metadata: authors: 0: author: Lockheed, Marlaine E.
1: author: Rodd, Alastair G.
docna: 0: docna: World Bank lending for education research, 1982-89
docty: Policy Research Working Paper
subtopic: Vocational & Technical Education,Primary Education,Vocational Education & Technical Training,Educational Sciences,Educational Institutions & Facilities,Effective Schools and Teachers
teratopic: Poverty Reduction
abstracts: cdata!: As a follow up to the earlier review of
            research in education projects, this study inventories
            research in education projects, 1982 to 1989, and traces the
            completion status of studies that were incomplete before
            1982. Data were collected on research volume, cost and the
            conditions under which research components yield accessible
            and useful information.  This paper describes the strategy
            employed to identify the research components and studies.
            It presents findings with respect to: (i) the volume of
            studies and compares these results with the earlier study;
            (ii) the type of studies reported; and (iii) the budgeted
            cost of the studies.  It also examines preconditions of
            study completion, using data from Staff Appraisal Reports
            (SARs) and interviews with selected Project Officers.  The
            final section discusses the findings and draws conclusions.
repnme: repnme: World Bank lending for education research, 1982-89
display_title: World Bank lending for education
            research, 1982-89
listing_relative_url: /research/1991/01/700080/world-bank-lending-education-research-1982-89
topicv3: Primary Education m1326139 480,Vocational Education and Technical
            Training m1326570 1573,Teacher Training m1326786 1532,Vocational Education and Training m1326810 483,Education m1327048 470
publishtoextweb_dt: 2010-07-01T00:00:00Z
historic_topic: Poverty Reduction
origu: Policy, Research & Ect Affairs
no_of_pages: 97
model_extractions: ## **Polcy, Research, and External Affairs**

## **Education and Employment**

WPS 583

- This paper a product of the Education and Employment Division, Population and Human Resources - Department is part of a larger effort in PRE to build education research and assessment capacity in developing countries. Copies are available free from the World Bank, 1818 H Street NW, Washington DC 20433. Please contact Cynthia Cristobal, room S6-214, extension 3364() (91 pages). Research on education is useful for policy * Of the 436 planned studies, only 184 (42 change, helps build national research capabilipcrccnt) were completed, 84 were available ties, and yields information on intervenLions of through Regional Information Centers, and only use to others - borrowers and donors.

* Of the 436 planned studies, only 184 (42 pcrccnt) were completed, 84 were available through Regional Information Centers, and only 5.6 percent had anything to do with assessing educational outcomes.

But many Bank-financed educational research components are not completed, or if completed are not widely available, and few measure educational outcomes.

* Anecdotal evidence suggests that research components have often been included as a fom of "slush fund" to provide a financial buffer for other areas, drawing down resources available for study activities. Similarly, studies are included for political reasons, to develop incountry discussions on divisive issues or to resolve policy negotiationI deadlock. Few studies enhance domestic research capacity.

In taking stock of research components in education projects, J.P. Tan (1982) found that 122 Bank projects in education (1972-82) contained 272 studies. Tan noted that these studies were seldom available to audiences beyond their original sponsors and were often not available even to them, and that many planned studies were never initiated or completed. Mlany of those studies were longitudinal in design so some thought the attempt to identify completed research may have been premature.

# Lockheed and Rodd conclude that:

* vore attention should be paid to the design and implementation of research components in educatiotn projects, %Aidi svecific emphasii on institutional weaknesses.

Lockheed and Rodd reviewed education studies (1982-89) and traced the completion status of studies that were incomplete before 1982. They found that:

* Freestanding educational resezarch projects should be considered wherever possiblc (usually in large countries).

* Of 146 Bank education projects initiated since 1982, 116 included research components with 436 identifiable, planned studies. These 116 projects were supported with loans and credits of about $4.5 billion, of which about $98 million (or 2.2 percent) was allocated to research,

Research as a percentage of total loan commitment declined sharply from 1982 to 1989.

* The Bank should develop a training program for operational staff to design studies with appropriate meLhodologies and which develop domestic research capacity.

* Information on studies should be more accessible. All data and documents about studies should be sent to Regional Information Centers, which should provide a list of information received to the Education and Employment Division, Population and Human Resources Department. Project completion reports should list studies in bibliographies.

The PRE Working **Paper** Series disseminates the findings of work vindcr way in the Bank's Policy. Research, and Extemal Affairs Complex. An objective of the series is to get these finding cout quicRkl. even **_ie_ fprCsent6tioTs** are less than fu11\ polished. The findings. interpreutions, a nd conclusions in these palprs do not TWCeC>aril rep.resot official Banik policv.

Produced b\ P '7_ 3ditorial Sers ices
# TABLE OF CONTENTS

|1. Introduction<br>..................|1|
|---|---|
|II. Methodology**..................**|2|
|Volume of Research ..............|**2**.......<br>...|
|Type of Research.|3|
|Resources for Research.|4|
|III. Lending for Education Research.|4|
|Volume of Research..|4|
|Planned, completed and available studies ....................|.<br>4|
|<br>Geographical distribution ....................<br>|5:<br>..........._5_|
|Type of Research<br>...........................................|6|
|Methodology: Tracer studies ...........<br>...............|....<br>6|
|<br>Methodiology: Study objective<br>.........<br>...............|.....<br>6|
|Resources for Research<br>.......................................|10|
|Total Costs ........................................|10|
|Cost per study ........................................|12|
|IV. Determinants of Study Completion and Avtaiability .....................|13|
|<br>Review of Documents .........................................|13|
|Conditions of agreement ............<br>..................|.<br>13|
|<br>Advanced planning ......................................|14|
|Size of research component ............<br>I<br>..........|.......<br>15|
|Support from Bank Research Committee.....................|15|
|Project Officer Interviews ..................................|16|
|Study purpose ...................................|......<br>17|
|<br>Study design .......<br>...........................|...<br>17|
|Study implementation and impact ....<br>.....................|17|
|Data transfer<br>.......................................|18|
|V. Conclusions, Discussion and Recommendations ................|.......19|
|Conclusions .<br>.......................................|19|
|Discussion .<br>.......................................|19|
|Data sufficiency .......................................|19|
|<br>Why studies might be incomplete ........<br>............|.......<br>20|
|<br>Why completed studies are not available<br>.....................|20|
|Recommendations ...........................................||
|Implementation and impact assessment<br>........<br>...|...........<br>21|
|<br>Enhanced domestic research capacities ........<br>.....|..........<br>2 I|
|Enlarged knowledge base<br>................................|22|
|Implications<br>.................................||
|To ensure availability ....................................|23|

i
# ANNEXES

|ANNEX|1: Research|components of World Bank Education Projects, 1982-1989<br>. .<br>24|
|---|---|---|
|ANNEX|2: Researc<br>completed|h components of World Bank Educatica Projects, 1972-1982,<br>after 1982 .......................................<br>66|
|ANNEX|3: .<br>...|..................................................<br>82|
||Table 1:|Distribution of studies by type and by region, 1982-1989, as a<br>percent of studies within region .......................<br>83|
||Table 2:|Distribution of studies and completion rates by size of<br>commitments to research components, 1982-1989 ....<br>......<br>84|
||Table 3:|Distribution of projects by size of commitments to research<br>compontnts, by year, 1982-1989 .......................<br>85|
||Table 4:|Commitments to research components per project and per<br>planned study, by yeas (UJS$ millions) ..................<br>86|
||Table 5:|Commitments to research components per project and per<br>planned study, by region (US$ millions) .................<br>87|
|ANNEX|4: .........|.....<br>..............<br>......................<br>88|
||Memorand<br>comp|um sent to Division Chiefs requesting information on research<br>onents .............<br>.............................<br>89|
||List of Div|ision Chiefs to whom memorandum was sent ....<br>..........<br>91|

ii
# **LENDING 1[ir THE** WORLD BANK FOR EDUCATION RESEARCH

# I. Introduction

1. Research components _1_ have been consistent elements of technical assistance in most World Bank education projects for the past two decades 2. In an earlier stocktaking exercise of research components in education projects, Tan (1982) 3 found that 122 Bank projects in education, 1972-82, contained 272 studies4. Yet Tan also noted that studies supported under research components were seldom available to audiences wider than their original sponsors, were often not even available to them, and that many planned studies were never initiated or completed. However, since many of the studies planned during 1972-1982 were longitudinal in design, it may be that the attempt to capture completed research in the earlier review was premature.

2. As a follow up to the earlier review of research in education projects, this study inventories research in education projects, 1982 to 1989, and traces the completion status of studies that were incomplete before 1982. Data were collected on research volume, cost and the conditions under which research components yield accessible and useful information '. The following questions were addressed:

- (a) How many education projects, 1982-89, included research components? (b) In these research components, how many studies were planned, completed and are available?

- (c) How does this compare to planned, completed and available studies initiated before 1982?

- (d) How many studies, initiated before 1982, but incomplete, were completed and are now available?

- (e) What types of research have been financed in education projects?

- (f) What amount was budgeted for research components and related studies since 1982?

- (f) What might be the preconditions of study completion?

lln this paper, the **term 'reaearch** component' refers to plsnned project activities involving the systematic collection and/or analysis of data (both numerical and non-numerical). Research components **include** project-related, institutional development, and knowledge-developmaent activities. **The** term does not **refer** to randomly accumulated anecdotal experience, social criticism or comment.

> 2 Most of the support for **reach** components is provided in **the formn** of consultant advice. Although many studies **are** carried **out** by domestic institutions or Minisries, cost estimate breakdowns categorize **the** expenditurm as technical asaistAnce.

> 3 **I** P.Tan (19P2). _Research componenu in Wordd Bank Education Projects._ Education Depanment.

> 4rhe term *study **refers** to empirical **reeamrch,** evaluations, **trcer** studies, [etc) and other related activities typically resulting in a written product.

5 Studies **are** the principal vehicle for impiementing **resarch** components within projects, and **are** the primary focus of this paper.

I
3. The paper is organized as follows. The first section describes the strategy we employed to identify the research components and studies. The second section presents our findings with respect to (i) the volume of studies and compares these results with the erlier study, (ii) the type of studies reported, and (iii) the budgeted cost of the studies. The third section examines preconditions of study completion, using data from Staff Appraisal Reports (SARs) and interview9 with selected Project Officers. The final section discusses the findings and draws conclusions.

# IL. Methodology

# Volume of Research

4. A list of all education projects initiated since 1982 was compiled from annual analyses of World Bank lending for education and training.<sup>6</sup> The project d:scnption and objectives, agreements, recommendations and annexes of Staff Appraisal Reports (SAR) for each project was examined for evidence that the project contained a research component. All research components so identified were then listed and, to thN extent possible, planned studies were classified by design.

_5._ Projects were then grouped by Bank region and survey forms sent to division chiefs of the 19 sub-regions with a memo asking that they be completed by appropriate staff and returned. 7 The surveys asked staff to indicate the status of the listed studies, provide information on studies not included, and confirm those projects which were indicated as containing no research component. They were also asked to identify documents relating to completed studies. A list of all projects and research components with the comments of regional staff, quoted verbatim, and available documents is listed in Annex 1.

6. A list of studies identified in the Tan (1982) document, but rernaining incomplete as of 1982, was also sent to regional staff, with the same request. A list of these projects and research components with regional staff comments is listed in Annex 2.

7. Where regional staff were unable to provide information 8 Project Completion Reports (PCR), where available, were scrutinized for results of previously indicated studies<sup>9</sup> . Information from PCRs is also included within the list of projects. However, PCRs did not provide information on specific documents used in their analysis of

> 6 EDC, 1981-7, PHREE, 1987-89

> **7 See Annex** 4 for the list of Division Chiefs **and the** accompanying memorandum.

> 8 There **wa,** an 84% response to the **memo** sent to division chiefs. **The** shornfall is **primarily** accounted for by **ASS** (Indonesia in particular) and LA4. **The Reorgsniaruon has** resulted in some instiutional memory loss, although respondents were able to provid: information on **the** status of 90% of indicated studies.

> 9 Project Completior Repons were available for 19% of the projects Some were completed before the results of studies were released. others did not provide detai ot **swdy success.** No PCR provided bibliographic information relating to project studies

2
projects When regional staff indicated that a study had been completed,<sup>the regional</sup> Information Centers and Rer rd Center wer%.<sup>requested to search for relevart</sup> docmnents.

8. From these activities, a comprehensive list of all<sup>planned. completed, and</sup> available studies in education projects, 1982-1990,<sup>was compiled.</sup>

# Type of Research

9. Studies were classified in two separate ways. First, to<sup>be comparable with Tan</sup> (1982), studies were identified as either "tracer" studies<sup>or not tracer studies 0. Second,</sup> studies were classified more extensively according to<sup>seven categories:</sup> (a) education inputs (this category represents descriptive<sup>studies covering</sup> topics such as textbook availability, teacher upgrading,<sup>school supervision,</sup> educational materials and classroom conditions, the improvement<sup>of teacher</sup> training, and curriculum development), (b) education outputs (student achievement testing, external<sup>efficiency,</sup> monitoring standards of institutions), (c) labor force paiticipation (manpower needs assessment. education/employment sector linkages and general vocational education coordination studies. Tracer studies were also included<sup>in this sub-group),</sup> (J) project feasibility (pre-investment or feasibility studies related<sup>to project</sup> generation or future projects, the design of which is based on<sup>the experience of</sup> the current project. Since these studies provide the bulk<sup>of research studies they</sup> were incorporated in other categories wherever possible.<sup>However, when the SAR</sup> or President's Report made only general references to<sup>pre-investment and</sup> feasibility studies thev were included in this general category), (e) statistical and information systems (NManagement Information<sup>Systems,</sup> evaluation of in-country propensity to gather statistical data,<sup>development of</sup> acrninistrative and finance svstems, development of dornestic<sup>information</sup> gatheiing and analysis, rationalization of domestic Ministries,<sup>and budget</sup> management. Also includes school mapping studies as part<sup>of the information</sup> system development).

(fl cost related studies (all studies related to cost and efficiency<sup>analysis,</sup> regardless of the topic focus), and

> 10 Tracer studies **are** cross vctionsil and longitudinal studies<sup>designed to</sup><sup>**analyze**specific graduating cohots to test the external</sup> efficiency of **educational** inpuu into **project** instituuons.<sup>Thesc studies generallyfocuson vocational training institutionu and their</sup> graduates. They take more t,me to corfplete, as they **rly** on<sup>**cohort data**of graduates enteringthelabor market, and often must</sup> extend beyond the fornul .ompletion of the project.

3
(g) "other" (includes broad unspecified evaluation studies of projects,<sup>women</sup> in educadion, subsector linkages in education and intersectoral<sup>linkages, such as</sup> education and rural health).

10. These categories were established on the basis of a<sup>careful review of project</sup> description. Theyv reflect the most salient feature of each study,<sup>and attempt to reflect</sup> mutually exclusive categories. However, classification of<sup>study by type was difficult, and</sup> it is possiDle that a study could fit more than one classification.<sup>**1**Therefore, care must</sup> be taken in interpreting the results of this exercise.

# Resources for Research

11. Budgeted expenditures (loan commitments) on research<sup>components were taken</sup> from cost tables in SARs or were estimated from planned<sup>manmonths of technical</sup> assistance for research. Loan commitments could not<sup>be calculated directly for 10</sup> projects. In these cases, were cstimated as a percentage<sup>of the total cost of the project,</sup> which percentage was derived from a weighted average<sup>of the sub-region percentage</sup> loan commitments on research. All loan commitments<sup>are expressed in current dollar</sup> terms.

# III. Lending for Education Research

# Volume of Research

12. Planned, completed and available studies. Between<sup>1982-1989, a total of 146</sup> education projects were appraised; of these, 116 included<sup>research components, which in</sup> turn included 436 planned studies. Of these, 184 (42%)<sup>;had been -n.mpleted at the time</sup> of this review.<sup>12</sup> Documents were identified for 84 of<sup>the 184 comn. 3d studies. By</sup> comparison, Tan (1982) found 272 planned studies,<sup>1972-825 of which 73 (27%) were</sup> completed and 55 had available documents. Of 104 studies<sup>incomplete at the time of</sup> Tan's study. 59 were completed after 1982, and 30 had<sup>available document.</sup> 13. Table 1 breaks down the number of planned studies into<sup>two periods, from 1972-</sup> 82 and from 1982-89, and indicates the number<sup>of studies completed in those time</sup> periods. There was a rapid absolute increase in the number<sup>of planned studies</sup> incorporated in education projects in the period after<sup>1982. The average number of</sup> studies increased from 1.6 per project in 1972-1982 to a.7<sup>per project in 1982-1989, and</sup> I I Classification **was** comnpleted by one **researcher** only, with<sup>no</sup><sup>**atterpt**to achieve inter-rater reliability</sup><sup>**among**multiple</sup> **raters.**

> 12 Of these 28, **(15%) had** produced first drafts of **reporte**<sup>**only,**but</sup><sup>**were**considered</sup><sup>**complete,**or vere to be pursued undoi</sup><sup>**a**</sup> continuing project. These have been included<sup>in the cost eetirntes for the period 1982-1990,since it</sup><sup>**seems**unlikely that</sup><sup>**further**work</sup> will be undertaken within the assigned project.<sup>See, for exanuple, Guinea CR</sup><sup>**1341; Malawi**CR 1767; Rwanda CR</sup><sup>**1683;**NepalCR</sup> 1198; Jordan LN 2633.

4
from 27 per year to 62 per year. This increase might, in part. be explained by the emphasis on the development of domestic statistical informption systems, which have incorporated studies as part of their design. The increase might also reflect the shift in emphasis within Bank education projects from infrastructure development (expansion of education systems) to software components (efficiency and quality improvements).

_Table 1: Planned, completed and available studies, 1972-1989_

||Studies initiated between||
|---|---|---|
|Studies<br>197|2-1982<br>198|2-1989|
|Total Planned<br>272|(100%)<br>436|(100%)|
|Total Completed 1972-1989<br>132|(49%)<br>184|(42%)|
|Completed 1972-1982<br>73|(27%)1-||
|Completed 1982-1989<br>59|(22%)1'<br>184|(42%)|
|Total Available 1972-1989<br>85|(31%)<br>84|(39%)|
|Available 1972-1982<br>55|(20%)||
|Available 1982-1989<br>30|(11%)<br>84|(19%)|

Percentages are **based** on **the total** number of planned studies for that time period.

Of the 59 completed studies 21 **were** the products of only two projects: Malawi **IV** and Thailand **V.** 14. Table 1 also shows that completion rate for studies improves over time. The completion rate for studies initiated during 1972-1982 was 27%, but if the time period for completion of the same studies is extended to 1989, the completion rate rises to 49%. This may in part be due to the completion of studies begun in the last two years of the sample time frame and completed thereafter. In the period 1982-1989, 42% of studies were completed, higher than for the same time span of the earlier studies. This suggests that feedback on research components has been slightly accelerated. However, completion rates remain low.

15. Geographical distribution. Table 2 provides data on completed studies by region. For the studies planned before 1982, Asia had consistently higher completion than the other regions. This trend is reversed for the period since 1982. The completion rates for Latin America and the Caribbean are skewed by one successful research project in Brazil. If this is excluded then completion rates for the region fall tc 43% for the period after 1982. The performance for Africa has remained constant.

5
_Table 2.: Completed studies and completion ratesL by region, 1972-1982 and 1982-1989_

|Studi3s|Africa|Asta|LA|C"'|EMENAI'|
|---|---|---|---|---|---|
|Initiat3d 1972-1982||||||
|Completed 1972-1982|29 (32%)|21 (33%)|t'2|(21%)|11 (19%)|
|Completed 1982-1989|17 (19%)|20 (31%)|12|(21%)|10 (17%)|
|Total|46 (52%)|41 (64%)|24|(42%)|21 (36%)|
|Initiated<br>1982-1989||||||
|Completed<br>1982-1989|50 (42%)|38 (31%)|53|(53%)|43 (44%)|

**Source:** Tan (I992). **Tabic 1, Annex I**

, Completed studies as a **percentage** of planned **studies** for that region 1982-1989include **Brzil LN** 2180 **(Skills** Formation) for which 23 out of 30 **studies have** been **comnpleted.** 3 Figures for 1972-1982 **include Pakistan** in **EMENA** region in order **to** be **consistent with** current **Bank regional** country grouping.

16. Table 3 compares the numbers and distribution of planned studies between regions over the two time perioas. The distribution indicates a shift in research interest away from Africa toward a more equal emphasis across regions.

_Table 3. Distribution of planned studies by region, 1972-1982 and 1982-1989_

||Afric|a|As|ia<br>LA|C|EMENAL/|Tota|l|
|---|---|---|---|---|---|---|---|---|
|1972-1982|91|(34%)|64|(24%)<br>58|(21%)|59 (21%)|272|(100%)|
|1982-1989|119|(27%)|120|(28%)<br>99|(23%)|98 (22%)|436|(100%)|

Source: Tan (1982). Table I; Annex I l Figures for 1972 982 include **Pakistan** in EMENA region in order tr ^ consistent with current Bank regional country grouping. Parentheses indicate **percentages** of all planned studies for that time **peiiod.** _6_
# Type of Research

17. Methodology: Tracer studies. Types of studies financed under research compolents were compared. Tie earlier review of research classified studies intc two groups only: tracer studies and "other." Our first classification replicates the earlier study.

18. Of all intended studies before 1982, 77 (or 28 %) were tracer studies of which 11 swere completed by 1982, and only a further 6 were compi.-ed by 1989; a completion rate of 22%. This compares with 31 (7% of intended studies), of which 12 (a completion rate of 39%) were completed between 1982-1990. The use of tracer studies hVs declined, but the completion rates for tracer studies has increased.

_Table 4. Comparison of tracerand 'other'studies, 1972-1982 and 1982-1989_

|||Study|tvpe|
|---|---|---|---|
||Tracer||Other|
|1972- 1982||||
|_Total_|77||195|
|Completed 1972-82|11||62|
|Completed 1982-89|6||45|
|Available|10||45|
|1982- 1989||||
|Total|31||405|
|Completed 1982-89|12||172|
|Available|7||77|

19. Nlethodology: Study objective. Classifving a study as a "tracer" study emphasizes its research methodology, which involves "tracing' individuals over time; it says relatively little about the objective of the study. To include information about the objectives of the studies, we expanded the typology to include different research emphases. Although it was difficult to ascertain either the objective or methodologies employed in many studies, we were able to sort studies into seven c,' odies: education inputs, education outputs, labor market, cost and finance, Managemtnt Information System development and statistics collection, feasibility, and other.

20. Table 5 provides data on the total distribution of studies by type, and separated by region for the period 1982-1989. Studies relating to educational inputs, especially teachers and teachinig materials are most frequent, and account for one-fourth of all 7
studies. Yet, on average, only 5% of studies relate to educational outputs that measure student achievement **and** school efficiency. Tr.is is surprising considering that the fundamental output of the education system is student learning. One fifth of all studies examine education and its relation to the labor market; this category also includes all tracer studies, as well as manpower and specific vocational training development studies. It is also interesting to note that a number of studies relate to statistical and information system development.

_Table 5: Regional comparison of distribwion of studies by type, 1982-1989, as a percent of all studies withir the ?egion._

||Educat-<br>ional<br>Inputs|<br>Educat-<br>ional<br>Outputs|Labor<br>Market<br>Studies|Feasib-<br>ibility<br>Studies|Cost<br> <br>and<br>Finance|MIS<br>and<br>Stats|Other<br>|
|---|---|---|---|---|---|---|---|
|**Allregions**|24.8%|5.6%|21.21|8.8%|15.1%|12.2%|12.4%|
|Africa|29.2|5.0|13.3|8.3|17.5|14.2|12.5|
|Asia|23.6|8.9|23.6|9.8|12.2|8.9|13.0|
|EMENA|19.5|3.5|27.6|13.8|11.5|12.6|<br>11.5|
|LAC|25.9|3.7|22.7|2.5|19.7|13.6|12.3|

21 In general, for all regions, studies related to educational inputs were the most frequent, while those related to educational outputs received least attention. There were no between-region differences in the distribution of types of studies, _x(_ 18, N=436) = 22.4, P > .05.

22. We attempted to classify the studies in Tan (1982), using the descriptions of studies found in Annexes II-VII of her paper, so that comparisons of changes in study type over the two time periods, 1972-1982 and 1982-1989 could be made. However, these descriptions were not specific ernough for consistent classification, and studies listed were typically tracer study or broad institution and program evaluation. In the 1982-1989 period classification, broad evaluations were listed as "other.' For tl: .9721982 period, where possible, such broad evaluations were classified by the areas that were being evalua6A . Therefore, extreme caution should be taken in interpreting changes in the types of studies funded between the two time periods.

23. Table 6 compares the distribution of study types for 1972-1982 and 19821990. There was a statistically significant difference between the type of studies planned between 1972-1982 and those planned between 1982-1989 **(X2** (5, N= 708) = 46.14, P < S
_.05),_ primaril)y attributable to the sharp decline in labor market studies (a reflection of the decline in tracer studies) and the increased emphasis on descriptive input and cost and finance studies in he period 1982-1989.

_Tabtle 6: Distribution of studies by type, 1972-1982 and 1982-1989, as a percent of all studies._

||Educat-<br>ional<br>Inputs|Educat-<br>ional<br>Outputs|Labor<br>Market<br>Studies|Feasib-<br>ibility<br>Studies|Cost<br>ane<br>Finance|MIS<br>and<br>Stat|Other<br>s|
|---|---|---|---|---|---|---|---|
|1972-1982|18.8%|5.6%|40.4%|7.3%|5.6%|9.8%|12.5%|
|1982-1989|24.8%|5.6%|21.2%|8.8%|15.1%|12.2%|12.4%|

24. In contrast there are few distinct trends in distribution of study type over the period 1982-1989, suggesting differences may indeed be due to reporting and classification difficulties. Nevertheless, Table 7 does show a gradual .nove away from broad feasibility **'j** and labor market studies toward a more diverse distribution of study type, with a gradual increase in the proportion of studies investigating educational outcomes.

_Table 7: Annual comparison of distribution of studies by type, 1982-1989, as a percent of all studies within given year._

||Educat-<br>ional<br>Inputs|Educat-<br>ional<br>Outpu-s|Labor<br>Market<br>Studies|Feasib-<br>ib'lity<br>Studies|Cost<br>and<br>Finance|MIS<br>and<br>Stat|Other<br>s|
|---|---|---|---|---|---|---|---|
|1982|27.8|0|24.0|13.0|14.8|11.1|9.3|
|1983|36.0|4.0|20.0|12.0|10.0|12.0|<br>6.0|
|1984|22.9|6.2|14.6|16.7|14.6|8.3|16.7|
|1985|22.9|8.3|22.9|10.4|14.6|12.5|8.3|
|1986|14.3|6.1|34.7|6.1|16.3|6.1|16.3|
|1987|27.6|2.1|19.2|4.3|17.0|21.3|8.5|
|1988|21.3|6.6|19.7|1.6|21.3|8.2|21.3|
|1989|25.9|11.1|14.8|7.4|11.1|18.5|11.1|

**13 incren** **_i_ i Ws. category in 1989 can be explained by the introduction of 'study funda,' with no secifi. allocation of funding. See, for exanVle, Chad CR 1950-CD: Education Rehabilitation Loan and Tunisia LN 3054-TUN: Education pd Trainine Sector Loa.**

9
<!-- Start of picture text --> Figure 1: Distribution of Studies<br>by Type, 1982-1989 (percent)<br>p~~~~~~~~~~~~~<br><!-- End of picture text --> The distribution of studies by type reveals the emphasis placed on information relating to inputs to and financing of the education process. Information on learning outcomes is clearly lacking. Yet, to understand issues of effectiveness and efficiency, data on the distribution of resources and their relative cost must be linked to information on achievement. Without the ability to assess educational outcomes, the impact of specific interventions on the heart of the education progress, learIing, cannot be assessed. It is surprising, therefore, that such little emphasis has been directed toward studies of educational outcomes.

# Resources for Research

_25._ _25._ Total costs. The level of resouirces allocated for research components was considered next. For this, we computed the loan commitments for research as a percentage of the Bank loan or credit commnitmients to projects with research components only, both by year (Table 8) and by region (Table 9). The total loan commitments in Tables 8 and 9 do not indicate total commitments to education, but total commitments to the 116 education projects with research components. Percentages were also weighted by the size of the project loan commitment. This increases the average commitment to research since miany large projects, which caruy greater weight, also committed a larger percentage of the project loan to research componenits.

26. Total resources committed to reseaetrch components amounted to ani average 2.2% of total project commitments, 1982-1989. This figure declined sharply over the eight years, from 3.7% during 1982 to 1.3% during 1989 (Figure 2), and from S17.7 million in 1982 to $10.6 million in 1989, despite absolute increases (in current US$) for education projects, 1982-1989 . Regionally, a higher proportion of project commitments was allocated to research components in Latin American and Caribbean (3w2%) and in 10
Africa (2.9%) than in the other two regions, but only in LAC were these higher levels of budget allocation sustained for all sub-regions."4 <!-- Start of picture text --> Figure 2: Loan Commitments to Research<br>Components as a Percent of Project<br>j Loan Commitments, 1982-1989 (percent)<br>Percent<br>4-j<br>3 .- .<br>2'-<br>- A,nucl *-Trend1<br>01982 1983 1984 1985 1988 1987 1988 1989<br>Year<br><!-- End of picture text --> _Table 8. Loan Commitments to research components as a percent of Bank Project loans, by vear, 1982-1989_

|Year|Total<br>loan<br>commitments<br>(US$ Millions)|Loan<br>commitments<br>to research<br>components<br>(US$ Millions)|Percent of<br>total<br>loan<br>commitment<br>(%)|Percent of<br>total loan<br>commitment<br>weighted by<br>project size|
|---|---|---|---|---|
|1982|479|1?.73.7||5.2|
|1983|476|14.4|3.0|2.7|
|1984|562|11.6|2.0|2.8|
|1985|531|13.4|2.5|3.1|
|1986|607|7.4|1.2|1.4|
|1987|403|13.8|3.4|4.3|
|1988|604|9.6|1.6|1.9|
|1989|797|10.6|1.3|2.4|

**14 See Annex 3 Table 5** for breakdown by aubregion.

11
_Table 9: Loan commitnents on research components as a percent of Bank Project loans, by region, 1982-1989_

|Region|Total<br>loan<br>commitment<br>(US$ Millions)|loan<br>commitments<br>to research<br>components<br>(US$ Millions)|Percent of<br>total<br>loan<br>commitment<br> <br>(%)|Percent of<br>total loan<br>commitment<br>weighted by<br>project size|
|---|---|---|---|---|
|Africa|597|17.1|2.9|3.2|
|Asia|2040|44.0|2.2|2.6|
|LAC|563|18.2|3.2|4.2|
|EMENA|1260|19.2|1.5|2|
|All regions|<br>4460|98.5|2.2|3.0|

27. Cost olr study. On average, $US 230,000 was budgeted per planned study. However, it is not possible to calculate actual costs per completed study for several reasons. First, the costs of completed studies may be under-estimated from existing information: studies may be partially or completely funded by the govemments and therefore the costs unreported; studies listed as incomplete may have been cancelled and resources reallocated to another sector within the project; extra studies, not reported in SARs, may have been completed using available resources. Secondly, commitments to research outlined in cost profiles of SARs may not be so easily identifiable in disbursement allocations. Many studies are incorporated into line items for technical assistance, because consultant fees are often the main component. This combined with co-financing by other donors and governments hinders information on separate costs per study.

28. One possible method to identify cost per study (assuming that the number of studies completed is correctly counted) is to examine the disbursable amounts allocated to research components. These figures come from the Loan and Trust Funds Department and represent the agreed disbursable amount available through the loan. Comparisons between budgeted support for research components and the allocated disbursable amounts are available for a small sample of African countries. Wide discrepancies are observed. For example, in the 1988 Burundi Education Sector Development Project (CR 1881-BU), there were no studies listed within the SAR, and so nothing was budgeted; but $150,000 was disbursable toward 'education related studies." Unfortunately, data on disbursable amounts are available for only a few projects.

12
_Table_ **_10:_** _Comparison of budgeted and disbursable allocation to studies within selected African countries._

|Country|Loan|Amount<br>Budgeted<br>(US$)|Amount<br>Disbursable<br>(US$)|
|---|---|---|---|
|Burundi|CR 1811|None|150,000|
|Cape Verde|CR 1853|16,000|100,000|
|Equatorial Guinea|CR 1797|140,000|110,650|
|Ethiopia|CR 1873|1,000,000|1,500,000|
|Nigeria|LN 2926|100,000|100,000|

# IV. Determinants of Study Completion and Availability

29. We have noted that only 42% of planned studies are completed. In this section we review documents and interview project officers to explore reasons for study completions.

## Review of Documents

30. Under the document review, we examine four broad conditions under which studies are more likely to be completed: when studies are included in the formal loan conditions ("covenants") of the President's Report, when they are planned in advanced as evidenced by inclusion in the annexes of the SAR, when they are more adequately funded, and when they are additionally supported by Bank Research Committee funds.

31. Conditions of agreement. Sixty one percent of all planned studies, 1982-1989, were included in the conditions of agreement in the President's Report. The completion rates for these studies was 10% higher than those no included in the President's Reports (47% vs. 36%), although their availability was no greater (Table 11). Although relatively effective, the appropriateness of the use of covenants to secure research output remains an open question, and one that could be avoided were more effort to be directed toward improving borrower understanding of the research, and advance joint preparation in its conception.

13
_Table I11: Comparison of degree of completion of studies by inclusion and exclusion from President Report conditions of agreement, 1982-1989_

|**Degrea of study**<br>**implementation**|**President's Report**<br>**Included**<br>**Exc**|**luded**|
|---|---|---|
|Planned only|140 (53%)<br>106|(64%)|
|Completed**only**|75 (29%)<br>25|(15%)|
|Completed and available|47 (18%)<br>35|(21%)|
|Total'|262<br>166||

Figures in parentheses represent pereentages of planned **studies for** that group.

± No **information** for S studies, of **which t',o were zomplete and aNailable.** 32. Advanced planning. As a proxy for considering the effect of advanced planning on completion of studies, the annexes of the Staff Appraisal Reports were searched to determine the extent to which studies had been described in detail. The studies were classified in four levels of inclusion within the Annex of an SAR: not included; included in the expenditure tables only; included in the key indicators for monitoring and evaluation, which provided a brief outline; included as a separate annex providing detailed Terms of Reference for the study. Table 12 provides information on the nurrber of studies planned, completed and available for these categories and their respective completion rates.

_Table 12. Planned, comnpleted and available studies wvithin the Annex of SARs, 1982-1989_

||No<br>Irn|c<br>cluded|C<br>O|ost<br>nly|Bri<br>Out|ef<br>S<br>line|epar<br>Ann|ate<br>ex|
|---|---|---|---|---|---|---|---|---|
|Planned only|89|(63%)|45|(47%)|60|(54%)|,2|(66%)|
|Completed onlv|31|(22%)|28|(29%)|40|(36%)|<br>1|(1%)|
|Completed and available|22|(15%)|23|(24%)|11|(10%)|26|(33*)|
|Total<sup>1</sup>|142||96||111||79||

**Figures** in **parentheses indicate completion rates** for **that** group.

I No information for **8** studies, of **which two** were zornplet:e nd asailable 33. Study completion rates were lower for studies that were not included in SARs (37%) than for those included in such reports, but-- surprisingly-- completion rates for studies with separate Annexes was equally low (34%). Apparently, the most effective strategy was costing the study separately within the expenditure tables (53% completion 14
rate). Study availability, however, was highest for studies having separate Annexes (33%), and 26 of the 27 such completed studies were available. Low completion rates may be explained by the large number of such studies included in more recently initiated prujects. This suggests that the more time that is spent preparing the study, the easier it is for Bank staff to obtain the results.

34. Size of research component. The absolute size of the research component (in monetary terms) is more important in determining success than the proportion of total project expenditures to support research. Studies embedded in research conponents of more than $0.5 million per project had a completion rate of nearly 50%. comnpared to a completion rate of 38% for studies embedded in research componenits of iess than $0.5 million per project. This difference was statistically significant X<sup>2</sup> (1, N =403) - 5.37, P < .05/5. This finding is similar to that for agricultural research _16,_ and suggests that there is some critical investment level above which research will be successfully implemented.

_Table 13: Distribution of studies and completion rates by size of comnmirments to research components, 1982-1989_

||Number<br>Projects|of|Planned<br>studies|As Perce<br>of all<br>studies|nt<br>Completed<br>studies|Completion<br>rate|
|---|---|---|---|---|---|---|
|Less than<br>$0.5 million|64||205|47.0%|78|38.0%|
|More than<br>$0.5 million|42||198|45.4%|98|49.5%|
|Not known/<br>not stated|10||33|7.6%|8|24.2%|
|Total|116||436|100.0%|184|42.2_2%_|

35. Support from Bank Research Committee. The Bank Research Committee has funded 34 studies within the education sector since 1970, many of which have been based on independent research. In only 4 (12%) instances has the research utilized data from project financed studies (Edurural in Brazil; Living Standards MNeasurement Surveys in Peru and Cote d'Ivoire; diversified schools in Colombia). Moreover, those

**IS** Studies within projects with unidentifiable **commitments** to research were not included. **T'he** Yate's .orrection **was** applied since

16 Pritchard, **Arihony** 1. (1990). Lending **by** the World **Bank** for Agricultural Research: A Review of the Years 1981 through 1987.World Bank Technical Paper No 118. Washington. D.C.: World Bank.

15
countries that are chosen for the research tend to have established research abilities, and so tend to have better completion records for Bank financed studies. In Africa, for example Research Committee funded projects conducted research in Tanzania, Lesotho, Malawi, Swaziland, Kenya, Ghana, Ethiopia and Somalia. Of these, only Ethiopia and Somalia have a por record in terms of completing project financed research. Similarly, in Asia, Research Committee projects considered Thailand, Nepal, Korea, China and the Philippines, Of the 23 intended studies for these countries since 1982, 18 have been completed, and two more have been started. Furthermore an additional 6 studies were cited **in.** addition to those planned. Bank Research Committee projects take place in those counttnes where research appears to thrive and Bank and local research efforts are Mnitll\.: reinforcing.

# Proect Officer Interviews

3f,. To provide further insight into the conditions under which research components uere com-ipleted, 20 projects were selected at random from the 122 projects identified as part of the broader study and the responsible project officers interviewed. Of the 18 project officers approachedi, 11 provided information on the projects under their supervision. Non-respondents were either on mission (N=5), or supervising projects too re.cently initiated to provide information conc.rning the success of research components (N A.).

37. lroject officers were asked to explain why research components were successful or unsuccessful. with particular focus on the initiation, purpose and outcome of research components. Wlhile there was considerable variation among countries, a few pJenerali/ations can be offered regarding the design, implementation, and results of rescarch c om.-ponlents.

3.R Jt1w il. **1e,i** exA'. pros id,-d somie conrirmation to, reek om pe'itvrous suggestions reg:ri n conuitions for study completion. Conditions of agrecmnmt clauses were consai-ereo effective, not because Governments were fearful of the repercussions from f'a 'ing to uphlwid them, but because they served as a rerninder to ptcoied officers to .,-lude f-ollou **up** of research within aide-memoires for super ision missions. Studies th.'at **-fee** plannei in advance were also more likely to rexeive dii-ec' wiention in stiuervisiofl missions, which encouraged their completion. Finally, Project Officers confirmed that successful Bank directed research often takes olace in countries with established capacity for undertaking research, and may be related uo n-country research completion. In addition to these findings, a number of other interesting issues arose relating to research undertakings in Bank projects.

39. Stq,dy_ .puW The Bank provides initial impetus for almost all research components in education projects, most of which are ad hoc studies initiated in response to specific project needs. Although many studies are included as part of a plan to develop national education information systems, they actually serve other functions: to evaluate specific ongoing policies, to investigate potential areas for future lending, and 16
as "resoluitions" to difficult policy negotiations _17,_ The studies rarely in'votve **-iuw,** collection **and** analysis of data; rather, thev provide qualitative, reflecnve **mn** _:_ fl relating to arews of possible education policy change.

40. These studies function as pointers to future areas of effective pxol- **;:!-** as constnictive mechanisrmis to develop in-countrv consensus on particuliarl. .... issues (cost recovery, language of instruction, douole-shift teaching etc.). m. i i an elemenlt **of** criticism' often lack'ing within Mfinistries, and encourag if not implementLatiorn: and as a reOL.urceL upon which other countrIS nd. Id a **_w'A I!t_** data are collected and dissemiiiated effeetivel. -locwever, the extem it) **_:i_** _HIIl_ reflect the research agenda of thl't borrower and encoorage a **sAnse** *n **o- ;iCshlish** _ni_ research results is unclear.

41. Study_design. Study components neither differentiate between nor link toget her evaluation and pollicy research. While evaluation is intended to assess the effecti\"enw"RS (post hoc) of arn ongoing or completed program, policy research is intend(d tO stuLd :nlh causes and conseiquences of policy alternatives using modeling techniques that requti the analyst to project effectiveness. Pollcy analysis uses previous evaluations to makc these projections. For policy research to be effective, countries must have both a monitoring svstem that allows the contiraiing evaluation of implemented projects, **_ariX_** the ability to incorporate the findings into broader policy research. Bank project research initiatives encourage evaluations without fully incorporating them in a bio.'.1 policy research agenda.

42. LJnfortunatelN, **few** countries have an efficient monitoring svstemi. this is primarily a result of institutional weaknesses (no computers or trained tehhnicianis;. ak of managemlent ork itinuity or monvat:on or i.:: of demand (managers are not convinced of th,e m-eed t- exlpencltlife on ioinitoring rather than new policy implementation. \s'ec1a when ri ek flircd forces choices).

43. Mlany proilecis nave tricdi to overcome the lack of monitoring sy stenis L) providing both p%vs eai inth *oni of computers and technical tiannfrastrwture 1 ,. and encouraging Ina2emenr _orivatir,_ h.:.,ver the combined effects of high turnover and the re-s;ltng; lack **..f** strong elzdiership tend to reduce the impact of _tL-_ interventions. For p,, -n ixar . i **t** lraz h. ,National Institu.e of Educational Reseai c (INEPE) was ineffecitive because **tihe** Sec retarv of State for Education failed to full finance the institution. Irn N ger, the first Director of the Education Planning Unlit P!'ei.to delegate responsibility, and his ro laccnment over-delegated, providing no maniag ;t support. Until efficient monitoring ;svsrcnis are established, investments in ad hoc research components are unlikely to realize their full potential.

44. Study implementat.Lni arn d iad pct Studies directed toward the developmienr future projects were the most likeiy to be completed and result in policy

> **17 A deadlo0i is sometimes reached dunng lor negotiations inmolving recommended policy actions. To enisk re the tn,it conclusion of negotiations, & study is inorporated to earnune the isues at hand, and provide policy reconmmcndations to be f.'.ivWr discussed,**

17
implementation. This is probably due to the emphasis that project officers place on these types of studies, in order to incorporate the results in future Bank-initiated loans. 18 Studies that were retrospective and evaluative were completed, but less likely to impact policy. **_'9_** 45. Since the role of research components is primarily to influence policy making decisions, their potential impact in this area must be considered in their design. Ihe utilization of research in policy-making can be considered from two perspectives: the research study itself and the decision maker. The research study may not be adopted as policy if the methodologies are not rigorous, the credibility of the evaluator and or evaluation process is suspect, the research is irrelevant to perceived information needs of the decision-maker, or the results are not disseminated in a timely fashion. Similarly, if the decision-make, has no commitment or receptiveness to evaluation, is influenced by competing information (personal beliefs etc.), or the political climate (fear of contradicting existing regimen), research is unlikely to be converted into policy.

46. In many of the research components discussed with project officers, one or more of these conditions was lacking and the research remained incomplete or un-utilized. The most important conditions for research to impact policy appeared to be the timeliness of the findings, and the receptiveness of the decision-makers, which was in part linked to the political climate. For research components to impact policy they must be designed with these conditions in mind.

47. Data transfer There are two opportunities when completed research might be lost; between country and project officer, and between project officer and Regional Information Centers (RICs). There is no systematic procedural transfer for reports of completed studies either between country and staff, or between staff and RICs. Such transfer primarily depends on the initiative of the project cfficer. This initiative is frustrated in two ways: (I) 'tere is little time available on supervision missions, for example, to trace complete. studies, and (2) in the past, studies have been difficult to retrieve from RICs, prompting a reluctance to pass them on.

> **18 The availability of results appeared strongly correlated to the enthusiasm of the** officer in **charge (this** is a qualitative impression, **not quantitative fact!).**

> 19 In Nepal (CR 1198-NEP), for example, input/output evaluations of Project vocational centers were completed over a four year period by **a** Dean at the **Western** Regional Center. However, **the** evaluationa were discontinued when they **raised** issues to which **the** administration did **not** wish to rewpond. **In Haiti** (CR 1305-HA), studies on **classroom** conditions **and** curriculum effectiveneu were completed. **They** promoted discussion on the **reform** of the education **system,** but did not lead to **any** policy changes.

18
# V. Conclusions, Discussion and Recommendations

# Conclusions

48. This review confirms and supports the findings of the 1982<sup>study of research</sup> within Bank education projects: research components do not<sup>produce the studies that</sup> are planned, and those that are produced are inadequately disseminated. We also find that the total number of studies per project has increased<sup>over time, but resources</sup> available for research components have declined since 1982,<sup>despite increases in Bank</sup> lending for education. A consistently small proportion of all studies<sup>address educational</sup> outcomes.

49. Studies are marginally more likely to be completed, though no<sup>more likely to be</sup> available, if they are included within project Conditions of Agreement.<sup>Completion rates</sup> are higher for studies embedded in larger research components.<sup>Studies that are fully</sup> described within a separate Annex of a Staff Appraisal Report<sup>are the most likely to be</sup> available. Study completion was also influenced by study design,<sup>and perceptions by</sup> national decision-makers and Bank staff of the benefits<sup>to be derived from research</sup> undertakings

## Discussion

_50._ What can be done to improve the completion and dissemination<sup>rate of studies</sup> financed by education projects? Two types of answers to this<sup>question must be</sup> considered. First, on methodology: are the data we collected<sup>sufficient to aniswer the</sup> questions posed, and, if not, how might it be improved?<sup>Second, on findings: if we</sup> accept our conclusions, how do we explain them, and what<sup>do we do about it?</sup> 51. Data sufficiency. The first issue is data sufficiency. Central questions<sup>regarding</sup> data sufficiency are: have all studies that were financed by the project<sup>been identified?</sup> Has information about all the studies identified been obtained? Overall, it is accepted that all studies financed by the Bank education projects, 1982-1989,<sup>may not have been</sup> listed and all the information that could be available about<sup>these studies has not been</sup> obtained. But what is missing .s unlikely to have a major effect on our conclusions.

52. To some extent the data may under-represent the total<sup>number of studies</sup> financed by the project. There are undoubtedly more studies planned<sup>and completed</sup> than are explicitly mentioned within SARs. It is beyond<sup>the scope of this paper to</sup> identify additional studies (some possibly hidden in colleague's<sup>drawers). However,</sup> quite a number of completed (available) studies would have<sup>to be identified before their</sup> inclusion would have a significant impact on our conclusions,<sup>as they would increase not</sup> only the number of completed (possibly available) studies, but would<sup>also increase the</sup> base upon which the percentages were computed.

53. Secondly, because of time constraints on the part of project<sup>staff, information</sup> received from the survey respondents may not be complete.<sup>However, a respectable</sup> 19
> 84% response rate to the survey was obtained, with information providledl for more than 90% of listed studies.

54. 'Fhird, there may be completed studies that have not been sent to project tiles. As a result, they would not be included in the numTIber of stu(dies chalacterized as "available. " ThLs, the availability of conmpleted studies **may** he undcrestimiated.

;5 Vy'_sj_dies might be incomplete. There are legitimate reasons tbr planned studies to remain uncompleted. Studies originally proposed in SARs may be dropped or replaced in response to changing needs and circumitances, throughout the life of the project. Delays in project implementation, and the subsequent devaluation of fuinds, can prevent the completion of studies. Anecdotal evidence suggests that, in the past, the research components have been included as a form of "slush fund" to provide a financial buffer for other areas, drawing down resources available for study activities. TFhis may still be the case, even though research projects intending to draw on lump sumn budgets tor studies must be cleared by project staff at the Bank. It is often the case that .1isbursable accounts for research components are drawn on to finance other technical assistance components of projects. In some circurmstances project staff are faced with a "fait accompli." 56. To some extent, the poor conceptualization and design of studies may contribute to inadequate product generatioi This is, perhaps, the central issue to be addressed. Vihat role do these studies play in the overall design of the project'? All too often the stUdies are introduced as means of easing the negotiation process during the introduction of a project. Controversial recommTnerndations can be resolved by an :.greement to "study the issue." Secondly, planned studies are used to answer project -elated issues, which may not answer central policy chtoices facing governments, and erice are accorded little importance. Finally, project studies are often implemTiented in s!ulatiorl, without developing a more perraneatt donncstic rcscarcl and(. evaluation Im 2, its .

ii **!.** I'his inadequate educational research capaJity viav also coritribute to the high C !1 Completion rate. Even appropriately designcd sttudies, which could be used to .rte and refine policy choices niade .;ithrn ti2 secior,av m ail lo he iniplemnented it' i-ir>k the reseaich capacits to gath!cr or **,t.-** du (L : Whby.completed. studies are not avan .Aolc Ofter studies havc been completed r w' )t .vailable to Bank staff or othet **nILs** ed readers. One reason is that there t Itle demand for the actual research reports, once they have been completed. R- li fi .'lh gs are reported to the u:;ft H-`f pr-o,cct divitsions at the initiative of tsf)T :.rn;. rits b hut the responsibility for obtaining research documents falls on It s;rr ssuns. While supervision missions provide an opportunity for the Bank to i'r. <n; S > :Omlllpletion anid dissemination, there is little tirme allocaited to this r;-'-da>rl 7'rincipally, t' e Baink has relied on loan!-'cdit covenants to , :'., .:',"'ir( i ni r ets, relving, or' countres to sernid data 20U
59. Another reason **is** that the collection and storage of research output within the Bank is poor; only 46% of studies reported completed by project staff were found in tit Regional Informatior Centers (RICs). The system of storage and retrieval of data depends upon links between staff and RICs. While RICs provide a convenliernt central reserve for studies, they can only function as such if they receive the relevant documcnts. Yet not all studies collected by staff are forwarded to the RICs, and sorne studies, commissioned locally by Government minlistries, are not sent to the Bank', with resut:t transmitted orally or in brief mermios to project staff.

60. Yet, even when studies are forwarded to the RICs, there is no precise systc;n tbor filing this inforrnation. The "files"themselves are often several volurnes of chronol(occ -aI "correspondence", from which it is difficult to retrieve specific data, unless the datc<sup>,jt</sup> its receipt is known. Provision of separate volumes for information related to researchl components would ease the process of document retrieval. Since 1987, the records 1auc been stored on a computer database, which has eased the process of documenit rerwv. However, it is still difficult to retrieve a study unless its exact *itle is known, since) sear, h words must be used. Furthermore, completed projects are retired to the Central Record Office ("Archives"). Access to documents in "Archives" depends upon identityindocument retrieval numbers, which are located in a Rolodex of index cards 1sigS1 information retained under the project file. Often, documents listed bv project officers ais in "Archives" were not listed on these index cards.

61. Project Completion Reports provided information on research comqxrntents whose status was not known by regional staff. However, no bibliography 'a;s list(ed _!'0r_ the projects. This shcould be included as a rmatter of form.

# Recommendations

62. Three principal benefits arise from research components in education 'r0c;2;s They provide: (i) scientific assessments of the implementation and ir'lr'nct -! it(truMv.ae policy decisioins embedded in projects, (ii) opportunities for rnihancirMg domestic -i search capacities, and (iii) generalizable knowledge of interest to national **alnd** _i_ **I** ter,]aluu)IIai education research and practice. Unfortunately, not all benefits are cquailvirT:hac1d This section reviews the reasons for observed shortcomings, anrd somic sJ,>"i!-sti<usi tor increasing the benefits of research cornponents in Banik education roi2<ts.

63. !r.lemenetatiQn arn_ iii.PQAt assesrnen. For studies tO ,rovi` .i; T:' tUr2t ,,' .'c implementationl arid inmpact of Bank-assisted prcjects vvdl rnecessiaute s;udies t}ar. li are designed at the outset to answver specific policy questions of high priority Lo the borrower, (ii) include measures of education outcomnes, such as student iearning achievement, and (iii) are comrpleted in a timely fashion. Improvifig research design arid including measures of outcomes requires technical expertise beyond that presel tlv available in many develgmng countries, and - in some cases -- in OperattosTI. TiRICy completion es ires nore **Tti** intcnsore and sustairned Bank supervisiorn.

64. Enhancc p__mcttc rc.h canacities. Io enhance domestic educatior research capacities wili require **fi)** technical training in reseauch and assessment imethods 21
appropriate to policy research, (ii) practical experience with empirical policy research, (iii) sustained professional support and, (iv) support for researchers to attend international meetings and publish in refereed journals. While many research components include provision for technical assistance and training, these resources are frequently under-utilized. Reasons include lack of sufficient technical expertise to effectively purchase expert services and training, government reiuctance to spend foreign exchange for technical assistance, failure to take into account the extant research capacities and to consequently "over design" the external technical assistance component, and insufficient supervision time to ensure implementation. Again, additional resources are necessary.

65. Enlarge knowleg base. For studies components to build the intemational educational research knowledge base requir.s that: (i) studies be completed, (ii) results be written up objectively, (iii) reports of findings be disseminated and (iv) papers be accessible for national and intemational readers. Improving the know'edge base requires not only that studies be designed to answer appropriate questions and that they be carried oui successfully, but also that the results be shared widely. The most significant way in which the Bank can assist international dissemination is to cite project studies in Bank documents and research reports. For internal Bank purposes, three important dissemination strategies are: (i) including bibliographies of research reports generated through project activities in Bank supervision and completion reports, (ii) sending all data and documents relating to studies to the Regional Information Centers with a copy of the transmittal document to PHREE, and (iii) establishing within the Regional Information Centers a separate volume within "project files" specifically for studies.

# Implications

66. The alŽbve discussion points out thy need for spegific allocation of resources for building education research capacity through provision of professional support. (e'ther within or outside the Bank) for research cornponent design and more intensive technical super ision of research components once the project has been approved. Administrative budgets of Sector Operations Departments are usually insufficient to fund the specialized expertise necessary for the preparation and supervision of what, typically, are small components in large projects. To accomplish these objectives several options should be co'nsidered: A special allocation from the Research Budget should be made to support the desigtn, implementation and supervision of research components in Bank educotion projects, possibly complemented by allocations from other agencies interested in supporting educational research Freestanding educational research projects should be considered, wherever possible (usually in large countries) A training program for Bank operational staff should be developed 22
Support should be provided for training programs for borrower staff in agencies such as the Educational Testing Service and the Institute for International Education Planning.

# 67. To ensure availability:

(a) all data and documents relating to studies should be sent to the Regional Information Centers. A list of information received should be sent by the Information Centers to PHREE.

(b) Regional Information Centers should establish a separate volume within "project Files" specifically for studies.

(c) All PCRs should list a bibliography of research materials used in their compilation.

23
# ANNEX 1

Research components of World Bank Education Projects, 1982-1989
# Research Components of World Bank Education Projects, since 1982.

|_Area_|l<br>Country<br>and Loan/Creditl<br>Number|Approved|r-<br>_<br>--<br>_<br>_<br>ResearchComponents|X<br>-<br>_<br>Current<br>Status<br>of Studies,<br>including<br>CompletedDocuments/Data|
|---|---|---|---|---|
|AFRICA|<br>Benin CR 1246-BEN|1982|Second Education. (i) Study of impactof<br>educational materials (para. 2.17 p.12).<br>(ii) Report on Ministry data collection systems.|(i) stilt outstanding<br>(ii) not initiated<br>(iii) Richard Sack undertaking preparation<br>with UNDP funding.|
||||(iii) Prepare for future education projects<br>(2.21-2, 13).||
|AFRICA|Botswana CR2057-HT|1982|Third Education. Completion of tracer study<br>begun under Second Education Project.|No information availabie|
|AFRICA|<br>Botswana CR2644-BT<br>I<br>|<br>l|1986<br>|Fourth Education. Proposed studies: (i) cost<br>effectiveness of vocational and skill training;<br>(ii)<br>corretation between format and non-format |<br>education<br>and training, and employment;<br>|<br>|<br>(iii)<br>development of investment options in<br>post-secondary education;<br>(iv) construction technology;<br>|<br>l<br>project (total 54 marwnonths)fpara. 3.16 p.18].<br>l<br>lv<br>reine|Completed data for projects (i), (ii) and (iii).<br> <br>Projects (iv) and (v) being implemented.<br> <br>i) V. Gottsleben and G. Rosch (1984).<br>Strengthening theIndustrial<br>Training Trade<br> <br>Testing System of Botswana.<br>(doc. # 110.075)<br>(ii) Ministry of Education, Botswana (1985).<br> <br>"Community Junior Secondary Schools guilding<br>Program" tdoc. # 114.541)<br>(ii) Ministry of cducation, Botswana (1984).<br>'~~~~~~~~~~~~~~~The<br>rote of Technical and Vocatio-al Training in<br>the Economic Development of Botswana."<br>l(doc# 111.083)|
|||||TOR supplied for (iii), (iv) and (v).<br>ldoc.#C00856-7)|
|AFRICAI|Burkina Faso CR1598-UV|1985|Primary Education Development. No research<br>component.|Confirmed|
|AFRICA|<br>AFRICAI|Burundi CR1358-BU<br>Burundi CR1881-BU|1983<br>1988|Third Education.<br>School sapping project<br>**l**<br>l<br>Education Sector Deve<br>nt.|Completed: CEGIR "Cartes Scotaires"<br>(doc. # 106.990)|

25
Re srarrh Ccxixonent,. of World Bank Education Projects, since 1982.

|rT<br>I<br>Area<br>I<br>i|<br>-T<br>Couintry and Loan/Credit|<br> <br>hNumber<br>j|Approved!<br> <br>j|T...<br> <br>Research Components<br> <br>||Current Status of Studies,<br>including<br>Completed Documents/Data<br>j|
|---|---|---|---|---|
|AFRICA|jl<br>a CAR<br>CR1359-CA|<br> <br>1983||lNo research component.<br>Completion Report.<br>Second Education<br>()<br>developandevaluate<br>|<br>achievement tests;|<br>Studies compteted by Luc Demba of RCA and Clement<br>Thiebert<br>of Societa CEGIR|
||||(ii)<br>future project<br>preparation<br>to include<br>feasibility<br>of extension of rural<br>vocational<br>trairing<br>centers,<br>textbook production,<br>teacher training;|IDET-CFGOS S.A. (1982) "Etude Formation Emploi"<br>Tome 1 & 2; Botogne; Billancourt<br>(doc. # 128.443 (A),<br>(B1) and (92))|
||||(iii)<br>evaluation<br>to relationships<br>between;<br>| better<br>housing and teacher retention;<br>better<br>school envirornents<br>and improved school<br>lcommunity<br>interaction;<br>improved school<br>environments and changes in cmmwnity behavior<br>(paras.<br>2.21-4 p.16).||
|AFRICA||CARCR18u3-CA|1988<br>|Education Rehabititation<br>and Development.<br>Studies on:<br>(i)<br>scholarships<br>in higher education;<br>(ii)<br>employment/education<br>linkage<br>at upper-<br>secondary and post-secondary<br>levels;<br>(iii)<br>evaluation<br>studies<br>linked<br>to textbook use<br>| and wider evaluation<br>of quality<br>of planned<br>education;<br>(iv)<br>teacher training|Studies started:<br>no resutts<br>as of January 1990|

26
* ,i,qK,rr---, oef w,, r!' i, . k _I_ fl a i lt io n Pr ocj t.,I ,ince 19F,?.

|Area|Country<br>and Ioan/Credrt1<br>N<br>inrbe r|Appr'rvcJ|Re',earchCorfonent||Current<br>Status<br>of Stkxdie,%<br>includirig<br>Comrpeted Docurnents/Data|
|---|---|---|---|---|
|AFRICA<br>AFRICA<br>AFRICA|Cswtroon Lm 2683-cM<br>Cape Verde CR<sup>1853-CV</sup><br>Chad CR1950-CD|1986<br>|<br>1988<br>1989|Educationalancd<br>Vocational<br>Training.<br>Conduct<br>studJy to prepare proposals<sup>to inprove the</sup><br>efficiency<br>of primary education.<br>Strengthen<br>institutional<br>capacity<br>.<br>(para.3.3p.9)<br>Manpower surveys for voc.<sup>ed. (para.</sup><br>3.11p. 13).<br>Included in component<sup>to establish</sup><br>data systems<br>andprovide consulting<br>services<br>(approx- S8m).<br>Primary Education Upgrading.<sup>Studies on cost of</sup><br>finar-ing<br>educationandlow-cost<sup>methods of</sup><br>schco construction<br>(para. 3.25 p.16).<br>(ii)<br>study of socio-economic<sup>and educational</sup><br>parameters of Municipality<br>of Santa<br>Cruz (1988).<br>Evaluation<br>of test project<br>in 1989<br>(para.<br>3.5p. <sup>10 </sup>Annex 13).<br>Education Rehabilitation.<br>Provision<br>for (i)<br>the monitoring<br>of book distribution<br>(para. 3.5<br>p.11);<br>(ii)<br>the monitoring<br>and evaluation<br>of<br>teacher training<br>(para.<br>3.7p.12);<br>(iii)<br>study community innitiatives<br>in primary<br>education<br>(Annex 3-11);<br>(iv)<br>study payment procedures<sup>for teachers;</sup>|Project<br>suspended shortty<br>after<br>effectiveness<br>in 1987. Currently<br>being substantiatly<br>redesigned<br>However following<br>studies<br>availabte:<br>(i)<br>"Etude detamise en place<sup>d'une systeme</sup><br>de formation<br>par l'apprentissage<br>auCameroun"<br>(doc.9128.286)<br>(ii)<br>"Etude des couts et des<sup>finarcements de</sup><br>leducation"<br>(doc. # 013828; ISl 35660)<br>(iii)<br>Etudes sur lenseignement<br>et ta formation<br>(doc. # D11168-74;ISM31955)<br>Studies not yetavailable<br>Studies not yet started.|

27
Research Ennponents of World Bank Education Projects, since 1982.

|**Area**|| Country<br>and Loan/Creditl<br>Number|Approved<br>|Research<br>Components<br>[I|Current<br>Status<br>of Studies,<br>including<br>CompletedDocunients/Data|
|---|---|---|---|---|
||||(v) study MEN organization;<br>(vi) establish study fund ($300,000)||
|AFRIC|A Comoros CR 1751-CON|1987|Second Education. Planning Unit of Education<br>Planning Directorate to urdertake<br>studies to assess factors detrimental<br>to student achievement and collect<br>edication statistics<br>(para. 33.03 p.15)|Excellent statistics<br>being produced by planning<br>unit with praject support. No other studies.|
|AFRIC|A Comoros CR 1195-COa|1982|First Education. No research coaponent.||
|AFRIC<br>AFRIC|A Djibouti CR 1543-DJI<br>A Equatorial Guinea<br>CR 1797-EG|1985<br>1987|First Education. Evaluation studies to focus<br>on; (i) teacher recruitment, training and<br>upgrading,mndcommitment;<br>(ii)<br>curricula adjustment;<br>**(iii)**<br>relationship<br>betweenexmscoresand<br>curricula/teacher<br>qualifications;<br>in relation to test scores (para.4.06 p.21)<br>and, (iv) repetition<br>and double shift teaching<br>Primary Education. As part of strengthening<br>the education sector planning capabilities;<br>(i)<br>school map updating (March 1968),<br>(ii)<br>coltect and publish school statist,cs<br>(iii)<br>prepareastudy on the future needs of<br>secondary and university education|No informtion<br>supplied.<br>(i) and (ii):<br>work uderway<br>(iii):<br>not initiated.|

28
Research Components of Uorld Bank Education Projects, since 1982.

|Arnaitry<br>and Loan/Credi<br>Number|t<br>roved|<br>Research Components|Current Status of Studies, including<br>Completed Documents/Data|
|---|---|---|---|
|||(due March 1989) (pare. 3.15 p.11 Annex 3-13).||
|AFRICA Ethiopia CR 1873-ET|1988|Seventh Education . Pre-investment<br>studies to include:(i)<br>testing of rural health<br>training programs for medical students;|No information<br>supplied.<br>|
|||(ii)<br>establishment<br>of physicat property<br>maintenance system in higher education<br>(para. 3.29 p.27).||
|AFRICAEthiopia CR1520-ET|1985|Sixth Education. No research component.||
|AFRICAGhanaCR1744-GH|1987|Education Sector Adjustment.<br>No research<br>component.|Confirmed.|
|AFRICA Guinea-Bissau<br>CR 1914-GUB<br>|1988<br>I|Basic Education Development.<br>(i) Studies on prospects of private education<br>in Guinea-Bissau.|No information<br>available|
|AFRICA Guinea CR 1341-CUI|1983|Second Education. (i) Studies on Vocational<br>Training development;<br>(ii)<br>tracer stjdy of graduates of IPSs and<br>agro-zootechnic<br>faculties (para. 2.07 p.14).<br>(iii) Study to plan the development<br>of the<br>teacher training system (para. 2.16 p.17).<br>(iv) comprehensive<br>definition of future<br>sector strategy;|(i) and (ii): not received.<br>(iii): short proposals mude in framework of<br>preparation<br>of future projects;<br>(iv) ODeclaration<br>of Sector Policy" adopted by<br>Goverrnent in September 1989;<br>(v) two simutation studies by IREDU working out<br>cost implications<br>of the "PASE"|
|||(v) interim financing of adjustment<br>program.||
|AFRICA Kenya CR 1673-KE|1986|Sixth Education. No research component.||
|AFRICA Lesotho CR 1512-LSO<br>|1985<br>I|Fourth Education. Provisions for: (i) analysis<br>jof staff utilization<br>and facilities<br>at|<br>No information<br>for project (i).|

29
Research Components of World Bank Edcucation Projects, since 1982.

|AreaX|r--<br>Country and Loan/Credit<br><br>Nlhumber|T<br>r<br>t~Approv<br>1|T-_<br>Reserch Components<br>ed<br><br>Res<br>rh-oonnt|Current Status of Studies, including<br>Completed<br>Documents/Data|
|---|---|---|---|---|
||||secondary<br>schools;<br>(ii)review<br>of curriculum,<br>staff<br>utilization<br>and facilities<br>in vocational schools;|Projects<br>(ii),(iii)<br>and (iv)<br>completed.|
||||(iii) development of trade testingand||
||||(iv) revieu, of inservice training course<br>content (para.3.23<br>p.20).||
|AFRICA|Liberia CR 1306-LBR|1983|Fourkh Education. No research coapcnent.|Confirmed.|
|AFRICA||Madagascar CR 1661-NAG<br>I|1986<br> <br>I|Accounting and Management Training. No research<br>I conponent.|Confirmed.|
|AFRICAI|Malawi CR 1330-MAI<br>l<br>l<br>l<br>l|1983<br> <br> <br> <br>||ifth<br>Education Project. Studies to:(i)<br>evaluate cost-effectiveness of primary school<br>| self-help construction program;<br>**|(i)**<br>to what extent could secondary school<br>boarding facilities be eliminated<br>| (para. 4.18 p.21).|Projects completed by the MOEC, Lilongue.<br>E<br>(i) Ministry of Finance (1983) "Feasibility<br>study of the Need for Boarding Places and<br>Establishment of New Day Schools." (doc. #113.845)<br>(ii)<br>Ministry of Education (1984)"Study on the<br>Development of Private Schools" (doc. # 109.284)|
|AFRICA|Malawi CR 1767-MAI<br>||1987|Education Sector Credit. Feasibility studies tol<br>convert urban secondary schools to double<br>shift institutions (due March 1988),<br>(ii)<br>secondary school mapping survey (March<br>1987).<br>Imptementationl<br>not<br>research,<br>stLAdies.<br>jilplementation,<br>not research, studies.|Feasibility studies completed by the MOEC,<br>Lilongwe. Secondary School mapping survey: r'-aft<br>available from MOEC, Lilongwe.<br>No information on intended studies, however:<br>(i) University of Malawi (1984): Tracer studies of<br>graduates from Chancellor College (doc.#110.592/3)<br>(ii)<br>Feasibility study for establishingday<br>secondary schools in Malawi (doc. # D32608)|

30
Research Comp,onents of World Bank Education Projects, since 1982.

|Area|Cotry<br>nd<br>Ihrber|approved|<br>l|<br>Research Cowponents<br>|Current Status of Studies,<br>including<br>Completed Oocuments/Data|
|---|---|---|---|---|
|AFRICA<br>AFRICA|Mali P-5010-MLI<br>Mauritania<br>CR 1214-NAU|1989<br>1982|Education Sector Consolidation.<br>(i)<br>Collection<br>and analysis<br>of educational<br>statistics;<br>(ii)<br>school mapping project<br>(para 79 p.28 Annex V);<br>(iii)<br>identify<br>gender issues (Annex 4-1);<br>'iv)<br>study secondary higher education<br>Annex S-3)<br>Second Edcation<br>|Noinformation<br>supplied|
|AFRICA|Mauritania<br>CR 1943-AU<br>|<br>1989<br> <br><br> <br><br>(<br>e<br>P<br>D<br>(|u.<br>Funding for sundry services<br>to prepare for future education projects<br>(para.<br>2.19p. <sup>19 </sup>).<br>Education Sector Restructuring<br>Project.<br>Studies<br>of:(i)<br>country wide primary school map;<br>(ii)<br>tracer<br>study of graduates from secondary<br>school;<br>(iii)<br>analysis<br>of cost functions<br>in secondary<br>schools;<br>iv)<br>measures likely<br>to increase female<br>nrollment.<br>art ofabroader plan to strengthen<br>the<br>irectorate<br>of Planning and Coordination<br>para.3.32<br>p.19<br>Annex-12).<br>|Following doctments available:<br>(i)<br>Alain Mingat and Jean-Pierre<br>Larousse (1986).<br>"Couts,<br>Financement et Politique<br>de l'education<br>en Republique Islumique de hauritanie"<br>(doc.<br>001661)<br>(ii)<br>Jewn Lamoure (1987).<br>"Structures,<br>Couts et<br>Financement de L'Enseignement superieur<br>en RIM"<br>(iii)<br>Ministere<br>de l'Education<br>Nationale,<br>RIM(1967)<br>"Projet<br>de Restructuration<br>du Secteur de<br>I'Education<br>enRIM"<br>(iv)<br>BacuurTaoufik<br>(1967).<br>"Etude sur l'Adequetion<br>entre<br>lEmploi,<br>L'Education<br>ettaFormtion<br>enRIM"<br>(v) Ministere<br>des Peches et de l'Economie Maritime<br>(1967). "Etude detaFormation danmtasecteur de<br>peches: Partie<br>I<br>- Etude global<br>et Partie<br>II -<br>Centre de Formtion<br>Professionelle<br>Maritime (MFPh)"<br>Study prepared byRDAInternational.|
|AFRICA M|lotambique CR 1907-hOZ<br>|1988<br>E|ducation andMaRvowerDevelog2ent.<br>Included in|ho studies yet available<br>for Education<br>Restructuring<br>Project.<br>Progress reports delayed one year to 03/90|

31
# Research Components of World Bank Education Projects, since 1982.

|Area|Country and Loan/Credit<br>Numb~er|Approve|d<br>Research Components<br>|Current Status of Studies, including<br>ICompleted_Docuaments/Data_|
|---|---|---|---|---|
||||the sectoral planning and management<br>component<br>are the following studies: (i) the financing of<br>the educational<br>system;<br>(ii)<br>education sectormnagement,<br>(iii)<br>mother-tongue languages (pars. 3.30<br>p116<br>Annex 3-7). DueMarch1991;<br>(iv) Manpower planning.||
|AFRICA|Niger CR 1740-NIR|1987|Primary Education Development.<br>(i)<br>cost recovery schemes for textbooks;<br>(ii)<br>supply and demand of primary and secondary<br>school teachers;<br>(iii)<br>scope for extending use of multi-grade<br>teaching<br>to rurat areas;<br>(iv)<br>study ways to introduce double-shift<br>teaching<br>to urban areas;<br>(v) evaluate<br>internal<br>and external<br>efficiency<br>of experimental<br>primary schools;<br>(vi)<br>promote coamuunity involvement in school-<br>building;<br>(vii)<br>prepare school construction<br>rehabil-<br>itation<br>program;|Studies completed:<br>(i)<br>Etude des besoins en min-d'oeuvre<br>des<br>enterprises<br>parapbltiques<br>et privees<br>_(10/88)_<br>(ii)<br>Evaluation<br>de la double vacation dsns<br>Ilenseignement<br>primire<br>auNiger (9/89)<br>(iii)<br>Projet<br>detaconsolidation<br>et de developpment<br>de**ta**formtion<br>professionalle<br>au Niger (2/89)<br>(doc.#D26765)<br>(iv)<br>L enseignement technique court**au**Niger:<br>Llneevaluation<br>pour la mrchee (1/89)<br>(doc.9D12296/7)<br>lv) Proposition<br>pour une repartition<br>rationelle<br>des enseigrnents<br>dans le secondaire<br>(8/88)|
|AFRICA|Nigeria<br>LM 2926-UNI|1988|Technicat Education Project.<br>Staff development<br>at National<br>Board for Technical Education to<br>assess efficiency<br>of instructional<br>programs;|Study of Technical Education.<br>Workshopheld 8/89<br>Papers presentedareto form basis ofastudy.|

32
Research Components of _World_ Bank Education Projects, since 1982.

|Area|Country<br>and Loan/Credit|<br>Number|Approved|Research<br>Comrponents|Current<br>Status<br>of Studies,<br>including<br>Compteted<br>Documents/Data|
|---|---|---|---|---|
||||develop tracer study [due 1996]||
|AFRICA;|Rwanda CR 1683-RU|1986|Third Education. Monitor textbook distribution;J<br>I<br>(ii) improve school inspection and management;<br>(iii)<br>improvement of educational system;<br>(iv) pre-investment studies of project retated<br>components (para. 4.10 p.18).|<br>(i) Textbook distribution monitoring not started<br> <br>(ii) draft report available<br>Etude pour l'ametioration de t'inspection et de<br>(a gestion des ecoles (1987) (doc. U D74466-70)<br>(iii) not initiated.<br>Also available: K. Baritsch and R. Sack (1985).<br>"Employment in andTraini-g<br>for<br>the Modern Sector<br>of Rwanda." (doc. U 113.621)|
|AFRICA|Rwanda CR 1263-RU|1982|Second Education. Studies: (i) assessment of<br>|teacher training needs to year 2000:<br>teacher<br>training<br>needs<br>to year<br>2000;<br>(ii) medical teaching methodology and adantion<br>of texts to Rwandese requirements;<br>l<br>(iii) evaluation/pre-investment studies<br>(para. 3.13 p.19).|(i)<br>Study on distribution system for textbooks;<br>(ii) study on thereorganization<br>of textbook<br>printing;<br>(iii) seminar to evaluate primary school curricula;<br>"Seminaires d'evaluation des curicula<sup>et</sup><br>des amnuels d'enseignement prinmire" (doc. S C02116)<br>also:<br>(i)"Production<br>de material<br>didactique<br>pour<br>llenseignement<br>paranedical" (doc.#111.842)|
|AFRICA|Senegal CR 1638-SE|1986|Regional Management School. CESAG witl maintain<br>graduate's employment histories to serve as<br>basis<br>for<br>tracer<br>studies.<br>No other<br>resear:h<br>component.|<br>No information sopplied.|
|AFRICA|Senegal<br>CR 1T35-SE|1987|Primary<br>Education<br>Development.<br>Studies<br>include:|All<br>studies<br>in advanced<br>stages of preparation<br>and will<br>become available<br>in early<br>1990.|

33
# Research Conponents of World Bank Education Projects, since 1982.

|I<br>Area<br>__|<br>.<br>I<br>_____<br>Country and Loan/Credit<br>llutrber<br>tl|I<br>Approved|<br> A<br>dl<br>|<br>_________-<br>-<br>-__-<br>I<br> <br>Research Comnponents<br>j<br>I|-____<br>_<br>I<br>Current Status of Studies,<br>including<br> Coampleted Documents/Data<br>__|
|---|---|---|---|---|
|||<br>|(i)<br>determinants<br>of demand for education in<br>rural<br>areas (due Feb 1988)<br>I<br>t<br>(ii)<br>identify<br>areas for cost efficiency<br>in<br>secondary general and technical<br>education<br>(Dec 1987)<br>(iii)<br>prepare school mapping project<br>(Jan 1987)<br>(iv)<br>identify<br>areas for cost saving in higher<br>education<br>'March 1988);<br>!(v)explore possibility<br>of student loan system<br>(July 1988).<br>(Annex 3-2).|In addition,<br>several other studies<br>have been<br>coapleted in areas such as evaluation<br>of doubtle-<br>shift<br>teaching,<br>restructuring<br>of primary school<br>~~~~~~~~~~~~~inspecto,rates<br>andt#rnst of neu curricula.|
|AFRICA|Sierra<br>Leone CR 1353-SLj<br>l<br>l<br>l|1983<br>l<br> <br>|Third Education.<br>(i)<br>Study of efficiency,<br>capacity,<br>utilization<br>and demand for teachers<br>in primary education (para.<br>2.18 p.15);<br>l<br>|<br>(ii)<br>Study of impact of textbooks on changes inl<br>student<br>achievement, attendance and promotion<br>rates;<br> <br>I<br>(iii)<br>Study of the distribution,<br>storage<br>and use of textbooks<br>(2.37 19). Further related<br>studies.|(i)<br>Textbook study not started<br>asfar as can be<br>ascertained;<br> ~~~~~~~~~~~~~~~~~~~~(ii)<br>Textbook Inpect study not started.<br>(iii)<br>B. Green (1984).<br>Report on textbook<br>distribution.<br>(doc.f129.684 (t))<br>(iv)<br>Studies coemissioned 04/87 - not started.|
|AFRICA|Sudan CR 1451-SU<br>||1984|Third Education.<br>Study to review curricula<br>and<br>staff<br>development of Higher Technical Secondary<br>schools (para. 4.12 p.17).|Noinformation<br>su4plied.|
|AFRICA|Togo CR 1568-TO|1985<br>l l|Educational<br>Improvement.<br>Reorganized education<br>planning division<br>to study:<br> <br>(i)<br>current<br>budgetary allocations;|(i)<br>document completed 1986; updated 1988.<br>( i i ) not started|

34
# Research Components of World Bank Education Projects, since 1982.

|Are,jCountry and Loan/Credi<br>Number|t1<br>Approved|<br>Research Components|Current Status of Studies, including<br>Completed Documents/Data|
|---|---|---|---|
|||(ii) provide comprehensive<br>long-term financing<br>ptan;<br>(iii) evaluate teacher upgrading;<br>(iv) prepare a school location map (pare. 3.1<br>p.10).<br>(v) demand for primary education|Oiii)<br>ongoing - no document as yet<br> <br>(iv) to start early 1990<br>(v) study in progress- being prepared by<br>M. Diambobma<br>Related document:<br>W.W. Koch Pubtlishers<br>Association (1985).<br>"Textbook publishing,<br>distribution and printing<br>report" (doc. U 220.276)|
|AFRICA Uganda CR 1329-UG|1983|Third Education (Rehabilitation).<br>Special<br>studies in:(i)<br>technical education;<br>(ii)<br>distribution (equity issues)<br>and management of resources for educational<br>financing;|No in,oramtion<br>suppLied.|
|||(iii)<br>teacher supply and deand<br>(paras.3.B3-6<br>p.20).||
|AFRICA UgandaCR1965-UG|1989|Fourth Education Project. Evaluation of pilot<br>scheme (June 1990);<br>(ii)<br>evatuation of textbook fund(June 1991);<br>vii)<br>pre-investment<br>studies inctuding:<br>financing and efficiency of education,<br>feasibility<br>study of textbook publishing,<br>feasibility<br>study on provision of water to<br>rural primary schools.|Feasibility<br>study of textbook publishing and<br>printing in Uganda (1989) (d c.#033655)|

35
# Research Components of World Bank Education<sup>Projects.</sup> since 1982.

|Area|Country andLoan/Credit<br>ilunber<br>l|Approved|Research<br>Components|Current<br>Status<br>of Studies,<br>including<br>Competed Documents/Data|
|---|---|---|---|---|
|AFRICA|Zaire CR 1519-ZR|1985|Educational<br>TechnicaL Assistance and Training.<br>Provision<br>ofMIS.Data gathering<br>and analysis<br>as part of planning section<br>(SO.7m).<br>Devetop school mapping<sup>project(SO.9m)</sup><br>(para.<br>47/8 p.l <sup>9 </sup>I.|(i)<br>Educational<br>database established;<br>Statistical<br>Yearbook 1986/7<br>(ii)<br>School mapping studyfor<sup>Mabinda finished;</sup><br>Goverrunent of Zaire (1985).<br>Seminaire de formation<br>surtamethodologie dela<sup>Carte Scotaire</sup><br>au Zaire<br>(doc. # 113.569)<br>also:<br>"Programme de formation<br>en planmification<br>de leducation<br>et statistiques<br>scolaires.<br>Rapport<br>Final<br>v. 1-3" (198)<br>(doc. # C01042)|
|AFRICA|Zaire CR 1839-ZR|1988|Higher Education Rationalization.<br>Analysis<br>of:<br>(i)<br>student<br>enrollment,<br>costs arnd financing<br>of<br>higher education;<br>(ii)<br>teaching and non-teaching<br>personnel;<br>(iii)<br>social<br>composition of the student body;<br>(iv)<br>pass and failure<br>rates.|Consuttants<br>to be hired 1990. This project<br>should<br>produce substantial<br>information<br>about the higher<br>education systemn.|

36
# Research Components of World Bank Education Projects, since 1982.

|!Areatt<br>__|§Country and Loan/Credit<br>Number<br>_<br>__<br>___|rResea<br>A<br>_____|rch<br>Components<br>|<br>___<br>__<br>**_**__|Current<br>Status of Studies,<br>including<br>ov Corpleted Documents/Data<br>_<br>_<br>_________|
|---|---|---|---|---|
|ASIA|Bangladesh CR 1396-BD|1983|Second Agricultural<br>Training.<br>No research<br>component.|Confirmed.|
|ASIA|BangI rOesh CR 1318-BD|1983<br>1|Business Manaqeme_t Training and Education.<br>No<br>research components, although Bank funded<br> project<br>and case developments at institutions.|250case studies<br>and190research projects<br>underway.|
|ASIA|Bangladesh CR 1490-BD|1984|Technical Education.<br>No research conponent.|Confirmed.|
|ASIA|Bangladesh CR 1574-RD|1985<br>j|SeconJ Primary Education. Studies to review the<br>efficacy<br>of existing<br>non-formal<br>programs and<br>to develop commtnity support (para.<br>2.04 p.10);<br>lii)<br>to determinecosts and b~-~fits of<br>l<br>(ii) to determine costs and benefits<br>of<br>Liberalized<br>promotion(2.05);<br>(iii)<br>financing,<br>pricing,<br>distribution<br>and<br>publishing<br>of textbooks (2.08);|(i)<br>study completed (1988);<br>Noreport<br>found<br>(ii)<br>Division<br>of Planning,<br>MOE (1987) "Report on the<br>study of the implementation<br>of the promotion policy."<br>(doc. # F23824)<br>(iii)<br>Rapport Bangladesh Ltd.<br>(1988).<br>"Study on<br>universal<br>primary education textbook policy"<br>(doc. 4 F19987)|
||||<br>l|(iv)<br>pre-servi<br>e and inservice<br>training<br> <br>(Annex 4, 7);<br>(v) effectiveness<br>of policy changes<br>(Annex 4, 14);<br> <br>(vi)<br>HISsystem to collect<br>and analyze data.|I(iv)<br>S.Rehmun(1986). "Profile<br>of priwary teachers"<br>(doc. # F00548)<br>M.Haq4e (1986).<br>"Teacher Effectiveness"<br>(doc.#F00549)<br>**(v)**not ini t iated<br>Also A. Jabber (1986).<br>"Survey of Unewptoyed_PTI_<br>graduates"<br>(BBEIS)(doc.<br># F00550)|
|ASIA|Bhutan CR 1899-BHU|1988|Primary Education. Within the educational<br>adninistration<br>conponent therewillbe studies<br>to assess the effectiveness<br>of the extended<br>classroom program<br>(i)<br>ability<br>of program to<br>encourage comliunity involvement,<br>and efficiency<br>as feeder s.hools;<br>( ii)<br>understand needs of female students and,<br>to encourage<br>their<br>attendance;<br>(iii)<br>effectiveness<br>of using English asfediun|Studies to be scheduled later<br>in project<br>period.|

37
# Research Components of World Bank Education Projects, since 1982.

Area ;Country and Loan/Credit Approved

|Area|;Country and Loan/Credit|Approve|d<br>Research Components|Current Status of Studies, including|
|---|---|---|---|---|
|Are|try adpNner|||<br>||Completed Documents/Data|
|ASIA|China CR 1297-CHA|1983<br>1983|of instruction<br>(para.2.26<br>p. <sup>1 3 </sup>Amex 8)<br>Agricultural Education and Research. Estab(ish<br>high priority agricultural<br>objectives and areas<br>of research focus.<br>(ii)<br>manpower studyto assess future<br>agricultural<br>needs and develop manpower<br>plaming strategies.<br>(iii) Pre-investment<br>studies for future project<br>(iv) Tracer studies of agricultural<br>graduates<br>(parss. 3.22-4 pp.29-3<sup>0</sup>).|Studies completed.|
|ASIA|China CR 1671-CHA|1986|Provincial Universities.<br>Specialists to prepare<br>reports on project implementation,<br>mid-term<br>review and 1995 evaluation (para. 3.20 p.31).|Bi-annual<br>meetings of Chinese and foreign experts<br>to review project implementation.<br>Last review 10/89.<br>Reports of evaluation reviews in Asia files "Super<br>-vision reports.|
|ASIA|China CR 1411-CNA|1984|Polytechnic/Television<br>University Project.<br>(i) Tracer studies of graduates (para. 33 p.10)<br>(ii) Pre-investment<br>studies for future projects<br>(para.35 p.11).|Ci) Tracer studies being unzdertaken<br>as part of<br> <br>preparation<br>of completion report.<br> <br>(ii) No pre-investment<br>studies undertaken.|
|ASIA|China LN 2444-CHA|1984|Second Agricultural Education. Tracer survey of<br>graduates and project progress to be reviewed<br>annually (para. 34 p.13).|<br>No information<br>supplied.|
|ASIA|China CR 1551-CHA|1985|Second University Development<br>Project. Three<br>studies: (i) to introduce<br>a system to monitor<br>minimumn<br>University standards,<br>(ii) to study existing national examination to<br>improve its accuracy in predicting academic<br>success,<br>(iii) study of management of overall system of<br>higher education (para. 33d p.11).<br>[also to sponsor 35 unspecified<br>subprojectsl.|Three studies carried out by Chinese experts.<br>Oral reports were given and taken into account<br>when designing new policies and procedures.<br>Bank<br>did not demand the results.|

38
# Resarch Coponents of World Iank Education Projects, since 1982.

|Area|Country and Loan/Credit<br>|Nllumber|Aproved<br>-<br>||Research Coponents<br> <br>||Current Status of Studies,<br>including<br>Comleted<br>Dociments/Data|
|---|---|---|---|---|
|ASIA<br>ASIA<br>ASIA|China CR 1908-CIU<br>IndiaLN3045-IN<br>Indonesia Lh2101-IlD|1968<br>1989<br>1982|Teacher Training<br>Proiect.<br>Three studies<br>to be<br>copleted<br>by September 1990: (i)<br>cost<br>effectiveness<br>of delivery<br>system<br>for teacher<br>training;<br>(ii)<br>training<br>of dual subject<br>tewchers,<br>effectiveness<br>andcost-saving<br>advantages;<br>(iii)<br>ethods to increase femle<br>participation<br>in teacher training<br>system (psra.2.8<br>p.13)<br>Vocational<br>Training<br>Project.<br>Thereareanumber<br>of components to improve the planning<sup>and</sup><br>wrnagementof the National<br>Vocational<br>Training<br>System: (i)<br>monitoring<br>andevaluation<br>system<br>between states will<br>trace emptoyment outcomes<br>andfinancing<br>of programes;<br>(ii)<br>Central Staff Training<br>and Research<br>Institute<br>millconduct studies<br>to evaluate<br>the<br>self-employment<br>scheme of the project(Dec<br>1994)<br>trace Industrial<br>Training<br>Institute<br>certificate<br>holders<br>in the labormrket(Sept 1995),<br>study the qnlity<br>of ITI instruction<br>(Dec 1994)<br>andto review the accredition<br>standardsof<br>ITI (July<br>1995). Ipara. 2.23-2.28<br>pp.23-251.<br>Second Teacher Training.<br>Series of<br>inter-related<br>studies:<br>(i)<br>integration<br>of schooLs and colleges:<br>(ii)<br>expansion of secondary teacher training<br>cotleges;|(i):<br>TOR prepared and study tem<br>formd.<br>(ii)<br>id<br>i):<br>Task forces being organized<br>to draft<br>TORs.<br>Nostudies<br>yet initiated.<br>Noinformation<br>suiplied|

39
# Research Components of World Bank Edutation Projects, since 1982.

|L|IIIIiA|rea<br>Countryand<br>Loan/Credit<br>|<br>Number|Approved|<br>Research Components<br>|Current Status of Studies, including<br>ICompleted Docuomets/Data|
|---|---|---|---|---|
|ASIA<br>ASIA<br>ASIA|Indonesia<br>LN2355-IND<br>Indonesia LN 2547-IND<br>IndonesiaLN2992-lND|1984<br>1985<br>1989|OMii)efficiencyoperation<br>of schools and<br>colleges;<br>(iv) effects of educationrl<br>restructuring<br>on<br>teacher training (para. 3.10 p.38).<br>Establish monitoring system: Numbers of<br>teachers with training<br>, knowledge of teachers<br>use of training by teachers, effects on student<br>achievement,<br>effects on placement of teachers.<br>(3.21, 43)<br>Second Nonform_l Education.<br>Studies in:<br>(i)<br>mechanisms for local financing<br>of nonformal<br>education;<br>(ii)<br>national<br>system to test literacy<br>and<br>skill acquisition;<br>(iii) economic and finoncial analyses of<br>village-based<br>nonformtl education programs;<br>(iv)<br>study of volunteer<br>incentive<br>patterns;<br>(v) development<br>ofBPKBs, SKBs,andBPNs<br>training<br>centers.<br>Sundry evaluation<br>conponents(pera. 2.28 p.16).<br>Second tkniversity<br>Development. No research<br>component.<br>Tree Crops Husmn Resource.<br>No research components|,<br> <br>No information<br>sipplied<br>|
|ASIA|Indonesia LN 2102-IND|1982|Second Textbook. Establish database to monitor<br>textbook use, quality and effectiveness<br>(3.12<br>p.14)<br>(ii) Evaluate how changes in quality and cost|The following studies were founid:<br>ODec.ntralized<br>book distribution<br>using regional<br>centers" (1985) (doc. 8 355.112)<br>"Curriculum improvement<br>and textbook development|

40
# Research Copponents<sup>of World Bank Education Projects,</sup> since 1982.

|Area ||Country<sup>and Loan/Credit</sup><br>A<br>Num_ber<br>I|pproved<br>I|Research Components<br> <br>I|Current Status<sup>of Studies, including</sup><br>Completed<br>Documents/Data|
|---|---|---|---|---|
|||<br>b<br>|of printing<br>and paper affect<br>longetivity<br>of<br> <br>ook use (3.09,<sup>13)</sup><br> <br>|program." (1986)<sup>(doc. U 339.117)</sup><br>"Feasibility<br>study on the<sup>future organizational</sup><br>structure of<sup>the ITP within the "OEC." (1984)</sup><br>(doe. # 330.296)<br> <br>lid|
|ASIA<br>ASIA<br>ASIA|Indonesia LN<sup>2290-IND</sup><br>Indonesia LN<sup>2341-IND</sup><br>Indonesia LN 2472-IND|1983<br> <br> <br> <br> <br> <br> <br> <br>1983<br>1985|Polytechnic II.<sup>(i) Extend the existing study</sup><br>of financiat<sup>and administrative</sup><br>schemes to<br>retain university<sup>teaching staff, to cover</sup><br>polytechnic<sup>teaching staff (para. 2.13 p.15);</sup><br>(ii) conduct studies<sup>to determine management</sup><br>skills requirements<br>and establish<sup>information</sup><br>system within<sup>polytechnic</sup><br>system (2.21 20);<br>(iii) feasibility<br>studies and identification<br>for other projects;<br>(iv) study shortage<sup>of technical teachers</sup><br>Third Agricultural<sup>Training. Management</sup><br>strengthening<br>through:<br>(i) evaluation<sup>of training programs and tracer</sup><br>study of graduates;<br>(ii) surveys<sup>of qualifications</sup><br>and technical<br>skills of agricultural<br>manpower;<br>(iii) development<sup>of curricula for agriculturat</sup><br>training programs;<br>(iv) development<sup>of training programs and needs</sup><br>(para.28 p.9)<sup>[costs: Annex 8 p.31</sup><br>Secondary Education<sup>and management Training.</sup><br>Studies include:<sup>(i) comprehensive</sup><br>training<br>needs assessment;<br>(ii) management<sup>study of NEC;</sup>|No info-mstion<br>suppe.<br>No informtion<sup>supplied.</sup><br> <br>(i) P.Hasfarm.<sup>"Training needs assessment</sup><br>Study"<br>Oregon State<sup>University (doc. I 338.433)</sup><br>(iv) Instructor<br>training and<sup>extension studies</sup><br>for PKG English<sup>language instructors</sup><br>(doc. I 434.202)|

41
# Research Components of Wortd Bank Education<sup>Projects,</sup> since 198Z.

|Area|_m<br>Countryand Loan/Creditl<br>dNumber|_1I<br>Approved||<br>_<br>I<br>Research<br>Components<br>j|Current<br>Status<br>of Studies,<br>including<br> CompletedDocuments/Data|
|---|---|---|---|---|
||||I<br>(iii) tracer study of secondary school<br>graduates'<br>performance<br>in<br>the labor<br>market;<br>(iv)<br>evatuation<br>impact<br>study<br>to cover<br>training<br>of teachers<br>and managers,<br>production<br>of<br>equipment prototypes, and equipment<br>distribution<br>(para.<br>38 p.12).|and<br>A. Starrit<br>"Assessment<br>of,<br>and assistance<br>to,<br>Math<br>educators." (doc. # 433.600)|
|ASIA|Indonesia LN 2599-IND|1986|Science and Technology Training.<sup>Project</sup><br>designed to strengthen countrv's<sup>research and</sup><br>development<br>capacity.<br>No research<br>components.<br>Feedback<br>seminars<br>for<br>returning<br>fellows<br>to<br>investigate<br>relevance<br>of program<br>to country<br>needs.|No information supplied.|
|ASIA|Indonesia LN 2705 ID|1986<br>|| Manpower Development and Training.<br>(i) Labor market studies in key fields<br>(employment of women, youth training etc)<sup>as</sup><br>part<br>of<br>labor<br>market<br>information<br>system<br>(para.<br>2.05 p.12).<br>(ii)<br>Improve<br>manpower policies<br>for<br>Repelita<br>V<br>(AnnexV).<br>(iii) Tracer studies and evaluation of<br>instructor training programs (para.<sup>2.18 p.15)</sup><br>(iv) Tracer studiesof trainees<br>and data<br>cost<br>effectiveness<br>(para.<br>2.28 p.17).|(i) Report on the findings of the July<sup>1984</sup><br>industrial survey. (doc. * E00069);<br>(iii) 0. Clark (1985). "Tracer study<sup>of BKLI</sup><br>graduates"<br>(doc.<br>*E00071);<br>also<br>Indonesia<br>MOE (1986).<br>"Manpower<br>Planning<br>and<br>Labor Market<br>Information<br>System"e (doc.<br>S EOOO5Z)|
|ASIA|Indonesia LN2940-lND|1988|Accountancy<br>Devetopment<br>Project.<br>Evaluation<br>component only through Coordinating<sup>Agency for</sup><br>Accountancy<br>Development<br>(para.<br>2.41 p. <sup>2 7</sup><br>Annex<br>6).|(i)<br>TOR drawnup for accounting manpower<sup>study.</sup><br>(doc.#F27309)|
|ASIA|IndonesiaLN2944-lND||1988|Higher Education Development Project. Eight<br>major education sector planning and<sup>management</sup>|No information sWpplied.|

42
# Research Components of World Bank Education Projects. since 1982.

|Area|Country and Loan/Credit<br>llumber|A|Research Components<br>|Current Status of Studies,<br>including<br>I<br>Completed Docimew ts/Date|
|---|---|---|---|---|
||||studies<br>focussing on;<br>(i)<br>higher education costs and financing;<br>(ii)<br>promotion of efficiency and quslity in<br>teacher<br>training;<br>(iii)<br>reform of accredition procedures;<br>(iv) the transferability<br>of semester credits...<br>(para. 2.13 p.21)||
|ASIA<br>ASIA|KoreaLK2427-KO<br>Korea LN 3037-KO|1984<br>1989|Programme<br>for ScienceandTechnology<br>Education. Study future development ofgraduat<br>study in science and technology (1984-5) (para.<br>2.03 p.10).<br>Technology Advancement. No research component.|Completed 1985.<br>e(i) "Study on the expansion plan of research<br>facilities<br>In graate<br>education"<br>Prepared by: Study<br>Team (1966);<br>(doc. S E05825)<br>(ii)<br>Korean Council of University Education<br>"Evaluation of ScienceandEngineering Education at<br>Undergraduate<br>and Gradtelevels inKorea."<br>(doc. * E05827)|
|ASIA|Lao PDR CR 2001-LA|1989|National<br>Poiytechnic<br>Institute.<br>Studies<br>and evaluation to assess:<br>(i) higher education programs (technical<br>nd<br>vocational) to improve efficiency;<br>(ii)<br>efficiency of secondary educationas<br>preparation for higher education;<br>(iii)<br>tracer study ofNPIgradtes;<br>(iv) exmine external efficiency ofNPI<br>program (technical<br>quality<br>of graduates,<br>salary level<br>of graduates. market perception<br>of grauates).|Nostudies<br>initiated.|

43
Research Components of World Bank Education Projects, since 1982.

||**Area**|Country and LoanVCredit<br>Number|Approved|Research Components|Current Status of Studies,<br>including<br>Completed Documents/Data|
|---|---|---|---|---|
||||(v) Progrm content evaluated to ensure<br>international<br>relevance (para 3.12 p.20<br>Amex14).||
|ASIA<br>ASIA|MalaysiaLU2145-MA<br>MalaysiaLu2987-MA|1982<br>1989|Industrial<br>Training. Short-term training on-the<br>job courses to be assessed along with incentive<br>schemes to encourage industry to adopt such<br>programs.<br>Feasibility<br>studies for future projects<br>(para.<br>3.17p.25).<br>University Development ProiectNoresearch<br>compaonents.|Ci)Short term innovative trainingschemes<br>not<br>carried out;<br>(ii)<br>Study of incentive schemes - double tax<br>deduction tried, but considered unsuccessful;<br>(iii)<br>study for future development of industrial<br>skill<br>development completed 1986 - findings credited<br>asimportant in the development of the National<br>Vocational Training Council. Report availablefrom<br>Malaysian Government.|
|ASIA|MalaysiLO2601-MA|1986|Second Industrial Training.Noresearch<br>component.||
|ASIA|Maltsia Ll2685-MA|1986|Primry andSecondary Education. Studies to<br>include:<br>(i) an nalysis of the relationship between<br>teacher attributes and teacher effectiveness;<br>tii)<br>an anlysis<br>of themAnagement<br>nd<br>effectiveness of school facilities;<br>(iii)<br>school mApping fortwo states;<br>(iv) an analysis of the interaction between<br>ocio-economic and environmental fartors,<br>input<br>ratios and student achievement;<br>(v) ananalysis of the national integration<br>process in the education setting.<br>Cvi)Atso to antyze<br>educational<br>**dia**<br>service,|Final version ofallstudies to be collectedby<br>the supervisory mission, December 1990.|

44
Research Components of World Bank Education Projects, since 1982.

|Area||Country<br>and Loan/Credi<br>Ntaumber|Approved<br>|Research<br>Coumponents<br>[|Current<br>Status<br>of Studies,<br>inctuding<br>Completed Docuits/Data|
|---|---|---|---|---|
||||textbook<br>loan scheme, evaluation<br>system;<br>(vii)<br>andto conduct tracer<br>studies<br>on<br>polytechnic<br>and technical<br>school graduates<br>(para<br>3.12 p.22).||
|ASIA|Malaysia<br>Li<br>2887-MA|1988|University<br>Development<br>Proiect.<br>Component to<br>improve<br>University<br>mnagement,<br>to design<br>and<br>introduce<br>performance indicators<br>suchasunit<br>costs,<br>resource utilization<br>(para.<br>2.13-17 p.15<br>Amex6).|Activities<br>as detailed<br>in originat<br>project<br>documents<br>not conducted<br>in manner originally<br>envisaged.<br>However, studies<br>are being used to develop the<br>Sixth Malaysia Plan, and for strategic<br>management<br>plans for the 1990s.|
|ASIA<br>ASIA|Maldives CR 1981-MAL<br>|<br>hepal CR 1198-lEP<br>l|<br>1989<br>1982<br>|Education and Training<br>Project.<br>(i)<br>a labor strategy<br>drawing on previous<br>research materiat;<br>and<br>(ii)<br>a study of teacher recruitment,<br>training<br>and deployment. (para 2.8, p. 17 - Annex 3).<br>Second Educational<br>(Technical<br>and<br>Vocational).<br>Feasibility<br>studies<br>in:<br>(i)<br>secondary education;<br>(ii)<br>nonformal and adult education<br>(para.<br>2.11 p.16).<br>tiii)<br>Evaluation<br>studies<br>on outputs of project<br>centers and relevance to industry's<br>needs.<br>(iv)<br>Tracer study of graduates<br>(2.12 16).|Studies not initiated.<br>(i)<br>and (ii)<br>not initiated;<br>(iii)<br>bi-a.maalprogress report<br>of Pokhancmipsq<br>only;<br>(iv)<br>available<br>in Nepali.|
|ASIA|Nepal CR 1534-NEP|1985|Agricultural<br>ManpowerDevelotment.<br>Noresearch<br>component s.|Confirmed.|
|ASIA|Nepal CR 2044-NEP|1989|Engineering Education.<br>Noresearch component.|Confirmed|
|ASIA|Nepal<br>CR 2047-NEP|1989|Thiswasan emergency rel ief<br>loan<br>for<br>school<br>rehabilitation.<br>No research<br>coffponent.||

45
# Research Components of World<sup>BankEducation Projects,</sup> since 1982.

|Area|Cotuntry<br>and Loan/Credit<br>humber|Approved<br>I|Research<br>Components|Current<br>Status<br>of Studies,<br>inctuding<br>Completed<br>Documents/Data|
|---|---|---|---|---|
|ASIA|Nepal CR 1463-hEP|1984<br>||Primary Education. Survey<sup>of primary schoots in1</sup><br>20 other districts.<br>(ii) Study teacher education<sup>to improve</sup><br>training programs.<br>(iii) Evaluation surveys<sup>(paras. 3.33-6 p.16).</sup>|(i) Base-line data<sup>for Project schools(1985 Phase)</sup><br>- discusses impact of<sup>project in terms of student</sup><br>enrollment, drop-out<sup>andsurvival</sup><br>rates.EU-PEP 1969;<br>(ii) Evaluation report<sup>on materiats training workshop</sup><br>-<br>Centrallevetpreparation<br>andtesting-<br>provides<br>information on effectiveness<sup>of Educational</sup><br>Materials Training. EU-PEP<sup>1989;</sup><br>(iii) Evaluation strategies<sup>for proposed Primary</sup><br>Education<br>project<br>-<br>discusses institutionsand<sup>data</sup><br>gathering process in education<sup>sector.EU-PEP 1969</sup><br>(iv) Evaluation of materials<sup>training workshop for</sup><br>field<br>coordinators<br>and resource persons.<br>(v) Primary Education<sup>Project-</sup><br>an interim evaluative<br>study report (draft).<sup>CERID 1988</sup><br>(vi) Evaluation of district<sup>level PEPtraining</sup><br>-<br>Impact oftraining<br>on teacher'sprofessional<br>knowledge.<br>In process: Impact of<sup>training on teacher's cLassroom</sup><br>behavior;<br>Impact<br>of PEP irputs<br>on student<br>achievement|
|ASIA|Papua New Guinea<br>LN 2395-PNG<br>l|1984|Secondary<br>Education.<br>(i)<br>Study to review<br>the<br>relationship<br>betweenuppersecondary<br>education<br>and middle and higher level<sup>employment to</sup><br>recommend expansion rates<sup>and future curricutum</sup><br>options;<br>(ii) review retationships<sup>between primary,</sup><br>secondary<br>and higher<br>education<br>(pare.<br>2.04<br>~~~~~~~~~p.14).<br>I<br>(iii) Evaluation studies:<sup>teacher attrition,</sup><br>and inter-school transfer<sup>of teachers;</sup>|(i)<br>and(ii)status unknown;<br>(iii)<br>Status<br>report<br>on the<br>in-service<br>B. Ed (1985)<br>(doc. # 434.010);<br>(iv) Report on National<sup>Grade 6 Examinations as a</sup><br>predictor of Grade 10 certificate<sup>performance.</sup><br>(doc.<br>#434.009);<br><br>(v)<br>Study<br>on textbook<br>impact<br>-<br>Evaluation<br>11(1986)<br>(doc. # 434.113) and Textbook<sup>development report</sup><br>(doc. # 434.112)|

46
Research Components of Wortd Bank Education Projects. since 1982.

|**Area**|Country and LoanJCredit|<br>l<br>l<br>hNumber|Approved|Research Components|Current Status of Studies,<br>including<br>Completed Documents/Data|
|---|---|---|---|---|
||||(iv)<br>analyte student performance in Grade 10<br>examination;<br>(v)impact of textbooks;<br>tvi)<br>use and impact of new teachers;<br>(vii)<br>progression<br>rates from Grade 8 to Grade 9<br>(Amex 9)|Also:<br>M.Olsen, J. Wasilewski and E. Ape(is(1966).<br>mThecoordination,<br>development and implementation<br>of non-formal<br>education<br>in PNG."|
|ASIA|Philippines<br>LH2200-PH|1983|Vocational<br>Training.<br>No Research component.|Confirmed.|
|ASIA|Solomon Islands<br>CR 1212-SOL<br>l|1982|Primary Education.<br>Conduct studies on issues in<br>the education sector (para.3.15 p.20).<br>(ii)<br>Evaluation surveys to consider ir:reased<br>enrc-Iments;<br>(iii) increase in futly trained teachers;<br>(iv) methods of distribution<br>and effectiveness<br>of textbooks;<br>(v) nrumbers<br>of in-service<br>courses conducted<br>(3.14 20).|C. Currin (1986).<sup>"Curricular</sup><br>development and<br>teacher training: A review." (doc. U 433-126)|
|ASIA|Solomon Islands<br>CR 1686-SOL|1986|Secondary Education.<br>Studies on(i) teacher<br>utilization<br>andincentives;<br>(ii)<br>in financing of education (due June 1987)<br>(para.<br>2.09 p.12).|No information<br>available.|
|ASIA|Sri Lanka CR 1698-CE|1986|Second Vocational<br>Training Proiect.(i)<br>Study<br>economicandfinancial<br>costsand benefits<br>of<br>publicly finaxced construction industry<br>training(due Sept1987)(para2.03 p.13).<br>(ii) Four tracer studies to cover demographic<br>details of graduates (para2.23p.20).|(i)Coststudy carried out during 1967 -reviewed<br>during_12/88_supervision<br>mission.<br>People's Bank<br>Research Department (1987)."Study<br>on financing<br>of ICTAD supported training<br>programes: Part10<br>(doc. U F13102)|

47
# Research Copimnents of World Bank Education Projects, since 1962.

|Area|CountryandLoan/Credit<br>|<br>iNumber|Approved|<br>|<br>Research Components<br>|<br>I<br>__||Current Status ofStudies,<br>including<br>CompletedDocum-nts/Data|
|---|---|---|---|---|
||||(iii)<br>Implement training<br>needs assessment model|(ii)<br>Training<br>**study**91received;<br>study *2 dueMay<br>1990. Institute<br>for Construction<br>Training<br>nd<br>Development (ICTAD) (19U8). "Fourth<br>tracer<br>study<br>of graduates."<br>(doc. S F19220)<br>(iii)<br>Training needs assessment carried out;model<br>developed.<br>initial<br>run data factored<br>IntoICTAD<br>training<br>progrm<br>plirming.<br>R.<br>Ihitlock (1985).<br>"Draft<br>final<br>reportontraining<br>nee<br>**ssesinnt**<br>formaagementtraining."<br>(doc.<br>6F01024)<br>aLIso:<br>Conrultants<br>in Technology.Manmgnt<br>**nd**<br>Devtoopment(1968).<br>Training n<br>assessmntfor<br>craftsman,<br>mechanics<br>nd operators<br>in the<br>construction<br>industry."(doc.**_I_**F21842)<br>**_M._Fernando**(1989).<br>"Training<br>andeoploVmentne<br>of woen in the contruction<br>industry<br>of Sri<br>**Lanka."**(doc. * F35771)|
|ASIA|Thailand LN 2178-TN|1982|Sixth (Secondary) Edukation<br>Undertake study on<br>incentives for rural teachers(pars.<br>3.11p.26)<br>Three areas for studies: (i) vocational<br>andtechnical educationalandmanpower needs;<br>(ii)<br>preservice and in-service teacher<br>training;<br>(iii)<br>educationaL plaming.<br>(iv) Provision for other studies (3.18, 31).|Caqileted.<br>0i)C. Buripakdi(1987).<br>"Models for the<br>development of technical teachers in Thailand.0<br>(doc.1F16905)<br>(ii)<br>MOE(1988). "Research for plarming educational<br>resource distribution."<br>(doc.SF16906)<br>(iii)<br>MOE(1968)."Astudy of the improvement of<br>vocational and technical progrmes<br>for for_al<br>andnon-forml education." (docRf16907)<br>(iv)NESDO(1985). "Long term projection of the<br>labour supply."<br>(doc.1F16911)<br>(v) NESDB (1966)."Narpouerplaming in the public<br>sector.<br>"(doc.**1**f16915)|

48
# Research Conpaonents of World Dank Education Projects, since 1982.

|Area<br>l<br>I~<br>~ ~|1<br>Country and Loan/Credi<br>l<br>h~~~~umbel'<br> <br>_______<br>I<br>__|At proved<br>____|Research Cqmponents<br>_|Current Status of Studies<br>including<br>Compteted Doc--nets/Data<br>4C_.-lte|
|---|---|---|---|---|
|||||(vi) MOE (1987). "Production and utitization of<br>teachers." (doc. 9 F13375)|
|ASIA|Vanuatu CR 169L-VA|1989|Primary and Secondary Education.<br>Studies in: (i) the financing of education<br>(ii)<br>teacher incentive<br>system (sataries,<br>recruitment,<br>teacher deployment etc)<br>(Para 3.14 p.17;|Studies not initiated.|

49
# Research Components of<sup>World Bank Education Projects,</sup> since 1982.

|Area<br>Il|Country and Loan/Credit<br> <br> <br>HNumber|Approved<br>||Research Components<br>|<br> <br>||Current Status of<sup>Studies,</sup><br>including<br>Completed<br>Documents/Data|
|---|---|---|---|---|
|ENEMA|Algeria LM<sup>2977-AL</sup>|1988|Vocational Training<sup>Project. Three separate</sup><br>studies: (i) graduate<sup>eMployment monitoring</sup><br>system (pars. 2.14<sup>p.17);</sup><br>Sii)<br>strengths and weaknesses<sup>of apprenticeship</sup><br>training (para. 2.16<sup>p.18);</sup><br>(iii) training institution's<br>production for<br>private sector (para.2.21<br>p.18).<br>Studies due Dec 1989.|The total TA package<sup>consists of 10 operations.</sup><br>The consultants<br>shorttist has been<sup>approved by the</sup><br>Bank. The total package<sup>(including training abroad)</sup><br>mill be contracted to<sup>a single consultant.</sup><br>A<br><sup>timetable for implementation</sup><br>has been agreed upon;<br>select consultants<br>01/90; TA operations<sup>to start</sup><br>04/90 and to be completed<sup>10/93.</sup><br>Ninistere des Industries<br>Legeres (1988).<sup>"Etude</sup><br>faisabilite<br>d'un Projet dlinstitut<sup>National et de</sup><br>Centre de Formation<sup>Technique pour les metiers de</sup><br>lPartisanant."<br>(doc. #_H18172)_|
|ENEMA|Egypt LM<sup>2664-EGT</sup>|1983|Vocationat Training.<sup>No research component.</sup>|Confirmed.|
|ENEMA|Egypt L<sup>2594-EGT</sup>|1f85|Third Vocational<br>Training.<br>Sector widemanpower<br>needs study as basis<sup>for comprehensive</sup><br>training<br>policy<br>(para.<br>2.21p.17).|<sup>This study is under implementation</sup><br>and should be<br>available<br>by Sept 1990.<br> <br> <br> <br> <br>|
|EENEA|JordanLN<sup>2068-J</sup><br>||01982|Fourth Education.<br>Tracer system to anatyze<br>graduates of project<br>institutes (para.2.31<br>p.18).|MOE and<br>HEare developing<br>their<br>tracer<br>systems.<br>VTC hasestablish^d<sup>the initial stage of its tracer</sup><br>system.|
|ENEMA<br>EENEA<br>ENEMA|Jordan LN<sup>2378-Jo</sup><br>Jordan LN<sup>2246-JO</sup><br>Jordan LN<sup>2633-JO</sup>|1984<br>1983<br>1986|Sixth Education.<sup>"Provide 48 months of</sup><br>specialist services<sup>for feasibility</sup><br>studies."<br>(para 2.11 p.11).<br>[strengthen<br>teacher training;<sup>devetop</sup><br>educational<br>ptanning)<br>Fifth Education.<sup>(i) Reinforce tracer studies</sup><br>of vocational training<sup>graduates by expanding</sup><br>to include 15 project<sup>GVSSs;</sup><br>(ii)technical assistance<sup>for pre-investment</sup><br>studies (para. 2.11<sup>and 2.19 p.13 and 15).</sup><br>First Manpower Development.<br>Tracer system|A planned pre-investment<br>study under this<sup>project has</sup><br>been superceded<sup>by the provisions of the 1987</sup><br>National Education<sup>Conftrence Report which</sup><br>recomrended<br>and provided guidelines<sup>for a general</sup><br>reform of education,<br>and subsequent Government<br>request of, and<sup>Bank support for,</sup><br>LN3106<br><sup>(i) foltow-up studies have been conducted on</sup><br>graduates of nurse<sup>training programs using tracer</sup><br>systems being developed<sup>under LH 2068 (ED. IV). The</sup><br>tracer system is<sup>currently being evaluated and</sup><br>refined.<br>(ii)No information<br>avaitable<br>NOR has begun devetopment<br>of its tracersystem<sup>on</sup>|

50
# Research Co.qponents of Wortd<sup>Hank Education Projects,</sup> since 1902.

|Area|Country and Loan/Credit<br>Number|Approved||Research Components|Current Status of Studi-.,<br>including<br>Completed Documents/Data|
|---|---|---|---|---|
|||I|Istablished<br>under the Fourth Project<br>to<br>nalyze<br>job placement and performance<sup>of graduates of</sup><br>Irbid<br>NPITIto be extended to<sup>cover all</sup><br>MD0H<br>paramedical inst,tutions.|asample of graduates from<sup>19'S onwards. Refinement</sup><br>of the system is still<br>in progress.<br>Vocational<br>training<br>Corporation<br>(1986).<br>O"anpower<br>'urvey<br>in Jordan"(doc. UH09709)|
|EMENA|Jordan LN 2890-JO|1988|Seventh Education Project.<br>Strengtheuu technical<br>capacities<br>of Directorate<br>of Exminations<br>and<br>evaluate<br>imnct<br>of project<br>inputs;<br>(teacher<br>upgrading,<br>instructional<br>materials<br>school facilities)<br>on student achievement<br>(para.<br>3.15 p.18).<br>(ii)<br>evaluate Teacher Resource<sup>Center</sup><br>(iii)<br>Conduct studies<br>on relevance of higher<br>education<br>to labor market;<br>(iv)<br>financing<br>of students<br>abroad,<br>(v) effectiveness<br>of coummnity college<br>progr_s<br>(para 3.17 p. <sup>19 </sup>).|(i)<br>Work delayed due to basic<sup>and secondary</sup><br>educational<br>reform measures. Proposed<sup>assessment</sup><br>to start<br>01/90.<br>(ii)<br>8aseline assessrent scheduled<sup>for early</sup><br>1990<br>(iii)<br>and (iv):<br>the Gove,nwumentis preparing<br>areform of higher education<sup>underwhichthesewill</sup><br>be covered;<br>(v) r-A)leted<br>in 1969 - no doctment<sup>found.</sup>|
|ENEMA|Jordan LN 3'06-JO|1989|Developnent of lational<br>Center for Educational<br>Research and Develogment<sup>(UCERD) to monitor and</sup><br>evaluate<br>project,<br>provide<br>feed>ick<br>for design<br>modifications,<br>nd to develop, intoacenter<sup>for</sup><br>excellence<br>in educational<br>research.<br>To be fully<br>staffed<br>by March 1990.<br>Conpleted studies<br>to be<br>submitted to_Bank_for review<sup>and comment (pars</sup><br>3.46-9 p.28-9,<br>and Annex1.2).|Project<br>not yet initiated.|
|EMUA|<br>NoroccoLN 2149-41R|1982|Fifth<br>Education. Unspecified<br>future project<br>studies<br>and architectural<br>fees (pars. 2.14<br>p.12).|Studies carried<br>over to FY86 Education Sector<br>Reform Progrm.|
|ENEMA|NoroccoLU2479-MaR|1985|Vocational<br>Training.<br>Evaluate experience of<sup>two</sup><br>moiIte<br>training<br>units<br>(para. 2.12 p.1.*);<br>(ii)<br>study on vocational training<sup>coordination</sup>|<sup>(i)</sup><br>Noinforution<br>available;<br>(ii)<br>"Etude surladefinition<br>d'ue strategie de<br>developpment Se**ta**for_tion<br>dcsapprentis.0|

51
# Research Cohponents of World Sank Education Projects, since 1982.

|Arem|Country and Loan/Credit<br>Mlunber<br>|Approved<br>l<br>|<br>Research Components<br>l|Current Status of Studies,<br>including<br>Completed Documents/Data|
|---|---|---|---|---|
||||(2.16(a)(iii)<br>15);<br>(iii) policy options for finar<ing of future<br>vocational training activities;<br>(iv) pre-investment<br>studies (2.16(a)(iv)).|(doc. S H19957)<br>(iii) "Etude de coordination et de financement<br>de ta formation professionelle."<br>(1986)<br>(doc.**_U_**H11611-3; H2699B-27000)<br>(iv) "Problemes et perspectives<br>de coordination<br>deLaformation professionelle<br>" (1968)<br>(doc.#H26995)|
|ENEMA|Morocco LM 2664-NOR|1986|Education Sector Reform Progra. Studies to be<br>conducted to develop new activities in:<br>(i) standardized<br>achievement testing;<br>(ii) diagnostic testing;<br>(iii) remedial instruction;<br>(iv) multi-grade teaching;<br>Sv) in-service<br>teacher training;<br>(vi) career guidance counseling;<br>(vii) diversification<br>of university programn;<br>(viii) school maintenance;<br>(ix) achieving economies in secondary school<br>building (para. 4.19a(iv) p.38 Annex C).|The studyon multigrade<br>teaching(iv) has been<br>completed. Studies on standia-dization<br>of<br>achievement<br>testing(i),<br>diagnostic testing (ii),<br>remedial instruction<br>(iii), continuing<br>education<br>and teacher upgrading (v), and strengthening<br>of<br>orientation<br>and guidance function (vi) for which<br>conclusions nd recommendations<br>have yet to be<br>issued, are still quite relevant and the Bank will<br>recommend that they be pursued under FY91 Secondary<br>Education Project, currently under preparation.<br>The study focussing on the roles and functions of<br>non-teaching<br>staff does not warrant further work<br>at this time.<br>The status and future of the four studies on<br>Higher Education will be assessed when the Ministry<br>of Education is ready to resume its discussion with<br>the Bank on post-secordary<br>education.<br>The objective of the last study was to designa<br>maintenance programand analyze construction costs<br>for educational<br>buildings.<br>However, in order to keep<br>the focus on the studies dealing with the quality<br>of education, the Bank will not insist on its<br>completion at this time.|
|ENEMA|Morocco LM 2779-NOR|1987|Second Vocational Training Project. The<br>project<br>includes<br>provision<br>for 60 man months of<br>consultant services (para. 2.14 p.14) for the|Si) ongoing: completion expected early 1991;<br>0ii)completed<br>for electronic, textile and leather|

52
# Research Components of Uortd Bank Education Projects, since 1982.

|Area|CountryandLoanC<br>utnberI|Approve|<br>Research Components|Current StatusofStudies,inctudina<br>Compteted Documnts/Data|
|---|---|---|---|---|
||||I foltowing projects: (i) tracer system for<br>vocational training graduates (due Feb 1990),<br>(ii) industrial trade specifications<br>(June 1988<br>(iii)job creation investment<br>possibilities<br>(Feb<br>19 W9),<br>I<br>(iv) employment counseting<br>system for voc.<br>ltraining<br>(Feb 1989),<br>(v) manpower needs in agriculture,<br>constructio<br>(Feb 1989), tourism (Feb 1990). handicraft<br>(Jure 1990), textile, and fisheries sectors<br>(Feb 1989).|industry: ongoing for oth-r sectors.<br>"Etudes sectoriels: etude textile habittment;<br>bitan technique et financier;<br>etude artisarant"<br>(1989) (doc. # H20393);<br>(iii) and (iv) not yet initiated;<br><br>|(v)compteted in construction, textite,<br>administration.<br>Other sectors under preparation.<br>"Etude deltadequationentre la formation<br>n professionelle<br>et tlemploi" (1985) (doc. # H21310)|
|ENEA|Morocco LN 3026-NOR|1989|Rural Primary Education Project.<br>(i) measure the inpact of textbooks;<br>(ii) measure the impact of teacher training<br>on learning- using standardized learning tests<br>as a medium of interpolation.<br>(iii) School mapping project also<br>to be established (2.23 p.18).|Loan became effective 11/89.|
|ENEMA|Oman LM 2419-ON|1984|Second Education. No research component.|Confirmed.|
|ENEMA|Oman Lt 2799-Cm|1987|Third Education Project. No research component.<br>Strengthen management information<br>capacity;<br>Evatuation report.|Evaluation report not found.|
|ENEMA|Pakistan CR 1602-PAK|1985|Second Primary Education. (i) Pre-investment<br>studies;<br>(ii) review of pre-service<br>teacher training;<br>(iii) project preparation<br>studies;<br>(iv) completion study (para. 2.13 p.10).|Partially completed. FCU/PNE Wing, HOE (1988)<br>Research evaluation studies under PEP2<br>(doc. # H22574)|

53
# Research Compoonents of world Bank Education Projects, since 1982.

|Area|Countrya<br>nc<br>lLunber|Aproved<br>I|Research Carponents<br>|<br> <br>erCompleted|Current Statns of Studdies, includingl<br>Documents/Data|
|---|---|---|---|---|
|ENEMA|<br>Pakistan CR 1670-PAK|1986|Second Vocational<br>Training.<br>Studies to focus<br>on: (i)<br>cost recovery and financing<br>of<br>vocational<br>education;<br>(Hi) women's training<br>andemptoVment<br>opportLnit i es;<br>(iii)<br>financial<br>compensation schemes and<br>training<br>in private<br>enterprise;<br>(iv)<br>rural<br>apprenticeship<br>programs;<br>(v) survey of industrial<br>sector needs<br>(para.<br>2.17 p. <sup>16 </sup>Annex 8)<br>(due Dec 1S88).|Studiesnotinitiated.|
|ENEMA|<br>Pakistan CR 1821-PAK|1987|Third Primary Education.<br>Study to review<br>non-monetary incentives<br>to rural<br>teachers (para<br>3.24p.24)<br>(due 1989);<br>(ii)<br>review possible<br>methods of reorganizing<br>teacher career system (para 3.25 p.24)(Dec 1988<br>(iii)<br>conduct surveys of Goverrwnent Colleges<br>for Elementary Teachers to establish<br>physical<br>repair<br>system;<br>(iv)<br>study on teacher performance related<br>to<br>teacher training<br>certification<br>(Amex 6p.7).|Studies not initiated.|
|ENEMA|Portugal<br>LN 2456-Po|1984|Maanpouer Training<br>andDevelopment. Self<br>evatuations<br>by:professional<br>engineering<br>development center;<br>National<br>Institute<br>of<br>Adninistratior;<br>project<br>Skill<br>Training<br>Centers;<br>and project<br>tourism centers.|ji)<br>There have been considerabte<br>delays in the<br>implementation<br>of this project.<br>Boththe professional<br>engineering<br>development center and the skill<br>training<br>coamponents have been cancelled<br>as part of the loan.<br>INAdelayed.<br>Tourism not yet ready for student<br>intake<br>(ii)<br>not initiated|

54
# Research Comporwnts of World Bank Education Projects, since 1982.

|Area|Country and Loan/Credit<br>Number|Approved|<br>Research Components|Current Status of Studies,<br>inctuding<br>CoWpIeted Documents/Date|
|---|---|---|---|---|
||||(il)<br>Tracer study of first<br>wndsecond class<br>graduates(para. 3.25<br>p. <sup>2 9 </sup>).||
|EIENA|Portugal<br>LH 2867-PO|1988|Technology Education Credit.<br>Evaluation<br>of<br>project<br>to introduce<br>computers to 40<br>secondary and 10 priury<br>schools, due fMrch<br>1994 (para 2.27, p.20)|Notyet initiated.|
|||||General coment:<br>There seems to be a reluctance<br>to evaluate,<br>especiatly<br>whenusing control<br>groups.|
|ENEEA|Tunisia<br>LU 2230-TUH|1983|Fifth<br>Education.<br>Agricuttural<br>education<br>studies:<br>(i)<br>analyze agricultural<br>mwpouer<br>stacks;<br>(ii)<br>determination<br>of contentandorientation<br>of technical<br>training<br>of instructors;<br>(iii)<br>evaluation<br>of agricultural<br>educationand<br>training<br>programs (para.2.04p.13).<br>(iv)<br>Studies of technician<br>level training<br>for<br>industry:<br>(a) assess infrastructure;<br>(b) evaluate<br>feasibility<br>of intervention<br>(pra<br>2.25p.18).|Diagnostic<br>part of studies<br>completed by the end of<br>1988. Conclusionsandrecomendations<br>untikely<br>to<br>becomeavailable<br>given the fact that<br>the study is<br>three years behind schedule;momentumseem to be<br>lost.<br>Studies of technician<br>level training<br>for<br>industry<br>completed.<br>TORsandoutlines<br>of proposed projects<br>**available**<br>in docsU350.016 (a) - (f).<br>(iii)<br>Ninistere<br>d'Agriculture<br>(1988).<br>"Adequation<br>formtion:<br>emploi danstedomine<br>agricole."<br>(doc.#H17138-44)|
|ENEIEA|Tunisia<br>LN 3054-TUN|1989|EducationandTraining<br>SectorLoan. No<br>research component.|Studies not yet initiated.|
|ENEMA<br>EENEA|Turkey LN 2399-TU<br> TurkeyLM2536-TU|1984<br>1985|Industrial<br>Training<br>Project.<br>Future project<br>development component (para. 2.14(d)<br>p.13).<br>Industrial<br>Schools Project.<br>(i)<br>Tracer study of<br>graduatesfrom four industrial<br>schools (due Dec||Project<br>iwopossl completed.<br>Alsoavailablein files:<br>"Research on the existing<br>post-secondary<br>school<br>systemandits<br>implications<br>for theVOK/UBtechnician<br>training<br>project."<br>Tekesis (1985)(doc.*<br>352.8;38)<br>(i)<br>Completion date postponed to 12/92|

55
# Research Componrnts of world Sank Education Projects. since 1982.

|Area|CountryandLoan/Credit[<br>Number|Approved|Research Components<br> <br>I|J<br>Current Status of Studies,<br>including<br> Completed<br>Documents/Data|
|---|---|---|---|---|
||||1989)<br>(para.<br>2.06p12).<br>(ii) DivE to monitor promotion and repetition<br>rates in schools;<br>(iii)perforwance of staff in inservice<br>programa<br>wndturnover<br>rates<br>of staff<br>in schools<br>(iv) provide final evaLuation report.<br>(v) Cost recovery survey (2.15 15).|tii)<br>no monitoring or promotion of repetition<br>rates<br>since 1989/90<sup>is first year of operation;</sup><br>(iii)<br>nostudV of staff perforzmnces in inservice<br>programs<br>due to staff<br>shortages/constraints;<br>(iv) evaluation report due 1992;<br>(v) cost recovery survey delayed, but under contract.|
|ENEA|Turkey LN 2776-TU|1967|Non-formal Vocational Training Project.<br>Evaluation<br>study<br>to include<br>fotlou<br>up of<br>graduate employment experience (due June 1990)<br>[para. 2.12 p.14 Anmex 15).|Project suffered 2-year delay. No grsduates before<br>1991.|
|**ENEMA**|TuwkeyLM 2922-TU|1988|Second Industrial<br>Traininc Proiect. No research<br>component.|Confirmed.|
|ENEMA|<br>Yeme<br>AR CR 1773-YAR|1987|Teacher<br>Training<br>Project.<br>Pre-investment<br>study<br>at the Sans University's Faculty of<br>toassess effectivenress of current training<br>program (due July 1989)(S0.6m).<br>(ii)<br>Study of building<br>maintenance<br>procedures<br>(SO.06m).<br>Oiii)<br>Strengthening<br>of Directorate<br>of Teacher<br>Training inctuding<br>establishment<br>of<br>information systemto aid<br>teacher<br>recruitment<br>and deployment (SO.12m).<br>(iv)<br>Conduct<br>review<br>to consider<br>fading<br>out<br>teacher<br>incentives<br>(due Dec 1990)(SO.06m).<br>(v) Evaluation to be carried out by July 1991.|Studies<br>not<br>yet<br>initiated.|

56
# Research Coqponents of World<sup>Bank Education Projects,</sup> since 1982.

|Area|Country and Loan/Credit<br>Nuber|Approved|<br>||<br>Research Components<br>|Current Status of Studies,<br>including<br>Canpleted Docunents/Data|
|---|---|---|---|---|
|EENEA|Yemen AR CR 1340-YAR|1983|Fifth<br>Education.<br>(i)<br>Evaluation<br>of District<br>Training<br>Centers (para. 2.18 p.15).<br>(ii)<br>Evaluation<br>and pre-investmnent studies<br>for<br>follow<br>up projects<br>(2.21 16)|(i)<br>In progress<br>- uidertaken<br>byEROC<br>(ii)<br>canpleted by EDUCONSULT<br>(no docum.ent found)<br>Also: Abdu Ali<br>lawned<br>Qasim (1983).<br>"Initial<br>study concerning the establishment<br>of the General<br>Teacher's Institute."<br>(doc.#253.929 (A))|
|ENENA|Yemen AR CR<sup>1203-YAR</sup>|1982|Fourth Education.<br>Educational<br>Research and<br>Development Center to uidertake<br>four studies:<br>(i)<br>Establish<br>system to measure productivity<br>and efficiency<br>of primary schools;<br>(ii)<br>study supply and retention<br>of Yemeni<br>teachers;<br>(iii)<br>review curricula<br>for teacher training;<br>(iv)<br>educational<br>facilities<br>inventory<br>(para.<br>2.06<br>p.12).|(i)<br>and (ii)<br>coapleted;<br>(iii)<br>in progress-<br>scope of study enlarged.<br>(iv)<br>in progress (95X complete)<br>humhed<br>At-Haj Khali (1981).<br>"Preliminary<br>comprehensive study on the<sup>current</sup><br>situation<br>and<br>development of curricula,<br>and proposed program<sup>for</sup><br>Second Five Year Plan."<br>(doc. # 253.071 (A))|
|ENEMA|Yewen AR CR<sup>1470-YAR</sup>|1984|Sixth Education.<br>(i)Review: role of National<br>Institute<br>for Public Adninistration;<br>NIPA<br>educational<br>and training<br>programs; personnel<br>and physical<br>resources of NIPA.<br>(ii)<br>Evaluate "Special<br>study of Education<br>Administration<br>and Finance."<br>(iii)<br>Implement feasibility<br>studies<br>(para 2.21<br>p.17).|(i)<br>Completed by NIPA;<br>(ii)<br>completed and currently<br>urder Bank/IDA review:<br>(iii)<br>completed by EDUCONSULT<br>06/86.|
|EhENA|YemenAR CR 1645-YAR|1986<br>||Technical Training.<br>Noresearch component.|Confirmed.<br>|
|EMENA|YemenPORCR 1222-YDR|1982<br>||Third Education.<br>Twostudies:|(i)<br>To be coMleted<br>by the IL0;<br> <br> <br>|
||||(i)<br>manpower planning;<br>I|(ii)<br>completeo and recently<br>expanded to include<br> the remaining govenorates|

57
# Research Components of World Bank Education<sup>P-ojects,</sup> since 1982.

|Area|Country and Loan/Credit<br>Number|Approved|<br>Research Components|Current Status of Studies,<br>including<br>CompletedDocuments/Data|
|---|---|---|---|---|
||l||(ii) schools inventory<br>survey (para.2.21 p.<sup>1</sup>5).||
|ENEMA|Yemen PDR CR F019-YDR|1984|Fourth Education. Future project preparation<br>to<br>design suitable criteria for plaming<sup>and</sup><br>implementation<br>of munpower training activities<br>(para. 2.21 p.15).|No informat on avaitable.|

58
# Research Clonents of World Bank Education<sup>Projects.</sup> since 1982.

|Ar|I<br>Country and Loan/Credit<br>INumer<br>I|Approved<br>I|kesarch Components<br>I|Current Status of Studies.<sup>including</sup><br>Coapleted Documnts/Data|
|---|---|---|---|---|
|LAC|Bahams LN 3L04-U|1969|Second Technict**and**Vocational<sup>Training</sup><br>Project. Estabtisheent of a gradate<sup>tracer</sup><br>**system**by Dec 1989, to evaluate<sup>National</sup><br>training Council and Bahms<sup>Hotel Training</sup><br>College training program<sup>(para</sup><br>3.7 p.1 S).|Project just initiated.<br>Ho studies begun.|
|LAC|Barbdw LN 2688-BAR|1i96|Second Education nd Training.<sup>Study the</sup><br>formulation of cost saving<sup>andefficient</sup><br>use of<br>facilities<br>to cover:<br>(i)the selection procedures<sup>for public</sup><br>exminstions;<br>(ii)<br>the mrketing output of the<sup>technicall</sup><br>vocaticnal systm;<br>(iii)<br>mintenance costs;<br>(iv) areas of post-secondary<sup>educationwhere</sup><br>savings can be realized (para.<sup>2.06.b p.11)</sup><br>(due Dec 1966).|Capleted.<br>Goverent<br>ofBarbados.*Statusof studies<br>assessment of cost ndfinuncing."<br>(doc.<br>*GIZZIS)<br>|
|LAC|BrazilLN2412-SR|1984|Urban Basic Education. (i)<sup>School mpping study</sup><br>(pars. 3.16 p.19);<br>(ii)<br>funding of pre-investment<sup>studies</sup><br>(pars. 3.20 p.20);<br>(iii)<br>Projectsin:teaching literacy<sup>Grades</sup><br>1<br>and 2;<br>(iv) techniques for training<sup>untrained</sup><br>teachers (pars. 3.21 p.20);<br>(v) increasing item for student<sup>learning;</sup><br>(vi) improving school level<sup>adinistration;</sup><br>(vii)<br>monitoring nd evaluation;|i) HNping exercises have<sup>been conducted</sup><br>throughout project life.<br>Studies" are revised<br>armuaty by theBanksupervision<sup>mission (architect)</sup><br>(il)-vl):<br>not initiated<br>(vii)<br>Joao Pinhiero Foundation has<sup>udertaken</sup><br>for_ative evaluation (project<sup>monitoring). Final</sup><br>sotive<br>evaluation is in pleming<br>**asse;**<br>(viii)<br>studies of direct and indirect<sup>cost of</sup><br>schooling have beer oamiissioned<sup>by unit inside</sup><br>SEB. Some**reports have**been<sup>coupleted</sup><sup>**and are**in</sup><br>LAC files<br>(notfound).<br>Others related to indirect<br>costs**are**under preparation.|

59
# Research Components of World BOm*<sup>Education Projects,</sup> since 1982.

|Area|Country and Loan/Credit<br>Iumber|<sup>Approved</sup><br>I|<br>Research Components<br> <br>I|Current Status of Studies,<sup>including</sup><br>Completed Documents/Data|
|---|---|---|---|---|
|IAC|Brazil LU 2366-BR|1984|Subsector Proiect for Technician<sup>Trainina.</sup><br>(i) Expnd iand strengthen graate<br>tracer<br>system (poras. 4.25-6 p.23);<br>(ii)<br>assess value of current evaluations<sup>of</sup><br>technician training system;<br>(iii)<br>assess pedagogicalandcost-benefit<br>aspects of "school-production"<sup>system</sup><br>(para. 4.18 p.18);<br>(iv) regional manpower studies<sup>(para. 4.28 p.24</sup>|(i) and (iv):<br>studies ongoing but not completed<br>(expected 06/90). Will mke interesting<sup>methodol-</sup><br>ogical contributions<br>to operational tracer studies<br>and labor mrket studies, but<sup>are not likely</sup><br>to<br>yield substance of general<sup>interest;</sup><br>(ii)<br>and(iii):<br>studies completed, but<sup>quality of</sup><br>reportsdoesnot merit wider distribution;<br>also:<br>linisterio<br>de Educecao/EDUTEC<br>(1987).<br>mAnalysisof Technician Training Project"<br>(doc.**9**G14997);|
|LAC|BrazilLN2489-BR|1985|Project for ScienceandTechnolo.<br>Noresearch<br>comfponent. Mid-term review due<sup>1986.</sup>|Confirmed.<br>|
|LAC|Brazil Ll 2810-BR|1987|Skills Formation. Studies and<sup>Evaluation</sup><br>division of theManpower<br>Secretariat to<br>undertake studies on:<br>Ci) the cost-effectiveness of training;<br>(ii)<br>systematic guidelines for evaluating<br>trainingmillbe introduced.<br>No ipecific research component<sup>(para4.28p.24)</sup>|Prolific<br>numberos studies - far more<sup>than indicated</sup><br>in the SAR**Allare**invarious<br>stages of completion.<br>Copies attached.<br>|
|LAC|Coltobia LN 2192-CO|1983|Subsector Project for Rural Basic<sup>Education.</sup><br>lmct<br>evaluation of progrm to<sup>comare</sup><br>efficiency**and**learningachievement<sup>between</sup><br>districts<br>incorporated in the progrm<br>ind<br>unincorporated districts<br>(pare. 4.36 p.29).|Original objectives chaiged.<sup>Project completion</sup><br>report due 01/90.|
|LAC|Coloabia LN 3010-CO|1989|SecondPrimryEducation Proiect.<sup>Introduction</sup><br>of systewatic testing to monitor<sup>the gains in</sup><br>primary<br>education. Analysis of this data<sup>to be</sup>|Project recently initiated.<br>Nostudies begun.|

60
# Research Components of World Bank Education Projects. since 1982.

|Area|Country and Loan/Crediti<br>Number<br>l|Approved<br>|Research Components|Current Status of Studies,<br>including<br>Completed Documents/Data|
|---|---|---|---|---|
|LAC|Dominican Rep.<br>LN 2558-Do|1985|available<br>through SIED (Integrated<br>Information<br>System for Education)<br>[para.2.15<br>p.131.<br>Vocational<br>Training.<br>Study impact of training<br>on graduate's<br>employment, income and<br>performance (para.<br>2.12 p.6).|Project<br>cancetled.|
|LAC|F. Caribbean CR 1785-CRG|, 1987|Regionat Vocational and Technical Project.<br>Project includes: (i) establishment<br>ofaLabor<br>Market Information<br>System (para. 3.7 p.11).<br>(ii) Feasibilit,<br>studies aimed at cost-saving<br>inctude:<br>cost recovery on textbooks;<br>(iii) training program services;<br>(iv)<br>merging some technical<br>and skill courses<br>(due Dec 1988) [para. 3.10<br>p.131]|Referred to LAC files. No information<br>available.|
|LAC|Ecuador LW 2171-EC|1982|Second Vocational<br>Training.<br>Strengthening<br>of<br>educational<br>plamning management.Noresearch<br>components.|No information<br>supptied.|
|LAC|Guatemala LW 3003-GU|1989|Second Basic Education Proiect.<br>(i)Studies in<br>use of local technologies<br>in school<br>construction<br>(due June 1993);<br>(ii) evaluation of curriculum changes in<br>in-service<br>teacher training<br>program<br>(due Dec 1989);<br>(iii)<br>evaluate standardization<br>of student<br>evaluations<br>(due Dec 1989);<br>(iv) review alternative<br>approaches to improve<br>pre-service teacher training (due Dec 1990);<br>(v) develop new roles and responsibilities<br>for<br>supervisors (Octl990) [para 3.13 p.<sup>17 </sup>Anmex VI]|Project<br>not yet effective;<br>studies<br>not initiated.|

61
# Research Compoonents of World Bank Education Projects, since 1982.

|Area|Country andLoan/Cred<br>Huiber|Appro|Research Coqponents|Current Status of Studies,<br>including<br>ICompleted Documents/Data|
|---|---|---|---|---|
|LAC|GuatemalaLH2328-GW|1983|Basic Education.<br>Studies to:<br>(i)continue<br>school mappingproject;<br>(ii)<br>language planning;<br>(iii)<br>curricultu<br>development planning;<br>(iv) improvements in information<br>base to<br>cover teachers, administrators,<br>and school<br>physical facilities;<br>(v) data collection to improve monitoring and<br>evaluation systems. (paras. 3.26-3? pp.21-2)|(i)-(iv):<br>Reports with results<br>have not been<br>I<br>received by the Bank.<br>(v):<br>Goverrment decided nottoinitiate<br>this study.|
|LAC<br>LAC|Haiti CR 1305-HA<br>Haiti CR 1592-HA|1983<br>1985|Basic Education Project. Evaluation<br>study to<br>focus on:(1)classroom conditions;<br>(ii) effectiveness<br>of curricutum;<br>(iii) effectiveness<br>of production<br>and<br>distribution of educationat<br>materials;<br>(iv) effectiveness<br>of training and supervision<br>programs.<br>(v) Monitor effects of introduction<br>of Teacher<br>Charter, and reaction of private sector to<br>educational reform (para. 4.33 p.3<sup>1</sup>).<br>Fourth Education and Training. Studies on:<br>(i) possibility<br>of training entrepreneurs;<br>(ii) training needs of women in labor market;<br>(iii) audiovisual<br>program to encourage women<br>to participate invocational<br>education.|Studies carried out by Institut Pedagogique Hational<br>and MOE:<br>(i) L'Institut Pedagogique<br>National (1980).<br>"La reforme de l'enseignesment<br>primaire en Haiti<br>- problemes de l'experimentation"<br>(doc.<br>4G04597)<br>(ii)<br>RapportauSecretaire<br>d'Etat<br>a l'Enseignement<br>Primaire et Professionetle<br>(1983). "Rapport sur la<br>situation des classes d'application fonctiorwant<br>dans la cadre detareforme."<br>(doc.#G04659)<br>(iii) L'lnstitut<br>Pedagogique Hational (1986).<br>"Evaluation<br>of classroom results 1984-5."<br>(doc. # G04728)<br>See LAC files- supervision reports.<br>Documents relating to supervision<br>mission 09/88<br>(doc. U G21957-75)|

62
# Research Components of World Bank Education Projects, since 1982.

|Area|Country and Loan/Credit<br>Nunke<br>|Approved<br>I|Research Components|Current Status of Studies,<br>including<br>Completed Documents/Data|
|---|---|---|---|---|
||||(iv)<br>Strengthen public<br>sector management to<br>enable studies of teacher motivation<br>(para. 2.11 p.9)||
|LAC|HondurasLN2804-HO|1987|Rural Primnry EducationManagement Proiect.<br>Project revolves around micro-planming<br>of rural<br>primary education. Diagnostic survey of six<br>Departments (para. 2.06 p.<sup>9</sup>).|Two micro plans completed; Eight others in<sup>draft</sup><br>form being prepared by the Goverrnent.<br>Ministerio de Educacion (1989). "nicroplanes<br>educativos deprimeria<br>par los distritos<br>de<br>Choloma, departementode Cortes y Olanchito,<br>departemento<br>de Yoro." (doc. iG34349)<br>also<br>J.PraudayL.Figueroa .1989). "Terminacion<br>del proyecto Administracion<br>de le Educacion<br>Primaria Rural."<br>(doc.4G34819).|
|LAC|JamaicaON 2070-Jm|1982|Third Educational<br>(Technical<br>and Vocational).<br>Mi) Pre-investment<br>study on Primary Education<br>learning materials (para. 3.15 p.18).<br>(ii) Evaluation of each project institution<br>using graduate tracer studies (3.14 18).|See LAC files.<br>(ii) NYCD (1966). "Development<br>and utilization<br>of<br>the tracer system for placement and follou-up<sup>of</sup><br>vocational and technical program institutes:<br>Evaluation<br>plan and guidelines." (doc. SG00360)<br>[No document found for finalstudy].|
|LAC|JamaicaLM 2899-JN|1988|Education Program Preparation<br>and StudentLoan<br>Proiect. Studies of: i)administrative<br>organization<br>and school cooperation;<br>(ii) financialevaluation<br>of secondary school<br>reforms (emphasize<br>unified lower cycle);<br>(iii) determination<br>of family incomes and<br>student expenditures<br>at higher educationto<br>determine appropriateness<br>of loans, determin-<br>ationof unit costs of public<br>education.<br>(para.2.7<br>p.10 AmexVil).|See LAC files.<br>(i) MOE (1988). "School maintenance study."<br>(doc. SG16014);<br>(ii) MOE (1988) "Study of student loan scheme."<br>(doc.**_U_**G16018);<br>(iii)<br>CVsfor unitcost studif<br>(1989)<br>(doc.#G33899-900); for schoot administration<br>study (doc.# G33901;for Reform of<sup>Seco.,dary</sup><br>Education study (doc.SG33902); for Eckvationat<br>Planming study (doc.SG33904).|

63
# Research Components of World **S11*** Education Projects, since 1982.

|Area|Country and Lown/Credit<br>Nuter|Approved|R<br>ResearchComponents|Curent Status of Studies, including<br>Campleted Documents/Data|
|---|---|---|---|---|
|LAC|Nexico LU 2042-ME|1982|Technical Training.<br>Study of: (i)walyowerestimtes;<br>(ii)<br>cost-reduction measures;<br>(iii)<br>strategic training alternatives<br>(pare.<br>4.16 p.21).|Nostudies of general interest emerged fro<br>this<br>project. The project documentation does contain<br>mterial<br>of interestfortechnicalt/,cational<br>education(e.g.<br>gradate tracer instruments)<br>PCR 7136:**pora**5.12-13; page 37): COhALEP<br>(Wational<br>Agency for Profespionml Technical Education)<sup>mis</sup><br>establishingsystemfor collectingand<sup>processing</sup><br>datafor evaluation, howeverwhilesomepilot studies<br>have been carriedout,thereare**as**yet no conclusive<br>evaluations available for the countrywide<sup>training</sup><br>progra.<br>such evaluationsmillbe fully<br>inplemented<br>inthefollow-up project."|
|LAC|MexicoLN2559-NE|1985|Second Technical Training.Noresearch<br>component,|Same information received on technicaltvocational<br>training|
|LAC|Mexico LM 2876-NE|1988|Nanrower Training Proiect. Project componen**t** <sup>o</sup><br>increase the capabilities<br>of the Ministry of<br>Labor andSocial welfare to guide national<br>employmentandtraining policies.<br>Studiesto:(i) assessmnagementof training;<br>(ii)<br>evaluate costsandbenefits of inservice<br>programs(pera.3.7<br>p.13Anmex 4d).|<sup>Large progrm of studiesunderway.</sup><br>Acomprehensive<br>list<br>of studies is in preparation. Studies include:<br>(i) TheLabor<br>mrket in the tourismandhotel<br>sectornd its training needs;"<br>(ii)<br>Labor mrket conditions and training needs In<br>the mmaquladoras (in-bond mnufacturing) sector;"<br>(iii)<br>"The informl<br>sector in Mexicoandits training<br>needs;"<br>(iv)<br>"Student flows in the national<br>training<br>and<br>edocatIon**system."**<br>Following documents available:<br>"Informe<br>de evaluacion tecnica y comercial de las<br>propuestas recibidas para et estudio..etmaercado<br>detrabejo<br>en lts actividadesmaquiladeras."<br>(doc.<br>UG34299-34303)|

64
# Research Components of<sup>World Bank Education Projects,</sup> since 1982.

|Area|Country and Loan/Credit<br>Nu.mber|Approved|Research Components|Current Status of Studies,<br>including<br>Completed DocumeritslDatn%|
|---|---|---|---|---|
|LAC<br>LAC|Paraguay<br>LN 2373-PA<br>PeruLN2208-PE|1984<br>1983|Second Vocational<br>Trdining.<br>Studies of: (i)<br>organiza'ional<br>structure<br>of<br>National<br>Vocational<br>Training<br>Center;<br>(ii)<br>analyzealternatives<br>to current<br>budget<br>al locational<br>procedures;<br>(iii)<br>identify<br>long-term funding sources<sup>to</sup><br>finance<br>rural<br>training<br>activities;<br>(iv)<br>17 studies<br>on rural<br>occupations<br>and<br>training<br>requirements;<br>(v) course evaluation<br>(paras.<br>3.28-30 p.18).<br>Higher Agricultural<br>Education.<br>Support for<br>research facilities<br>but no specific<br>studies.|TOR for<br>wantlisis<br>de los flujos<br>del Siste_m<br>Educativo Nacional"<br>(doc. U G34285) and "diagnostico<br>sobretosituacion<br>det eapleo enalsector turismo<sup>y</sup><br>necesidades de capacitacion<br>sectorials<br>(doc. N<br>No information<br>su4pplied.<br>Noinformtion<br>supptied.|
|LAC|PeruLN2465-PE|1985|Primary Education (11). (i)<br>Study to analyze<br>current<br>sctoot<br>administrative<br>and supervision<br>practices<br>(para.<br>4.09 p.i9).<br>(ii)<br>Studyonimplementation<br>of budgeting and<br>accounting system (S300,000)(4.32<br>26).|Noinformation<br>supplied.|

65