14 experimentalschools,and altogetheran estimated4% of totalenrollmentsin Grade 10 in 1984-85. At that grade, studentspursuea commoncore curriculumwith 3 weekly periodsout of 34 for electivesubjects. Startingin Grade 11, the diversifiedcurriculumis to includesix differentstreamsof study,namely: (i) social sciences;(ii) healthand physicalsciences;(iii)economics;(iv) technology;(v) and (vi)chemistry. In Grade 12, further electricity/electronics; will be introducedin each stream and studentsare to select specialization one of the two or threebranchesof study in the streamalreadyselectedin the previousgrade. For example,in the health and physicalsciencesstream, in technology, the two branchesare biologyand medical laboratories; constructiontechnology,mechanicaltechnologyand architecture. Specialized subjectsaccount for 531 and 592 of the weekly schedulein Grades 11 and 12 respectively.The remainingcore program includessubjectssuch as social studies,modern Greek, foreignlanguagesand new subjectssuch as introduction to computersand study of the environment. will represent The new diversifiedcurriculumonce fully implemented 4.06 Moreover, education. of generalsecondary a major step in the modernization the curriculumoffersmore flexibilityin subjectchoices,thus adapting programsto changes in technologyand labor market. Nevertheless,specific attentionneeds to be given by MOE to the developmentof appropriate occupationalinformationactivitiesaddressedto studentsand their parents, and tracersystemsfor graduatesof the pilot schools. The MOE expectsa high percentageof graduatesgenerallyto pursue 4.07 higher techniciantraining. In the projectschoolsalso, at least401 of the studentsexpect to continuetheirstudiescomparedto the 20% anticipatedat and expansionof the services appraisal. However,while industrialization sector will both requirea higher level of generaleducation,it is unrealisticto think that most secondaryschoolgraduateswill continuetheir studies. For example,though40% of secondaryschoolgraduatesof 1983-84 were admittedin universitiesand KATEs at the beginningof academicyear 1984-85,the remaining601 enteredthe job market,often withoutadequate preparation. In the absenceof adequatedata on externalefficiency,the MOE shouldgive priorityto tracerstudiesof secondaryschoolgraduatesand to establishingliaisonbetweenthe responsibleplanningunit in the MOE and the ministriesresponsiblefor manpowerplanning,labor and employment.

-134.08 Implementation.A Task Force headedby a senioradvisor to the Ministerof Educationwas createdin 1981 to promotethe establishmentand operationof the pilot secondaryschools. Chairedby a full-timecoordinator, the Task Force comprises15 part-timerepresentatives from MOE directorates, schoolinspectorates, DIEP, KEME, and externalspecialists.Achievementsin the start-upphase reflecta close collaboration among the parties involved, mainly on a voluntarybasis. However,thereare still major tasks to be completedin curriculumdevelopment(para.4.09),in staffing(para.4.10) and in the monitoringof the implementation (para.4.12) and it is evident that the task force shouldhave been createdand staffedmuch earlierso that softwaredevelopmentcould have been initiatedand conductedin parallelwith of the physicalcomponents. Desirably,specific the designand implementation curriculashouldalreadyhave been developedand testedin selectedsecondary schoolsprior to the openingof the projectschools. 4.09 CurriculumDevelopment. In cooperation with KEME, committeesheaded by designatedTask Forcemembers reviewedcurriculumand textbooksfor Grade 10 (para.4.05). Committeesare currentlyrevisingand developingcurriculum for Grades 11 and 12. Since textbooksare alreadyavailablefor all but few subjects,and revisedrather than redesigned,it is expectedthat all pedagogicalmaterialswill be availablebefore the end of academicyear 1984-85. It has been noted that teachersin projectschoolsare overdependent on textbook teaching. A sustained and systematic effort has to be made in disseminating new teachingmethodsand trainingmaterialsalreadydevelopedby some innovativeteachers. A full-timecurriculumdevelopmentspecialist shouldbe appointedin the Task Force to coordinatewith inspectors, administrators and subjectadvisors,the dissemination and applicationof trainingmaterialsand teachingmethods. 4.10 ProjectSchoolStaff. The projectschoolstaff comprisesseven schooldirectorsand 177 teachersfor a current1:14 teacher-student ratio. Qualifiedand experiencedstaff have been selectedon an individualbasis at the regionallevelmainly on their interestto take part in the promotionof a new curriculum,trainingmethodsand innovativeeducationalenvironment. In collaboration with KEME, the Task Force conducteda three-dayorientation course in the summerof 1984 for all pilot schoolstaff. Since mid-1983,the projectfinanced40.2 man-yearsof fellowshipsfor 69 staff, in line with appraisalobjectives. These fellowshipsof a durationof six to ten months were undertakenabroadand coveredareas such as schooladministration, specializedsubjectsteachingmethodsand vocationalguidance. By providing opportunities to observesimilarsystemsalready in operationin other countries,one criical objectiveof institution-building has been achieved. MOE officialspointedout that fellowshipswere preferredto foreignTA for made under the project. While overseas which there was no disbursements trainingwas successfullyimplemented,littlehas been done to preparea specificplan for the upgradingand in-servicetrainingof staff to be recruitedin the next two academicyears. The MOE should strenghenin-service seminarsand regularworkingsessionswith school training(orientation and upgradingactivitiesin forms of exchange between institutions. inspectors)

-144.11 Facilitiesand Equipment. Due to delays in equipmentprocurement, none of the projectschools'workshopsand laboratories was equipped. Deliverywas expectedby March 1985, thus affectingworkshopand laboratory practicalexercisesduring the currentacademicyear. Delaysarose mainly during the preparationof equipmentlistsand specifications which were completedat the end cf 1982,while tenderingand contractawardswere processedefficientlysincemid-1983 (para.4.42). The facilitiesbuilt are of a good quality,but the spaceallocationsare rathergenerousin all of them,with 14% averageincreasein gross areas comparedto appraisalestimates (para.4.40). The mission pointedout to MOE officialsthe importanceof providingadequatebudget for maintenanceand consumablematerials,and to avoid overcrowding and intensiveuse as is currentlythe case in most secondary schools in large urban areas.

4.12 Conclusions.Althoughthe pilot secondaryschoolshad a good start and show positivetrends,urgentattentionmust be given by the MOE to the followingareas: (i)

the developmentof textbooks,teachingmethodsand examinationsfor the completecurriculum(grades10, 11, 12) and, more specifically, for the new specializations to be offered. A full-timecoordinator shouldbe appointedin the Task Force to coordinatespecialized committeesin chargeof curriculumrevision,dissemination of teachingmethodsand materials,and in-servicetrainingof.teachers.

(ii)

continuousmonitoringand evaluationof the curriculumduringa full threeyear cycle. ResearchserviceswithinMOE, currentlyundergoing restructuring and reorganization, are expectedto provideassistance to the Task Force. There is a need to reinforcethe Task Force by the appointmentof a full-timemember in the Task Force. Another urgent task is to deaigea comparativeevaluationof the educational impactand externalefficiencyof the traditional and multilateral secondaryschools.

(iii)

finally,staffingand personneldevelopmentactivitiesare key areas requiringclose supervisionand advice throughthe appointmentof a full-timemember in the Task Force. In-servicetrainingfor school administrators shouldbe strengthenedin areas such as pedagogical supervision, guidancecounsellingand schoolmanagement. Higher TechnicalEducationCenters (KATEs)

4.13 The project includedthreenew higher technicaleducationcentersas an extensionto the programof five similarcentersfinancedunder the first educationproject (Loan 711-GR). Located in Chalkis,Kozaniand Kavala, the new premiseshave not yet been completed;the Chalkisand Kozani centersfor which constructionis completedat 602 and 702 respectively, are expectedto start enrollmentsin academicyear 1985-86. Completionof constructionfor Kavala is expectedin July 1987,with an estimated81 completedas of October 1984. In the meantime,the three instituteshave been accommodatedin

-15temporarypremisessince 1976 in Kozani,1981 in Kavalaand 1982 in Chalkis. The missionvisitedtwo of these,Chalkisand Kozani, in which enrollments totalled1,502and 1,340 studentsin October1984,with femaleenrollments comprising31b and 162 of totalenrollment,respectively.Enrollmentsare higherthan the appraisalfiguresby 42 and 201 respectively.The available information on enrollmentsat Kavalaon April 1984 indicated1,320 students, or 94% of totalenrollmentprojectedat appraisal. The size of enrollments clearlyindicatesthat the new premiseswill be fully occupiedas soon as they becomeavailable. 4.14 Specializations.The basic specialixations offered in the three projectinstitutionsincludemechanicaland electricalengineering,business administration and accounting. With the exceptionof automotiveengineering offeredat Kozani,and oil technologyat Kavala,none of the new specializations definedat appraisalis currentlyoffereddue to a lack of equipmentand limitedphysicalfacilitiesin the temporarypremises. Those specializations includechemicalengineering, electronic,heating engineering, instrumenttechnology,opticalmechanics,and textileand leathertechnology. With the exceptionof textileand leathertechnology,curriculawere prepared by the Directorate Generalof HigherTechnicianTrainingInstitutesand reviewed by KEME and representatives of the industry,the relatedtechnical and professional associations. Delivery of workshop and laboratory equipment ia expectedto be completedby March 1985,and installation at Kozaniand Chalkis completedfor next academicyear. With the openingof the new facilities, it is expectedthat all but one (textileand leathertechnology) of the new specializations will be offeredin the projectinstitutions. 4.15 SocialAcceptanceand EnrollmentExpansion. As mentionedin the First EducationProjectCompletionReport,one of the outstandingoutcomesof that projecthas been the dramaticwidespreadsocial acceptanceof the KATEs. For example,the number of applicationsto the KATEs has increasedfrom nearly 10*000in 1973 for 2,800 studentplaces,(dateof the openingof five KATEs), to 60,000applicantsin 1979 for nearly 9,000 atudentplaces. For the present academicyear 1984-85,accordingto the Directorateof KATEs in Athens, the 14 existingKATEs attractedas many secondaryschoolgraduatesas the Universities.Under the new entranceexaminationsystemcommon to third level institutions, out of 52,000 applicantswho passed the entranceexamination, 22,000 (or 422) were admittedto KATEs. About 352 of the studentsadmitted to KATEsare graduates of technical/vocational schools and the remaining are graduates of general secondary schools, thus providing technical secondary school graduates with opportunities for post-secondary studies. 4.16 TeachingStaff. The teachingstaff comprisesfull professors, assistantprofessors,instructorsand part-timelecturers. The present teaching/student ratio is 1:11 for Chalkisand 1:14 for Kozani;the ratio for Kavala is not available. All teachersare universitygraduates. Teaching staffare expectedto have a minimumof two years of industrialexperience. However,increasedenrollmentsover the last few years led to an extensive recruitment of universitygraduatesat the project institutions who have not had the requiredindustrialexperience. In addition,due to limitedbudget

-16authorization for regularposts,the ratio of full-timeto temporary contractual teachingstaffhas been maintainedat a very low 1 to 5. It is thereforevital to budget for the recruitmentof full-timeteachingstaff as well as for trainingprogramsto providenew graduateswith some exposureto industry.The projectfinanced18 man-yearsof fellowshipsfor 36 KATE teachersfor six-monthtrainingprogramsin areas such as food technology, agriculture, forestry,fishery,engineering,businessmanagementand graphic arts,all of whom were assignedto KATEs. 4.17 Graduatesand Employment The employmentprospectsof those who graduatedfrom the KozaniKATE have been good. The Directorindicatedthat nearly 100% of graduates found employment in the region within a few months after graduation. The most important factor in the placement of graduates has been the practical training period for students during the summer period offering an opportunityfor both the employerand the traineeto know each otherbetter. However,there is a lack of systematicfollow-upinformationon graduatesat the nationallevel. As mentionedearlierfor skilledworkersand technicians, there is a need for MOE to implementa tracersystemfor KATEs' graduates. Although, as mentionedin the First EducationProjectPCR dated February 22, 1980,' under TechnicalEducationLaw of 1977 there was provision of appointingplacementofficersin the KATEs to overseepracticaltraining and conductanalysisof the employmentof graduates,these placementofficers have not been recruitedyet. The completionmission reiteratedthe importance of such actionsespeciallyin view of the growingenrollmentsin KATEs from 19,583in 1979-80to nearly 42,000 in 1984-85(an average increaseof 16.5S p.a.)and indicationsthat in some areas such as engineering,there is a strongcompetitionfrom Universities and the Polytechnic. Under the new educationlaw concerningHigher TechnicianTrainingCenters (Law 1404 passed Educationis to be set up to advise the in 1983),a Councilof Technological in order to Minister about programs to be offered in KATEsand the enrollments meet projectedneeds of the economy. The Councilwill have representatives but it is from public,private,educationaland regionalinstitutions essentialthat it also enjoy strongtechnicalsupportin the areas of manpower analysis and educational planning. 4.18 Conclusions. Althoughnormal operationof the three projectKATEs is stillaffectedby delays in construction,the projectinstitutionsoperating in temporarypremiseshave almost reachedenrollmentsas appraised. In line with the objectivesof the first educationprojectand extendedin the third project,KATEs gainedwidespreadsocial acceptancereflectedby a dramatic However, more over the last decade. increasein demandand enrollments attentionneeds to be given by MOE in the following areas: (i) staffingplans to recruitteachersand instructorson a permanentbasis in order to alleviateimbalancesin permanent/temporary teacher ratios, and to permit teaching staff to gain industrialexperiencethroughsabbaticalleaves or exchangeprogramswith the industry;and (ii) manpoweranalysis and tracer studiesof graduatesto provide feed-back on the specializations to be offered,the placement of graduates, and the qualityof training.

-17VocationalTrainingCenters (VTCs) 4.19 In line with one of the key policy objectivesto give an increasing emphasisto vocationaltraining,the project includedfour new Vocational TrainingCentersas an extensionto the programof eight similarcenters financedunder the Second EducationProject (Loan 859-GR). The Bank agreed in 1978 to delete from the projectthe renovationof TripolisVTC and to finance, instead,the purchaseof two mobile trainingunits as an extensionof a similarprogramunder the Second Project. Subsequently,those mobile units were deletedfrom the projecton the basis of adequateexistingprovisionof such facilities. These centersaim at promotingthe apprenticeshipsystem to personsof up to 18 years of age througha threeyear programmixed with practicalexperienceand the provisionof increasedopportunitiesfor accelerated vocationaltrainingof unemployedadults through6 month intensive trainingprograms. With the extensionof universalcompulsoryeducationto includegrades I through9 that took place in 1976, academicprerequisites were raised from grade 6 to grade 9, and an innovativefeaturewas introduced to upgradecandidateswho have not completedup to Grade 9, throughshort intensiveacademicprograms. 4.20 Enrollments.Three of the four plannedVTCs are completedand in operation. The Veria,Kozani and Komotinicentersstarted in 1984, while the ChalkisVTC is expectedto be completedand start operationin March-1985. The missionvisitedthe Veria and Kozani centers. Enrollmentsas of October 1984 totalled576 studentsin apprenticeshipprogramsand 80 in accelerated trainingprograms. The followingtable comparesthe actual enrollmentsby type of programswith the projectedcapacityat appraisal. TABLE 3: ProjectedCapacityand Actual Enrollments in VocationalTrainingCenters 1/

VTC

ACTUALENROLLMENT PROJECTEDCAPACITY Apprenticeship Accelerated ApprenticeshipActual/ Accelerated Actual/ Programs Projected Training Projected Programs Training

KOZANI

300

120

279

932

VERIA

120

90

222

185S

-

KONOTINI

60

90

75

125%

40

44%

TOTAL

480

300

576

1202

80

27%

1/ As of October1984

40

33% 0O

-18The actualenrollmentsin apprenticeship programsexceed the projected capacityby 201, while enrollmentsin acceleratedtrainingprogramsat Kozani and Komotinireached33% and 442 of projectedtargets,respectively. Enrollments in acceleratedtrainingprogramsare expectedto increaseduring the secondyear of operationwith the extensionof specializedprogramsin electricity, automotivemechanic,and agricultural machinery. At Veria, studentsin apprenticeship programsare dividedinto two shifts (dayand eveningcourses)and facilitiesare used more than 12 hours per day. 4.21 EmploymentProspects. Specializations offeredincludemachining, electricalinstallationand maintenance, motor vehiclemaintenance, agricultural machinery,and welding. In the three-yearprogramfor apprentices, studentsattend full-timeprogramsduring the first year and subsequently, take evening coursesduringthe secondand thirdyear. Nearly 100Xof secondand third year studentsare employedas apprenticesin local industries, most of whom are employedon graduation. The acceleratedtraining programsare aimed at unemployedadults,thoughemployedpersonswishing to improvetheirvocationalskillsare not excluded. These programslast between 6 to 9 months,varyingwith each specialization.Employmentprospectsfor graduatesare good, since decisionsto start theseprogramsare made on the basis of localmanpowerneeds. In the centersvisited staff conductsurveys of manpowerand trainingneeds and prepare,on an anni basis,a training calendarproposalfar the specificshort-and mid-termtrainingneeds identified.These proposalsare then sumittedto the NEO Directorateof VTCs in Athens for approval. Moreover,in each center,staff followdevelopments in the labor market and, through simple questionnaires, trace the adequacyof training and the employmentpropectsof their graduates. 4.22 Programs and Staffing. The preparation and revision of courses for both the apprenticeship and the accelerated training programs is a joint effort in which employers,tradeunions,specialists, and the interested ministriesare involved. VTCs adapt their coursestaking into consideration labormarketneeds or requestsfrom the local enterprises. Administrators and instructors are qualifiedand experiencedin both teachingand industrial work. The instructor/trainee ratiosare currently1:12 at Veria and 1:16 at Kozani;no data are availablefor Komotini. 4.23 Use of Facilities. The classroomsand workshoparrangementsare educationally satisfactory. However,the centersvisited had not yet received full allocationof workshopequipmentfor plannedspecializations.The missionwas informedby the Directorateof VTCs that the items have been procuredby the central servicesand would be deliveredto the centerswithin a month. Arrangementswere also in progressby the same Directorateto ensure transferof permanentstaff from Thessalonikifor the operationof boarding houseswhich are not yet in use. The openingof these facilities(capacityof 186 at Kozani,87 at Veria and 57 at Komotini)may lead to increased enrollments and extendedregionalcoveragein semi-urbanlocationslike Veria and Kozani. StudiesIncludedIn The Project. 4.24 The projectincludedthree feasibilitystudies: (a) a Study of a Schoolof Education;(b) a Post-Secondary EducationSystemDevelopmentStudy; and (c) a Study of an EducationMaterialsProductionUnit.

-194.25 Pre-Investment Study of the Centerof PedagogicalStudies. The study was intendedto examinethe feasibilityof the establishment of a Schoolof Educationfocusingon: (i) educationalresearch;(ii) pedagogicaltrainingof secondaryschool teachers;and (iii) trainingof educationplannersand administrators. 4.26 Despite initialarrangementsfor its preparation, which includedthe appointmentof a directorin October1976, the studywas discontinued at the insistenceof KEME (Centerof EducationalStudiesand In-ServiceTrainingof Teachers)on groundsof encroachmenton their jurisdiction.KEME itself prepareda feasibilitystudy on the establishment of SELE (a School for In-Service Trainingof SecondaryTeachersand Administrators), which would also be used by KEME for its curriculumdevelopmentfunctions. Based on the study, the financingof constructionand equipmentof SELMEwas introducedin the FourthEducationProject. 4.27 Accordingto MOE officials,legislationis now under preparation aimed at the restructuring of KEME to strengthenits educationalresearch services. 4.28 Post-Secondary EducationSystem DevelopmentStudy. The terms of referenceof the study included:(i) an analysisand evaluationof the country-education systemfrom the economic,educationaland institutional points of view; (ii)estimateof the desirableallocationsof university studentsinto basic programsof studiesin accordancewith the developmental needs of the country;and (iii)alternativeproposalsfor the improvementand futuredevelopmentof third level education. The Bank'sview on the study (7/16/76)was that it shouldbe operationaland not an academicresearch exercise. 4.29 The study was carriedout under the directionof two part-time expatriatespecialistsassistedby a team of local professionals.Additional supportwas providedby expatriateconsultants, employedfor varyingperiods rangingfrom two weeks to threemonths for the more specializedtasks. Eight specialists,in additionto the co-directors, were used for the preparationof the study. 4.30 The study was completedin 1977. The SteeringCommitteeof the Ministryof Coordination, dissatisfiedwith the formatof the work, which includeda large number of appendicesand specialreports,asked the authors to write a policy-oriented summary. An educatorconsultant,who participated in the Bank supervisionmission of June 1979 l/ rightlycommentedthat the studywas long and discursive,did not adequatelydeal with post-secondary non-university trainingand was not action-oriented.Even in its shortened version,the study lackedsharp policy focus,and did not receivefurther consideration by the Borrower. 4.31 FeasibilityStudy of an EducationMaterialsProductionUnit. The study was intendedto investigatethe prospectsfor the expansionand/or

1/ SupervisionReportdated 7/18/79

-20retoolingof the existingEducationMaterialsProductionUnit of the MOE, includingpossiblenew productionprocesseswhich would enable the Unit to becomea competitiveand ecunomicsourceof supply of educationalequipment and other learningmaterials. 4.32 A preliminarystudy on the expansionof the Unit, completedby a UNESCOexpert in May 1977,recommendedthat a furtherdetailedstudy on the extentand natureof the expandedfacilitiesbe undertaken. The actual feasibilitystudywas continuallyput off and was not preparedduring the implementation periodof the project,thoughTA was available. 4.33 The missionwas informedby MOE officialsthat the MOE, apprehensive of the increasingcosts of commercially availableeducationalequipment, mostly imported, has recently appointed a task force of local specialists to

proceedwith the feasibilitystudywith its own funds. TechLicalAssistance(TA) 4.34 An initialamountof US $2.6 millionwas allocatedin the Loan Agreementfor about 55 staff years of specialistservicesand 35 staff years of fellowships.Nearly30 staff years of specialistserviceswere expectedto be used for developmentof curriculafor new specializations at KATEs and for new experimentalcurriculafor multilateralsecondaryschools,while about 25 staff years of fellowships were intendedfor staff trainingfor the institutions.Modifications of TA, were requestedfrom time to time by the Borrower(6/27/77;4/23/79)and generallyeirectedtowardsin.creases in fellowshipsand reductionsin specialistservices,takinginto consideration the TA input of UNDP and the TA needs of the FourthEducationProject. The implementedTA programincluded13 staff years of specialistservicesand about 112 staif years of fellowships.The specialistserviceswere only used on two items: the preparationof equipmentlists of KATEsand the preparation of the Post SecondaryEducationSystemDevelopmentStudy. All the fellowships were used for furthertrainingand upgradingof personnelfor KATEsand POSMEs,the latter takingthe bigger share (752)of the fellowshipprogram. Staff trainingfor both KATEs and POSMEs is highly recommendedand remainsan importantprioritybecauseof the high contributionexpectedof these institutionsto educationdevelopment(paras.4.10 and 4.17). 4.35 The appraisalalso gave due consideration to the developmentof curriculafor these institutions by includingspecialistservices-- which, however,were not used due to local resistanceto foreignspecialists. Provisionsfor strengthening local institution(SELME)for curriculum developmentof KATEs and POSMEswere includedin the FourthEducation Pro5ect. However,institution buildingshouldhave included,in additionto the strengthening of the curriculumdevelopmentservicesof the MOE, the establishment of educationalevaluationservicesfor the ongoingevaluationof curricula,

textbooks and teaching methods. Another important aspect of the TA

program,closely relatedto the career possibilities of KATE and POSME students,should have been the appropriatetrainingof personnelto support the promotionof manpowerplanning,educationalplannting and tracerstudies (paras.4.07 and 4.16).

-21B. PhysicalAspects Overview 4.36 At appraisal,preliminarydesignsand equipmentlists were scheduled to be completedone year and a half after the signingof the Loan Agreementor the last quarterof 1976; projectimplementation was scheduledto be completed four years and a quarterafter the signingof the Loan Agreementor the third quarterof 1979; and the loan disbursedby December31, 1980. Due to delays in ratification of the Loan Agreementby the Parliament(10 months), the selectionand acquisitionof sites, the unduly long processof selectionand appointmentof consultantarchitectthrougharchitectural competionand long drawn out designdevelopmentprocessand the necessityto revisethe plans in accordancewith unanticipated new regulations,the constructionof the new projectinstitutionsdid not commenceuntil 1981-1982,six months after the originalclosingdate. After 1981, delays in projectimplementation were causedby unforeseenproblemson severalsites.Delays in procurementarose from administrative problemsin settingup and coordinatingtechnical committeesfor the preparationof equipmentlistsand specifications.The closingdate was extendedthree times (initiallyto December31, 1981, then to December31, 1983, and finally to September1, 1984),with disbursementson contractssignedprior to the final closingdate continuinguntil December31, 1984. At the time of the completionmission,threeof the four VTCs were completedand partlyequipped,and seven of the nine POSMEswere partiallyin operationwith first year studentsenrolledin October 1984. The three project

KATEs are currently in operation and accommodated in temporary

premises. Completionof constructionand equipmentinstallationis expected by the end of 1985,with the exceptionof Kavala KATE and KalamataPOSME by mid-1987. Actual implementation of all projectinstitutionsis now expected to take 12 years, as comparedto 4-1/4 years estimatedat appraisal,and as comparedwith the regionalaveragefor the educationsectorof nine years. A totalof US$8.1million (182 of the originalloan amount)was cancelledsince the fund could not be disbursedfor withdrawalapplicationssubmittedby December31, 1984 (fouryears after the originalclosingdate). To complete the project,the Governmentwill have to financeover US$9.4 millionof foreignexchangecosts. It has agreed to do so. Sites 4.37 At appraisal,half of the sites had alreadybeen selectedand sites for eight projectinstitutionswere to be selectedprior to preliminary designsof the buildingsfor these sites. Acquiringall 17 sites proved to be time consuming

(Chart 1) due to delays in obtaining the Ministry of Public

Works (MPW)approvalon zoningand final assignmentto projectinstitutions. One site at Kavalawas not grantedexemptionof zoning regulationsand the Governmentand the Bank agreed to delete the proposedPOSME from the project.

|

~~~~~~~~~~~-22-

DesiRn 4.38 An implicitinstitution-building objectiveof the project, improving the schoolbuildingpolicv,was agreed betweenthe Governmentand the Bank duringappraisal. Accordingly,each schooldesignwas to be preparedby differentprivate consultantarchitects/engineers which were to be appointed directlyby the MOE under termsand conditionsacceptableto the Bank. However,duringimplementation, the Greek TechnicalChamberdecreedthat for all work of importanceand of significantcost in the publicsector, architectsmust be selectedthrougha nationalcompetitionor public bidding which wouldbe open to all eligiblearchitectsin the country. Accordingly, MOE announceda nationalarchitectural design competitionin March 1977 for the projectPOSMEsand KATEs despiteBank recommendations to the contrary. The resultsof the competition were judged in November1977 and final appointments of architectstook placeonly in August 1978. Thus it took two years to recruitand sign contractswith the architectsand other specialist consultants against3 monthsanticipatedat appraisal. Moreover,each structural, mechanicaland electrihalconsultantengineershad to be selected and appointeddirectlyby the Government. As a result,some 52 consulting firmswere involvedin the developmentof the designsof projectPOSMEs and xATEs. DIEP staff had to administerthose contracts,and to reviewand approveall work performedby the consultantsin all stages (preliminary stage,finaldesign stage,constructiondrawingsand technicalspecifications and bid documentation), tasks for which DIEP was not staffed. It took three additionalyears before construction drawingswere ready for biddingby mid-1981,comparedto appraisalestimateof less than 1-1/2years after loan signing(or December1976). 4.39 In the later stagesof constructionsupervisionand equipment procurement, the reorganization and strengtheningof DIEP in MOE brought a considerable improvementin project implementation (para.4.47). Thus, althoughthe institution-building objectivewas achievedlate in the Bank's involvement with the project,the project'scontributionto schoolbuilding and implementation of civil works is positive. Construction 4.40 Althoughcivil works implementation schedulesufferedfrom accumulateddelays in previousstages of site acquisition, design and bidding procedures,constructionstartedin late 1981 for M80 VTCs and in 1982 for hOE POSMEsand KATEs, and is proceedingslightlybehind schedule(from six months to one year),with the exceptionof KalamataPOSME and Kavala KATE with three years behind the revisedagreed scheduleof July 1980. The strengthening of DIEP'ssupervisionrole and the subsequentreorganization and expansionof its supervisiou. unit contributedto a more efficientsystem of site supervision and a bettercontrolof the contractors. Constructionis generallyof good quality. During the mission,the Governmentprovidedassurancethat civil works wouldbe completedaccordingto previouslyagreed plans under its own funds.

-23Maintenance 4.41 The missionfound the maintenanceof thoseeducationalinstitutions maintenanceprogramat in operationadequate. For the VTCs, a derentralized the regionaland local levelsare helpingkeep recurrentcosts low. Furnitureand Equipment 4.42 At negotiations,the Borroweragreed to appointappropriate unit to assist in equipmentprocurement. specialiststo the implementation DIEP staff did in fact eventuallydevelopmost of the equipmentlists for the KATEs. DIEP'swork on the KATEs was thoroughand systematic. An assessment of TechnicalEducationof the purchaseof was made by the Director-General equipmentsuppliedunder the secondprojectand therewas a major effort to rationalizethe number of laboratorycoursesfor all the KATEs (thirdand fourtheducationprojects). In the case of the POSMEs the preparationof equipmentlists (similarto those preparedfor the secondaryteachertraining institutesin the second Project)was entrustedto KEME. It was decidedto establishcommitteesof teachersto carry out the task of preparationof which the British consultants equipmentsexceptfor some nine specializations handled. This proveddifficultbecauseunder civil serviceregulations honorariacouldnot be paid the teachersfor this additionalwork. Later in 1982when procurementof equipmentbecame criticalbecause of the upcoming closingdate, this problemwas resolvedon an exceptionalbasis by special equipmentlists and had decree. The MEO had alreadyestablishedstandardized in procuringequipment. Tenderdocumentswere finalizedfor no difficulties ICB in early 1983 and by the closingdate all equipmentcontracts- estimated at US$28.6million- had been signed. Procurementof furniturepresentedno specialdifficulty. The main reason for the late procurementof most equipmentand furniturewas the significantdelay in civil works. However, where equipmentcould be used in ongoingprograms(KATEs)housed in temporary facilities,it was procuredas required. are not yet Final workshoplayoutsfor MOE project institutions 4.43 finalizeddue to the major workloadcreatedby this last minute processingof equipmentcontracts. The mission suggestedto the DIEP that, in order to of equipment,its professionalstaff assist the accelerateinstallation institutions in the finalizationof layoutsand supervisionof installation. Covenants 4.44 Two covenantshave not yet been fulfilledbecauseof delays in projectimplementation.They are: and (a) Section3.04(b). The appointmentof schooladministrators teachingstaff for two POSMEsand one VTC, has been delayed. These staff are expectedto be appointedbefore the 1985/86 schoolyear; and (b) Schedule2, Part 2(d). The developmentof an evaluationsystem for multilateralsecondaryschoolshas not been completedyet. The Task Force responsiblefor the operationof pilot schoolsis expectedto submit a proposalto MOE before the end of academic year 1984-85.

-24Bank Performance 4.45 Subsequentto loan effectiveness, the projectwas supervisedby 18 Bank supervision missions (BasicData Sheet)and therewas reasonablestaff continuity.The supervisioneffortwas adequate,totallingsome 193.5 man-days,or an averageof 24 man-daysper year. Bank supervisionmissioas, fullyaware of implementation problemsencounteredby the CentralProjectUnit and implementation agencies in this and other Bank financedprojectsin education,took all possiblesteps to bring their concern to the knowledgeof the Greekauthoritiesconcerned. Bank seniorstaffalso broughtthese concernsup at Country Implementation Reviewsin December1978,May 1979, February1980,April 1981, and again in May 1982,as well as during the Annuel Meetings. Preparationfor these CIRs meetingswas matteby projectsstaff based on recentsupervisionfindingsand remedialmeasureswere discussedwith Government.Detailedschedulesof implementation based on currentprognoses of civilworks, equipmentprocurementand TA were preparedas a basis for thosemeetings,and were reviewedin depth by the successiveCIR missions. While theseaction plans generallymet with governmentacceptance,the typical patternwas for significantslippageto occur in the followingmonths. The degreeof responsewhich Bank recommendations got from higher level government authoritiesmay have been conditionedby the fact that this projectwas conceivedand negotiatedduring the previousregime. 4.46 In retrospect,the proposalto selectarchitectsby a competition organizedby the Greek Associationof Architectsand Engineersmight have been more carefullydesigned. Too much latitudewas given to architectsin the first phaseof design competition,leadingto disagreementslater on. The goalswere not unreasonable:to developlocal consultantand projectdesign capacitywithin the contextof a major project. However, the Associationwas not experiuaceiin such mattersand decisionson design selectionled to significant delays, later compoundedby mandatoryenergy conservationdesign changesand delays in obtainingMPW approvalon zoning. Moreover,the competition greatlycomplicatedthe Bank's role in architecturalsupervision becausethe initialdesignsdid not resgectagreeddesign specifications and severalrevisionswere requiredbefore final designscould be accepted. Undoubtedly,local architectsbenefittedfrom this experience. However,it couldhave been a more cost-effective one. 4.47 In the preparationof equipmentlists,the initialfailureof locally appointedcommitteesto carry out this work due to problemsassociatedwith theirremunerationresultedin extensivedelays,compoundedby delays in finalizingcurricula. Although the Bank suggestedalternativesolutions,the Government'sindecisiveness led to long delays. The situationwas finally resolvedby the payment- on an exceptionalbasis - of local staff when it became clear that equipmentcontractsmight not be signedbefore the closing date. 4.48 Overall,the Bank and the Governmentdevelopeda positivedialogueon much neededmeasuresto modernizethe educationand trainingsystem. The Governmentexpressedsatisfactionwith the Bank's implementation asaistancein general.

-25BorrowerPerformance 4.49 In the contextof the CIRs initiatedin 1978 for seven ongoingBank and slco disbursements financedprojects,tha delays in projectimplementation reflectedthe broader issuesdescribedin the report issuedfollowingthe firstCIR held in December1978: on this projectimplementation "The overt causesof unsatisfactory For the education portfoliocan be summarizedas follows.(...) projects:(i) slow decisionmakingat two levL-s,ministerialand decisions;(ii) despite technical,for standardimplementation approvalof sufficientposts, inadequatestaffingwith inexperienced personnel,becauseof the Minister'sinsistenceon findingpersonnel himself;and (iii)protractedGreek proceduresfor engaging althoughsome architectsand for the selectionof contractors, agencieshave managed to reduce the time cycle to 14 months against 27 months spent by the EducationMinistry." was too for implementation At the beginningof the project,responsibility dispersed.On one hand, the CPU in the Ministryof Coordinationwas supposed to exercisegeneraloversightand provideelementsof specialistassistance, e.g. in procurementand curriculumdesign. At the level of implementation agencies,two of the MOE serviceswere involved: the Programmingand Planning for school Sectionand the existingOSK which had country-wideresponsibility construction, a fact which tempted them to put Bank-financed projects on the "back burner". The Bank pushed for a clarification of project and improvementof human resources dedicated to it. Finally, responsibilities the governmentdecidedin 1980 to take steps to reinforceDIEP as the sole unit. This took time becauseof the general responsible implementation problemsof recruitingcompetentand experiencedstaff for the public sector. Moreover,such staff were not civil servantsand often better paid than specialistsin the civil service. Consequently,they were often corresponding resentedas outsiders,findingit difficultto establishcontactwith the seniorofficialswho had to make the decisions. However,the effort to DIEP was eventuallysuccessfulin that a heavy volume of equipment strengthen was processedin the last year and a half of the project. The procurement strengthening of DIEP shouldhave lastingbenefits.

-26V PROJECTCOSTAND FINANCING CapitalCost 5.01

The projectcost was estimatedat appraisalto be US$99.6million

However,the excluding projectitemscancelled duringprojectimplementation. projectwillnov not be completed until1987(Chart1) and it is estimated thatthe finalcostmay be as highas US$119.9 million,an overrunin US$ equivalentof about 20o. 5.02 This increasein the total projectcost is mainly due to: (i) the triplingof the periodof implementation estimatedat appraisal;and the

s)

unanticipated inflation ratein Greeceduring1978-82period,the effectsof whichuntilveryrecently exceededthe benefits of successive drachzua devaluations.The major increasewas in civil works due to delays in implementation and inflation. The cost for furnitureand equipmentdid not increae significantly due to the fact that equipmentwas procuredmainly in 1984 when the US$ was strongvis-i vis other currencies. Appraisaland completionestimatesare su9m4arized in the followingtable:

Table4i Estimated ProiectCostsby -Categor Category of Expenditures

I.

Civilworks (inc prof.fees) II. Furniture and

Appraisal

I

of

Total Estimateof p Cost s Costste (us$ million)

Current Estimateof costs (Upj million)

% Difference Current/ Appraisal

71.11

88.72

74.81 +25.31 24.01

25.39

25.5a

29.69

3.40

3.41

1.49

TOTAL

99.61

1001

119.90

p AppraisalYear (1975) b Intervening Years' Average CompletionYear Average (1984) 1/

Total Cost

70.82

III. Technical assistance

equipment

% of

ExchangeRate: US $ 1 US $ 1 us $ fl w

+16.91

1.21 -56.21 1001 30.00 96.00 120.00

Excludingall project items cancelledduring project implementation.

-27Unit Usnce Allmcation o'r 8tu*t 5.03

Gross'area

per student place are approximately as follows: Table 5: Estimated Area Per Student Place

Type of Institution

Gross Unit Areas in m2 Difference Current (percent) Estimate

Appraisal Estimate secondary schools Mltilateral Academic and communal Higher teehncal education centers Academic and counal Boarding centers training Accelerated Academicand coummnal Boarding StaffHousing

7.7

9.7

+26%

11.8 8.1

15.9 11.7

+352 +44S

15.0 7.2 150.0

16.2 9.1 150.0

8S +26% 01 +

The increasein averageunitareaper studentplacein the projectschoolsis by steep and difficult areasnecessitated the resultof largercirculation for sitesin somecases,and of MOD decisionto increasespaceallocation to whichthe Bankagreed. boardingfacilities UnitCost22r StudentPlace including The unitcostper studentplacecoversall expenditures 5.04 feesand are approximately as follows: and professional contingencies Table G#fstimat.d

Studant Placa

eoa tPr

Cutt ear Studant

Placa in liSt

Type of Institution Furniture and KM1£otal mk

Cangtruetian

Ammrimal miltilateral

Actal

hAmlnri

X QiffarenGA

falAtual AnatrAisal

Actual

Annriisal/Actual

Secndary

Schools

2,470

2.690

720

Boo

3,190

2,690

+15.7w

5,220

7,430

2,660

3,750

8,100

11,180

+38.0%

4.920

6,430

2.070

600

9.060

7,030

1i1er Tehnical Education Centers Acelerated Cantrs

Training -22.4%

-28The increasein unit cost per studentplace in the projectschoolsis the resultof increasedspace allocations(para.5.03 above) and of inflationover the long periodof implementation.Becausethe projectinstitutions have been operatingless than a year, therewere no availabledata on recurrentunit costs. Disbursements 5.05 A comparison of actual withdrawalswith appraisalestimatesis shown by semesterin Annex 4 and by years in the following table: Table 7: PlannedDisbursements and Actual Withdrawals Disbursement Fiscal Year

per year

Planned Actual (US $ Million)

Cumulative Disbursements Planned Actual (US $ Million)

1976

0.60

-

0.60

-

1977

1.10

-

1.70

-

1978

5.90

-

7.60

-

1979

21.83

-

29.43

-

1980

14.31

-

43.74

-

1981

1.26

-

45.00

-

1982

_

0.40

45.00

0.40

1983

-

4.00

45.00

4.40

1984

-

5.10

37.001/

9.50

1985

-

27.40

37.00

1/ After cancellationof US$ 8.0 million on May 17, 1984. 2/ As of February12, 1985.

_

~~~~~~~~~~M W Rj__BE Z.MJi$ii5WG:

M>

l

D

NM ,_R3FR_BbvSD -bTlrvVY

36.90 2/

-295.06

The followingtable shows actual loan disburseents by categories: by Catesory Table 8: Estimatedand Actual Disbursements

New Allocation Original Allocation After Cancellation Estimated As X of Loan of US$8.0 million Final (including Type of Expenditures contingencies) 05/17/84 Disbursements1/ Allocation

I. CivilWorks

17.9

14.0

13.8

99

II. Furnitureand Eouipment

24.3

21.5

22.5

105

2.8

1.5

0.6

40

45.0

37.0

36.9

III. TechnicalAssist. Total

99.7

1/ As of February12, 1985. AlthoughUS$36.86millionof the Loan were disbursedby February12, 5.07 1985, the Government'sshare of the projectis incompleteand it is estimated US $28.2 millionwill be requiredto completethe project, that approximately of which an estimatedUS$9.4 millionequivalentin foreigncurrenciesand US$ 18.8 millionequivalentin local currency. The governmenthas already incurredand/or committeda total expenditureof about US $91.7 million on the and equippingof the projectand technicalassistance(mainly construction and has given assurancesthat it will completethe project. fellowships), Outcomes 5.08 Althoughthe project institutionsare operatingunder difficulties works; delayed equipmentdelivery)resultingfrom long delays in (outstanding site acquisition(para. 4.37), finalizationof designs (para.4.38) and preparationof equipmentof equipmentlists (para. 4.42), the major objectives of the projectare likely to be achieved. The openingof pilot secondary schools (POSMEs)in 1984-85representsa major step in the modernizationof generalsecondaryeducation. The new diversifiedcurriculumis expectedto reduce the academicbias in post-secondaryeducation,to enhance the performanceof studentswho enter post-secondarystudiesin technology-related and scientificfields,and to permit flexibilityin adaptingprogramsto changesin technologyand labor market (para.4.05). The expansionof technicaleducation(KATEs)and vocationaltraining(VTCs),in post-secondary line with the assistanceprovidedin the First and Second EducationProject, is expectedto contributefurther to the provisionof qualifiedmanpowerfor of the developingeconomy (paras.4.14 and 4.18). the requirements

-30LessonsLearned 5.09

The delays in projectimplementation and slow disbursementsreflect

broader issues related to slow decision making,

inadequate staffing of the

implementing agency,and to the protractedand complexproceduresfor selectingarchitectsto preparedesigns. These proceduresshould have been specifiedand agreed during appraisal. This experienceunderscoresthe desirability to clarifyprojectresponsibilities at appraisaland to staff adequatelythe implementation unit with sufficientnumberof specialiststo coordinatethe designand implementation of physicalaspects (para.4.49). Many of the problems encountered during arly implementation stage were

laterresolvedas a resultof the constructive dialoguebetweenBank supervision missionsand successiveCIR missions. In that respect,the importanceof the technicalassistanceprovidedby supervisionand CIR missions- in preparingdetailedschedulesof implementation and action plans - cannotbe overstated(para.4.45). 5.10 The fact that the new diversifiedupper secondarycurriculumis being introducedtwo years behind schedule(onlygrade 10 has been completed) underlinesthe need to pay as much attentionto the organization, management, staffingof softwaredevelopmentactivitiesas to physicalimplementation. While it is laudablethat a task force has now been established,most of the work - textbooks,teachingmethods,examinations, evaluationand teacher trainingand upgrading- shouldhave been startedearly and carriedout in parallelto the implementation of the physicalcomponents. most importantly, new curriculacouldhave been field-testedin selected,existingsecondary schools. Similarly,a comparativeevaluationof the educationalimpactand externalefficiency(para.4.07) of the academichigh schoolsand the multilateral schoolsshouldhave been designedearlierso that surveywork couldhave been startedin the first year of the new curriculum'sapplication (1984/85)(para.5.09).

Chart 1 Page 1 of 2

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PEO.ECT COMPLETIONREPRT iREECE: - THIRD EDUCATIONPROJECT lLOAN 1134-OR) imblementation ProJect

Institutions

Conuencement Actual or Estimated of Date of Completion construction

I Vocational Training Centers Chalkis 01/82 Kozani 09:81 Veria 05/81 Komatlni 08/81 Tripolis (cancelled)

of Civil

Works

X Completed Expenditures as of to Date October 1984 (in million

Estimated Expenditures Incurred Total Cost as % of Estimated US S) Total Cost

03/85 09/83 08/83 11/83 -

95% 100% 100% 100% -

2.09 2.26 2.16 2.09 -

2.37 2.26 2.16 2.09 -

88 100 100 100 -

12/85 07/87 12/85

60% 8X 70%

5.70 2.28 6.24

7.71 14.46 7.23

74 16 86

06/85 03/85 12/85 01/8S 10/85 12/85 03/85 "8/85 04/87 -

70% 70% 60% 90% 8ot 98% 86a 60% 17% -

6.50 5.22 4.24 3.82 6.02 4.01 3.71 2.97 1.31

7.52 6.07 5.78 4.34 7.23 4.34 4.34 4.05 6.75

86 86 73 88 83 92 85 73 19

60.62

88.70

II Hither

Technical Education Centers (TEls) Chalkis 01/82 Kavala 05/83 Kozani 03/82

III Multilateral Secondary Schools (EPLs) Athens Piraeus Thessaloniki Katerini Agrinion Volos loannina Chania Kalamta Kavala TOTAL

01/82 05/82 04/82 01/82 03/82 04/82 06/82 04/82 02/82 (cancelled)

- 34 PROJECTCOMPLETIONREPORT

Annex 2

GREECE - THIRD EDUCATIONPROJECT (Loan 1134-GR) Gross Floor Areas

ProjectInstitutions

PhysicalFacilities As Built 1/ Appraisal2/

Percentage Change

I VocationalTrainingCenters

Chalkis Kozani Veria Komotini

Tripolis

6,201 6,756 5,563 5,042

(cancelled)

5,300 5,900 4,270

+17 +15 +30

4,060

+24

(3,800)

_

II HigherTechnicalEducation Centers(TEIs)

Chalkis Kavala Koxani

24,500 32,000 21,650

20,780 21,560 17,290

+18 +48 +25

17,080 17,080 17,080 12,860

+40 +03 +12 +13 +12 +18 -01 +11 +28

III MuitilateralSecondary Schools(EPLs)

Athens Piraeus Thessaloniki Katerini Agrinion Volos Ionnina Chania Kalamata Kavala

1/ 2/

23,970 16,571 19,191 14,595 14,386 159143 12,782 14,326 16,445 (cancelled)

l2,860 12,860 12,860 12,860 12,860 (12,860)

-

As built - whencompleted. As indieatedin the Loan Agreement,Schedule2, Descriptionof the Project,p. 1

PROJECT COMPLETIONREPORT GREECK - TIIIRD EKIUCATION PROJECT (Loan 1134-CR) Comparison of Originally Estimated Costs of Civil Works. Furniture and Equipment and ActuaI Costs (in US $ 'ooo's)

Project Inotitutions

I Vocational Training Centers Chalkis goszai Veria Komotini Tripolis

Construction Furniture and Equipment Appraisal Estimated X Appraisal Estimated Appraisal Estimate or Difference Estimate or Difference Estimate including Actual Including Actual Including Coatingencies Cost Contingencies Cost Contingencies

1,663.4 18S55.5 1.351.6 1,281.5

(641.7)

11 higher Technical Education Centers Chalkis 6,973.4 Revala 7,907.2 Kosani 5,798.6 111 Multilateral Atbens

Piraeus Thessaloniki Iaterini Agrinion Volos loanina chania Kalamta

Secondary Schools 5.202.0

Kgaval Subtotal (Cancelled)

TOTAL

2,365.6 2,258.1 2.161.3 2,091.4

5,202.0 5,202.0 3,919.0 3,919.0 3,919.0 3,919.0 3.919.0 3,919.0 (3,919.0) 65,951.2 (4,560.7)

70,511.9

--

+422 +22 460 +63 --

820.0 685.4 578.3 445.9 (330.0)

205.0 205.0 205.0 205.0

-75 -70 -65 -54

--

--

Total Estimated or Actual Cost

2.483.4 2.540.9 1.929.9 1,727.4

X Difference

2,70.6 2,463.1 2.366.3 2,29Y.4

(971.7)

* 4 1 423 433 -

--

7,714.6 14,464.8 7,232.4

+11 e83 +25

4,251.7 4,012.8 3,127.5

5,683.7 4,274.3 4.883.6

+34 + 7 456

11,225.1 11,920.0 8.926.1

13,398.3 10,739.1 12,116.0

7,521.7

e45

6,075.2 5.785.9 4.339.4 7,232.4 4,339.4 4.339.4 4.050.1 6.750.2

1,543.3

1.941.4

.17 +11 e11 +85 +11 +11 e 3 *72

1,542.9 1,542.5 1,141.1 1,141.1 1.140.7 1,140.7 1,140.7 1,140.7

+26

6,745.3

1,941.4 1,941.4 1,367.8 1,367.8 1.367.8 1,367.8 1,367.8 1,367.8

9,463.1

426 *26 420 420 +20 e20 +20 .2u

+40

6,744.9 6,744.5 5,060.1 5,060.1 5.059.7 5,059.7 5,059.? 5,059.7

8,016.6 7,727.3 5,707.2 8,600.2 5.707.2 5,707.2 5,417.9 5,018.0

.19

---

88,721.9 --

88,721.9

--

(1,140.1)

--

25,395.3 (1,471.1)

29,692.6 --

--

_

-

91,346.5 (6,031.8)

118,414.5 ---

o26

26.866.4

29,692.6

+11

97,378.3

118,414.5

--

_

_

(5,06.1)

--

+19 .57 +Jb

415

+13 470 t13 .13 .1)7 .58 --

---

*22 0

~

E~

~

~

,PgtCT aiMLZM RIET GREECE- THIRD EmECATINu ,ROJECT ILoan 1134-fa) J5sburs&flTat&

FY

76 77

Semester

Anoraisls EstiMtes ACtual Amounts Cuaalative Amounts Cuulative Amounts Amounts -- US $ OOos - -

1 (07/75-12/75) 2 (01/76-06/76)

90 510

600

1 (07/76-12/76)

750 350

1,3S0 1.700

2 (01/77-06/77) 78

90

1 (07/77-12/77) 2,340

4.040-

2 (01/78-06/78) 3,560

7.600

1 (07/78-12/78) 6,600

2 (01;79-06/79) 15,230 80 81

Actual as Z of Appraisal Estimate

---

---

---

--

--

--

-

---

--

--

14,200 29,430

---

---

---

1 (07/79-12/79) 11,340 2 (01/80-06/80)2,970

40,770 43,740

---

--

---

1 (07/89-12/80) 1.260 2 (01/81-06/81)

48,000

--

--

--

--

--

--

1 (07/81-12/81 2 (01/82-06/82)

-390

-390

--

83

1 (07/82-12/82) 2 (01/83-06/83)

2,1CD 1.900

2,490 4,390

6 10

84

1 (07/83-12/83) 2 (01/84-06/84)

(37,000)

3,000 2,100

7,390 9,490

16 26

1 (07/84-12/84)

(37,000)

27,366

36,856

99

82

8S

dates and events implementation

06/75 Signing 04/76 Effective Date

--

79

Significant in project

12/80 Original Closing Date 12/81 Revised Closing Date 1

12/83 Revised Closing Date OS/84 Cancellation of US $ 8.0 million 09/84 Final Closing Date (as of February 12, 1985)