18. In principle borrowing is not necessarily a cause for concern. When a significant proportion of the borrowing requirement (gross fiscal deficit) is for financing the revenue account, however, this places a severe constraint on capital outlays. Assam and Haryana apparently have surplus' on the revenue account and low net borrowing requirements. Karnataka again has a surplus but borrows significantly for capital requirements. Maharashtra has a relatively modest deficit and borrows mainly to finance capital requirements. While Kerala is a moderate borrower, a relatively high proportion of this is to fund the revenue deficit. The state in the most extreme position (not only with regard to the six described here but among all states) is Tamil Nadu which has a high overall borrowing requirement of which over 60 percent is required to cover the revenue deficit. Such a situation is likely to be unsustainable.
Education Finance 19. Expenditures. In table 2, revenue expenditures made by departments of education and by all other departments on education and training are expressed in terms of their shares in state domestic product (SDP), and total government expenditure and per capita allocations for 1991/92. State per capita incomes are also presented. Apart from Haryana, each of the six DPEP states was spending a higher proportion of state domestic product on education than the average state in India. Kerala stands out as the state
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devoting the highest share to education (6.5 percent), followed by Assam (5.9 percent) and Tamil Nadu (5.8 percent). Shares in the other three states were between 3.1 and 4.1 percent.
20. The pattern for the share of education in state government total expenditure is similar to that for SDP. Kerala devotes the highest percentage, averaging around 25 percent followed by Assam and Tamil Nadu. The share in Karnataka and Haryana is currently around one third below that in Kerala. Comparing 1985-86 with 1992-93, very few changes have occurred to shares within states.
Table 2. Education Expenditures Across Six States, 1991-92
Measure Assam Haryana Karnataka Kerala Maharashtra Tamil Nadu
As % SDP 5.9 3.1 4.1 6.5 4.0 5.8
As % total 23.6 18.4 19.9 25.2 22.4 22.0
budget
Per capita 239 228 208 273 258 233
expenditure
Per capita 3858 8770 4832 4654 9113 4507
SDP
Source: Tables supplied by Ministry of Human Resource Development.
21. The very large differences in education's share of total expenditure and GDP do not result in commensurate differences in educational expenditure per capita; all states spend 200-280 Rs per capita on education. While per capita expenditures are highest in Kerala, the lowest (in Karnataka) is 24 percent below. A greater "effort" is required in Kerala, Assam and Tamil Nadu to reach the same level of provision as in the three more wealthy states. The ability of these relatively poorer states to continue to provide this effort would depend upon the continued receipt of central government grants in Assam and high levels of borrowing in Tamil Nadu to fund the deficit on the revenue account.
22. The most recent year for which data are available on actual expenditures by level of education by state is for 1990/91. The states spend between 46 and 56 percent of expenditure on elementary education and between 27 and 35 percent on secondary schooling. A comparison of expenditure data for 1989/90 with the budgeted estimates for 1992/93, projects a reduced share for higher education (all states but Kerala).
23. Non-plan expenditures account for the largest share of state education expenditures (89.5 percent in 1990/91). For the education departments of the IDA DPEP states, the non-plan expenditure shares were:
Assam 1.6 Haryana 93.1 Karnataka 89.6
Kerala 97.0 Maharashtra 97.5 Tamil Nadu 95.0
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For other departments that offer "educational" services-such as school incentive schemes for "backward" groups-the share of non-plan expenditures is lower.
24. Of total plan expenditure on education, 40 percent comes from departments other than the department of education. Table 3 shows the proportion of plan expenditures on primary education as a share of total primary education expenditures for the six states.
Table 3. Plan Expenditures on Primary Education as Share of Total Primary
Education Expenditures. 1990-91 to 1992-93, Sir States
State 1990-91 1991-92 1992-93
Assam 35.3 45.5 43.1
Haryana 8.1 9.6 13.9
Karnataka 8.2 13.6 23.6
Kerala 0.4 0.4 0.7
Maharashtra 1.4 3.6 3.4
Tamil Nadu 6.6 4.8 5.0
Source: Ministry of Human Resource Development: Analysis of Budgeted Expenditure on Education 1990/91 to 1992/93.
25. In Assam, plan expenditures are a very high proportion of the total, but is not a consequence of large expansionary programs. Rather it reflects the paucity of non plan revenues and the necessity to use plan grants to finance the recurrent costs. This must be regarded as a very worrying situation.
26. In Karnataka, there is a very clear upward trend in plan proportions with the current level being almost a quarter of total expenditures; and a similar trend can be seen for Haryana over the past three years, though at a much lower rate.
27. The very low plan expenditures in Kerala imply considerable financial constraints on new primary education programs. The same is true, though to a lesser extent, in Maharashtra and Tamil Nadu. It needs reiterating that on average across all states and levels of education, 40 percent of plan expenditures on education are the responsibility of departments other than education and that much of these fund incentive programs.
28. Centrally sponsored scheme. In 1991/92 across all states, centrally sponsored scheme, (CSS) allocations were equal to 34 percent of total state plan expenditures on primary education. Most CSS support formal and non-formal elementary education and, apart from grants for non-formal education for boys, none requires matching expenditures.
29. On the whole, the six IDA/DPEP states have received below average CSS allocations. For Assam the proportion is relatively small-mainly because of abnormally high plan allocations-and are likely to increase as a proportion of funding for new
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activities. In Haryana, the grants have been relatively small, amounting to around a fifth of state plan expenditure in 1991/92. Although CSS grants appear to have increased rapidly in Karnataka in 1991/92 to a level of almost 30 percent of state funding, they generally have been equivalent to around 10 to 15 percent. In Kerala the grants are small, but state plan expenditures are even smaller. The pattern in Maharashtra is similar to that in Karnataka. In 1991/92 there appears to have been a major surge in grants while on average they have been equal to around 20 percent of state expenditures. Finally, the ratio seems to be more significant in Tamil Nadu varying between one quarter and one half. Because state plan expenditures incorporate those made by departments other than education, the values of central government expenditures relative to state plan expenditures on new educational activities are actually significantly higher than those implied above.
B. DPEP FINANCIAL GUIDELINES 30. Education finance patterns have implications for four financial aspects of the DPEP Guidelines: the requirement for a 15 percent contribution from the state, project additionality, financial sustainability and the anticipated expansion of the program.
State contribution 31. The requirement for states to fund 15 percent of the total project cost should not cause problems. The annual average allocations likely to be required from the states over the project period (assuming a seven year project) are shown below together with the 1992/93 actual plan expenditures and 1993/94 outlays on elementary education across the six states: (Rs crores).
Assam Haryana Karnataka Kerala Maharashtra Tamil N.
1992/93 72.0 10.2 118.8 2.4 38.8 27.5
1993/94 102.7 19.6 202.1 3.2 41.5 38.3
1994-2000 3.7 3.4 3.9 2.3 4.4 2.5
32. The envisaged annual expenditures over the project period are equal to 3.6, 17.3, 1.9, 71.9, 10.6 and 6.5 percent of 1993/94 plan outlays on elementary education across the six states (taken alphabetically). In the state where the required allocation will be equal to over two thirds of the existing outlay (Kerala), the absolute level of resources involved is the lowest-and equal to just 0.6 percent of the non plan expenditures on elementary education. Probably the state with the largest potential problem is Assam where the low percentage hides a situation where virtually all plan expenditures are necessary for funding non plan activities. The Planning Commission has agreed to the incorporation of, at least, the required level of resources for DPEP in each of the 1994/95 annual state plans.
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Additionality 33. The requirement that the state's contribution to DPEP is a net addition to plan expenditures on elementary education is central to GOIs intention that the program leads to overall increases in resources for education. Additionality is feasible for all states, although state budgets will require careful monitoring. Only in Tamil Nadu were real expenditures in both elementary and general education not maintained between 1990/91 and 1992/93.
34. The concept of additionality adopted by the Government reflects the one agreed between IDA and the Government of India for the Social Safety Net arrangements. That is, plan expenditures, minus the states' DPEP contributions, should be at levels that at least maintain real resources for the education sector in general and for elementary education in particular at their 1991/92 levels. On the basis of recent evidence this requirement should not be too difficult to achieve for most of the states but will require careful monitoring in others. Plan expenditures at constant prices between 1990/91 and 1992/93 are described in Table 4.
Table 4. Plan Expenditures on Elementary and General Education 1990/91 to 1992/93
in IDA DPEP States (Constant 1990/91 Rs crores)
Elementary General
State 1990/91 1991/92 1992/93 1990/91 1991/92 1992193
Assam 43.0 48.4 72.0 79.1 90.9 138.2
Haryana 7.4 8.5 10.2 24.6 32.3 37.2
Karnataka 33.3 51.0 118.8 79.0 82.6 180.5
Kerala 1.7 1.3 2.4 9.6 9.3 12.9
Maharashtra 6.1 17.9 38.8 20.6 64.9 62.0
Tamil Nadu 34.8 31.5 27.5 91.0 79.3 70.4
35. In Tamil Nadu-real expenditures were lower in 1991/92 than in 1990/91 on both elementary education and general education. In Maharashtra, general education expenditures were slightly lower in 1992/93 than in the previous year though elementary expenditures were higher. While elementary and general education expenditures fell in Kerala in 1991/92, they fully recovered in the following year. In the other states, real expenditures on both elementary and general education increased each year. However, in Assam, the large increases do not reflect new programs but rather the necessity for ongoing programs to be funded through plan expenditures as a result of severe difficulties
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in the non plan budget. The significant increases in plan elementary expenditures in Karnataka and Maharashtra partly reflect substantial expansion of their incentive programs. Expenditures in Haryana, while relatively low, have maintained an upward trend.
Sustainability 36. The ability of a state to sustain post project recurrent costs on the non plan budget depends on a number of factors. Among these are (a) the structure of the project itself and the consequent level of recurring expenditures, (b) the outcome of the Tenth Finance Commission, in the second half of 1994, which will set the pattern for non discretionary central transfers over the coming years, (c) the future level and pattern of discretionary transfers, (d) the strength of the economy and increases in state revenues and (e) the willingness and ability of governments to reorient their activities and restructure their budgets. The uncertainties of (b)-(e) are so great that only the past and present can be used as a guide to the future. However, since it is the declared intention of those participating in DPEP to accelerate the development of primary education, partly through an increase in the level of resources, the guide must be regarded as partial.
37. During the project life, the composition and scale of activities implemented is likely to change from that currently proposed. However, using the existing programs and assuming a real rate of expenditure growth for elementary education of 4.0 percent a year over the full project life across each state, the data in table 5 indicate that the annual recurring costs would roughly be equivalent to between one third and twice the normal increase in non plan expenditures allocated to elementary education in the year following the end of the seven year project. For each of the three southern states plus Maharashtra the required increase would be below 50 percent of that "normally" allocated (although since these states each has substantial incentive programs the full costs of increased enrollments would be additional).
Table 5. Projections of Non Plan Expenditure on Elementary Education in IDA
DPEP States (Constant 1993/94 Rs crores)
Final year non- Increase in non- Recurring non- Column (4)/
1993/4 Non- plan outlay plan outlay, year plan project Column (3), as a
State plan outlay (4 percent p. a.) after project expenditures percent
Assam 274 361 14.4 8.6 60
Haryana 119 157 6.3 12.6 200
Karnataka 551 725 29.0 14.1 49
Kerala 533 701 28.0 10.0 36
Maharashtra 960 1263 50.5 19.7 39
Tamil Nadu 521 686 27.4 11.0 40
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38. The increases would average around Rs 12 crores compared to an average non plan budget of around Rs 850 crores. In Assam the requirement is a little higher and the finalization of the work program could result in substantially higher recurring costs than those reflected in the submissions and recorded in table 5. If the final program structure reflects those of the other five states, the non plan increase required to sustain it could be equal to the "normal" allocation. The state which appear to be most out of line is Haryana where the currently low non plan allocations will result in the recurring costs of the project being twice the level of "normal" non plan increases. While the state's proposals are less recurrent cost intensive than in either Maharashtra or Karnataka, the current low levels of non plan expenditures result in their budgetary impact being much greater. Haryana has the third highest per capita income across the major states. The required increases in the non plan budget will be within the government's means if the political will exists.
39. Another way of viewing the requirements is to compare it with a "normal" 4 percent increase in the non plan budget. In the year following the end of the project, the requirement for sustainability would be an increase of 6.4 percent in Assam, 12.0 percent in Haryana, 5.9 percent in Karnataka, 5.4 percent in Kerala, 5.6 percent in Maharashtra and 5.6 percent in Tamil Nadu.
40. A third way is to consider the annual rate of growth required over the whole project period which would fully finance the recurring cost of project items at the end of the project. This would take into account salaries, which are a significant part of all states' programs and the costs of which will need to be picked up by the states over the life of the project. Instead of the 4.0 percent adopted, the growth rates would need to be 4.3 percent in Assam, 5.0 percent in Haryana, and 4.2 percent in Karnataka, Kerala, Maharashtra and Tamil Nadu.
41. In both these sets of calculation the reservation regarding the validity of the recurrent cost estimates in the Assam submission needs to be emphasized. In addition, referring back to the previous analysis of state finances the overall budgetary situation in both Assam and Tamil Nadu appears problematic.
42. The considerations above imply that a program to accelerate the quantity and quality of primary education in a small number of districts will necessitate increasing the share of the primary education budget but not beyond that possible. This assumes that (a) the overall financial situations in Assam and Tamil Nadu are restructured in ways that more closely equate non plan resources with the demands on the budget and (b) a political will to increase the priority to elementary education is gradually developed in Haryana.
Expansion of DPEP 43. The financial strength of the IDA/DPEP states varies considerably. Assam, Kerala and Tamil Nadu are the weakest, though each demonstrates this in different ways.
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The first two are able to fund very few plan activities while the latter has the highest borrowing requirement across the states. Maharashtra, Karnataka and Haryana are relatively strong. All states, however, are likely to be adversely affected by the central government's stated intention to pursue policies of fiscal correction which will imply restraints on both grants and lending to states.
44. The DPEP program is in its first phase within the six states. Over the next decade or so the number of districts covered will be expanded and the required levels of both plan and non plan expenditures to fund and sustain the investments, increased enrollments and new programs will substantially increase. This is desirable. The issue is where the resources will come from. Among the alternatives are:
(a) increased state revenues. This possibility will vary between states. Already Tamil Nadu and Kerala have the highest levels of tax per capita and the possibilities of increased non tax revenues including higher payments for services will need to be considered. Other states such as Haryana have much lower tax/income ratios.
(b) reductions in net expenditures in other sectors. Given the relatively low levels of spending on education in India this approach should be encouraged.
(c) restructuring expenditures within the education sector. While it is not impossible to increase further the share for primary education, the share for higher education is already relatively low and has been decreasing over the past decade.
(d) within primary education there may be possibilities to reduce incremental capital cost through double shift systems, new technologies and perhaps fewer but larger schools. These are unlikely to reduce simultaneously the per pupil recurrent costs of teachers and materials and if they did there would almost certainly be a reduction in quality. One possible area to find savings is among the several incentive programs. There is a general but unproven belief that these are effective in increasing enrollments and retention. Given their size (in Tamil Nadu they are equivalent to an increase in unit costs of over 20 percent across all children), however, and the evidence from both Karnataka and Maharashtra that the schemes are being widened, their effectiveness needs to be assessed.
State Specific Analyses 45. Assam. Compared to other states, plan expenditure on elementary education is large relative to non plan being around a quarter of total expenditure in 1993/4. Expenditures in the two years 1991/2 and 1992/3 were Rs 55 crores and Rs 91 crores and
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are anticipated to be Rs 103 crores in 1993/94. As a result of the serious financial problems of the state, however, the plan expenditures tend not to be used for financing new activities as is usual but rather for financing activities begun during the Sixth and Seventh Plan periods. Normally these activities would by now be financed by non plan expenditures but revenues are insufficient. The deficit on the revenue account was Rs 10.3 crores in 1991/92, Rs 23.8 crores in 1992/93 and is estimated to be Rs 91.0 crores in 1993/94. Part of the deficit results from large repayments on past loans. The numbers of primary schools and teachers have been stationary since 1991/92. Since 1991 Assam has been categorized as Special Category State which results in central plan assistance being transferred on terms of 90 percent grant and 10 percent loan as opposed to the normal terms of 70 percent loan and 30 percent grant. This change should lead to a reduction in liabilities from 1994/95 onwards and the beginning of a more healthy financial situation.
46. Haryana. Elementary education expenditures in the Seventh Plan were 2.5 percent of the total. In the Eighth Plan the allocation is equal to 2.4 percent although in the first year, 1992/93, actual expenditures were equal to only 1.7 percent and the allocation for 1993/94 is below the average annual required to achieve the Eighth Plan total. In absolute terms, actual plan expenditures on elementary education increased from Rs 7.3 to Rs 9.9 to Rs 12.7 crores over the past three years and Rs 19.6 crores were budgeted for 1993/94. Of some concern, however, is that expenditures in 1992/3 were 22 percent less than those budgeted. Haryana's financial position is one of the healthiest in the country and it is reported to be state policy that, in the event of reductions in plan allocations, the three areas totally safeguarded are centrally sponsored schemes, externally aided projects and the Electricity Board. While there is an undoubted ability to ensure that plan allocations to elementary education in addition to those required for DPEP will continue to grow, the comparatively poor record in the past and the experience (common to most states) of reductions in budgeted outlays will require careful monitoring.
47. Karnataka. The overall financial situation of Karnataka state is one of the strongest in the country. Since 1989/90 deficits on the revenue account have declined continuously and in 1992/3 were equal to less than one percent of expenditures. A considerable surplus is projected for the current year. Over the period 1985/6 to 1992/3, expenditures on primary education increased at a faster rate than overall state expenditures. Plan expenditures on elementary education reported in the state proposal have increased substantially over the past four years from Rs 33.3 crores in 1990/1 to Rs 147.4 in 1992/3 and a budgeted Rs 202.1 crores in 1993/4. Much of this increase in the past two years is due to an extension of various incentive programs. Plan allocations to the education sector as a whole have increased from 3.1 percent of the total in the Seventh Plan to 8.2, 12.4, 23.6 and 26.8 percent in each of the last four years. At the same time, the share of primary education within general education has also increased.
48. Kerala of the six states Kerala has the second highest projected revenue account deficit for 1993/4. Partly as a result its plan expenditures are relatively low. Currently
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it spends a higher proportion of its domestic product and total budget expenditure on education than does any other state. In 1992/3 education consumed 34 percent of non plan revenue expenditures and 11 percent of plan revenue expenditures. Looked at in another way, however, plan expenditures on primary education are a tiny part of total primary expenditures-less that one percent in each of the last four years (1990/1 - 1993/4). In absolute terms, they were Rs 1.7, Rs 1.5, Rs 3.0 and Rs 3.2 crores respectively. Allocations from centrally sponsored schemes (eg operation blackboard) have tended to exceed those made by the state.
49. Maharashtra. Maharashtra is one of the few revenue surplus states with relatively limited amounts of borrowing required, and only for capital expenditures. Plan expenditures on elementary education increased from Rs 6.0 to Rs 20.3 to Rs 48.2 crores over the period 1990/1 to 1992/3. What is then of concern is that the outlay for 1993/4 fell to Rs 41.5 crores. In addition, while the overall size of the Eighth Plan outlay does not imply much annual growth in real terms compared to 1992/3 the component for incentives will have to grow as enrollments increase so leaving little room for new directly educational activities.
50. Tamil Nadu. Tamil Nadu has incurred large deficits on its revenue account over recent years. In 1992/3 the deficit was equal to 24 percent of the combined deficit across all states. It is the only state in which this deficit is equal to over 60 percent of its gross fiscal deficit (borrowing requirement). Expenditure on education is a relatively high proportion of domestic product and total state expenditure. The government operates the most comprehensive set of incentives programs across the states. The combined cost of books, uniforms and footwear schemes in 1990/1 was equal to 55 percent of elementary plan expenditure while the cost of the school meals program was over twice as large. Education as a whole is projected to receive a smaller share of total plan expenditures during the Eighth Plan than in the Seventh.
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INDIA: District Primary Education Program
Supervision Plan
Supervision Objectives and Strategy 1. Bank supervision for DPEP would be integrated with supervision for the UP Basic Education Project (Credit 2509-IN) and managed from the New Delhi Resident Mission. The objectives of the combined Supervision program for the two credits Would be to:
a. assist in the development of the capacity of the DPEP Bureau and state implementation societies to Supervise and evaluate the GOI's primary education development program, including both DPEP investments and earlier state-specific investment projects;
b. ensure timely and effective implementation of agreed action programs and disbursements;
C. facilitate collaboration among donors supporting primary education development in India.
2. Capacity development Would be an essential element of IDA supervision. The size of India's primary education investment program, and the wide geographical distribution of a multitude of highly decentralized activities, Would make it difficult for IDA to provide effective implementation support in the traditional headquarters mission mode. To assist with capacity development, IDA staff based in the Resident Mission would, on a continuous basis:
a. develop a cadre of national consultants, both individuals and firms, to assist IDA staff in capacity development and Supervision activities;
b. provide both formal and on-the job training to DPEP staff in program supervision techniques;
C. together with DPEP national staff, provide the same training to the staff of state implementation societies.
3. In parallel, and with Support from the Resident Mission's Procurement and Disbursement Unit, IDA staff Would monitor implementation, procurement and disbursement on a quarterly basis through missions to states and districts, and through close cooperation with the DPEP Bureau and the Department of Economic Affairs.
4. DPEP would be supported by the European Community and IDA; additional financing from ODA and other bilateral donors is anticipated. Supervision would be carried out in close
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coordination with all program donors. Methods would include regular quarterly meetings of donors with DPEP management, joint supervision missions at least once a year, and full exchange of supervision reports prepared by DPEP and the various donors.
5. Continuous IDA Support for implementation would be structured in such a way as to bring appropriate technical expertise to bear on implementation issues as they might arise. While most of the supervision support Would be provided by IDA staff and national consultants, the expertise of senior Bank staff and consultants would be engaged as needed.
6. IDA supervision in the first year of the program Would be concentrated oil project launch activities and on formal and informal training in supervision techniques. During the second and third year of the project, IDA Supervision would gradually shift toward Supervision of the DPEP program management and Supervision activities, augmented by hands-on supervision of a sample of state and district implementation activities. This model of supervision would be continued as the program matures and expands.
Supervision Staffing 7. Supervision Task Management responsibility Would be placed in the Resident Mission, with the IDA Supervision unit staffed as follows:
Education Advisor
National Consultant
Local Support Consultant Contracts for:
- Civil Works Supervision
- Project Monitoring Data Base Management
Intermittent Local Technical Consultants
8. In addition, Bank staff and international consultants Would be involved annually, with specializations depending on problems identified during routine supervision activities.
Modal Supervision Schedule 9. The modal Supervision schedule has been designed to meet Supervision objectives, to mesh with the proposed DPEP annual work plan and budget review and authorization exercise, and to meet IDA's requirements for semi-annual Supervision reports. The technical expertise shown is indicative after the first year of the project. Actual technical expertise Would be determined on the basis of implementation issues, and could be brought to bear when needed outside of the formal mission structure,
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Attachment 1 First Project Year, 1994-95
October Combined Annual Primary Education Investment Review (DPEP and UP Basic Education)
Objectives: DPEP Project Launch
UP Supervision focused on civil works and staff training.
Staff development for DPEP supervision team
Team: Education Advisor (NDO)
National Consultant (NDO)
Procurement Specialist (NDO)
Disbursement Specialist (NDO)
Principal Education Specialist (SA2PH) - training
Principal Implementation Specialist (ESP)
Local Architect (Consultant)
DPEP supervisors
Donor Participation by resident staff of UNICEF and
Collab- European Community (EC)
oration
January DPEP Annual Work Plan and Budget Review
Objectives: Review of DPEP and UP Annual Work Plan and Budget Review Processes
Review of research and evaluation activities
Review of training
Review of textbook publication development
Staff development for DP supervision staff
Team: Education Advisor (NDO)
National Consultant (NDO)
Procurement Specialist (NDO)
Disbursement Specialist (NDO)
Principal Education Specialist (SA2PH) - training
Principal Implementation Specialist (ESP)
Principal Education Specialist (ESP) - research and
evaluation
Local Architect (Consultant)
International Consultant (Textbook Publication)
DPEP Supervision staff
Donor Participation by resident staff of UNICEF and
Collab- European Community (EC), and external Consultants
oration as chosen by collaborating donors.
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Continuing Resident Mission Implementation Support through field missions to state and districts.
Workshops in project management and supervision jointly developed and implemented by IDA, DPEP
and other donors.
Second Project Year, 1995-96
October Combined Annual Primary Education Investment Review (DPEP and UP Basic Education)
Objectives: Implementation of second year work programs
DPEP supervision staff development
Team: Education Advisor (NDO)
National Consultant (NDO)
Procurement Specialist (NDO)
Disbursement Specialist (NDO)
Curriculum and materials specialist
Implementation Specialist
Local Architect (Consultant)
DPEP supervision staff
Donor Participation by resident staff of UNICEF and
Collab- European Community (EC) and international consultants
oration as chosen by collaborating donors.
January DPEP Annual Work Plan and Budget Review
Objectives: Review of DPEP and UP Annual Work Plan and Budget Review Processes
Review of research and evaluation activities
Review of management arrangements
Staff development for DPEP supervision staff
Team: Education Advisor (NDO)
National Consultant (NDO)
Procurement Specialist (NDO)
Disbursement Specialist (NDO)
Evaluation research specialist
Management specialist
Local Architect (Consultant)
DPEP supervision staff
Donor Participation by resident staff of UNICEF kind
Collab- European Community (EC), and international consultants
oration as chosen by collaborating donors
Continuing Resident Mission Implementation Support through field missions to states and districts, with
international consultants as needed.
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Workshops in project management and supervision jointly developed and implemented by IDA, DPEP
and other donors.
Third Project Year, 1996-97
October Review of supervision effectiveness
Planning for mid-term project review
Objective: Assess and refine supervision procedures and schedules.
Assess supervision capacity of DPEP.
Review plans for follow baseline achievement studies
Team: Education Advisor (NDO)
National Consultant (NDO)
Procurement Specialist (NDO)
Disbursement Specialist (NDO)
Chief (SA2PH)
Evaluation Research Specialist
Management specialist
Local Architect (Consultant)
International Technical Consultants (as needed)
Donor Participation by resident staff of UNICEF and
Collab- European Community (EC), and international consultants
oration as chosen by collaborating donors
January DPEP Annual Work Plan and Budget Review
Objectives: Review of DPEP and UP Annual Work Plan and Budget Review Processes
Review of DPEP super-vision activities and reports
Review of DPEP management arrangements
Team: Education Advisor (NDO)
National Consultant (NDO)
Procurement Specialist (NDO)
Disbursement Specialist (NDO)
Local Architect (Consultant)
International Technical Consultants (as needed)
Donor Participation by resident staff of UNICEF and
Collab- European Community (EC), and international Consultants
oration as chosen by collaborating, donors
Continuing' Resident Mission Implementation Support through field missions, with
and international consultants as needed.
Fourth Project Year, 1997-98
October Mission schedule and focus as determined by previous years' review of Supervision effectiveness.
January Mid-term project review.
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Objectives: Review of progress on implementation and against indicators of development objectives.
Project restructuring as needed.
Team: Education Advisor (NDO)
National Consultant (NDO)
Procurement Specialist (NDO)
Disbursement Specialist (NDO)
Chief (SA2PH)
International Technical Consultants (as needed)
Continuing Resident mission staff shifts focus to DPEP expansion states and districts.
Fifth-Seventh Project Years
To be determined on the basis of project mid-term review.
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INDIA: District Primary Education Program
Monitoring Report Format
1. All DPEP sub-projects (national, state and district) would report on progress every three months. Receipt of completed reports by the DPEP Bureau would be a condition of advance of funds. The basic schedule for reporting and advances would be:
June - First advance of 50 percent of approved annual
expenditures
September - Submission of Quarterly Progress Report
November - Submission of Quarterly Progress Report
December - Advance of second annual fund release, amount
determined by progress
March - Submission of Quarterly Progress Report
May - Submission of Quarterly Progress Report
2. In addition to the quarterly Progress Reports, a summary annual report would be prepared in December for the previous calendar year's activities.
3. The initial format to be used for the quarterly Progress Report is attached. This would be modified periodically as need.
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DPEP Six Month Progress Report
Narrative Report
I. Summary of Activities Undertaken Since the Last Report
a. Activities under the annual work plan continued from last
reporting period.
b. Activities initiated under the annual work plan
c. Additional, unplanned activities undertaken
II. Highlights of Activities (especially notable accomplishments)
III. Problems Encountered and Solutions Undertaken or Proposed
IV. Activities planned for the next reporting period
a. as per work plan
b. others -- provide explanation and rationale
Statistical Report Forms as attached should be completed and appended to each report.
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FORM 1: DPEP Activity Report
Subcomponent Name (State, District, National Component):----------------------
Date of this report:------------------------------------
Name of Responsible Officer:-----------------------------------------
Activities for the Year as Target Achievements
apporved by DPEP Bureau for Completion to Date
the sub-projects Annual Plan
(list all activities)
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FORM 2: DPEP Activities to be Added/Dropped in Annual Work Plan
Subcomponent Name (State, District, National Component):------------------
Date of this report:------------------------------
Name of Responsible Officer:--------------------------------------
Activity Description for Drop - Explanation and rationale Budget
originally Planned activity, use or Implications
same words) Add? in Lakhs
Rupees
additional
(reduced)
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Amex 17 Page 5
FORM 3: DPEP Fund Advance Report Summary
Subcomponent Name (State, District, National Component):-----------------------------
Date of this report:-------------------------------------
Name of Responsible Officer:----------------------------------------
Amount Date Amount
Received Source Received Expended Comments
(lakhs (Lakhs rupees)
rurpees)
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Annex 17
Page 6
FORM 4: DPEP Expenditure by Activity
Subcomponent Name (State, District, National Component):--------------------------------
Date of this report:--------------------------------------------
Name of Responsible Officer:---------------------------------------------------
Activities as shown in Non- Recurrent TOTAL
annual work plan. If recurrent (lakhs rupees) (lakhs rupees) COMMENTS
other activities added. (lakhs rupees)
explain.
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FORM 5: DPEP Expenditure by Category
Subcomponent Name (State, District, National Component):--------------------------
Date of this report:--------------------------------------------
Name of Responsible Officer:-----------------------------------------------------
Budget Amount Amount
Category Annual first six spent first Difference requested Comments
Budget month six months next 6 month
Investment Costs
Civil works
Furniture
Equipment
Vehicles
Books
Local consultants
Training costs (include
TA/DA)
Workshops and
seminars
Awareness campaigns
subtotal
Recurrent Costs
Salaries of additional
staff
Consumables
Teaching materials
Contingency at
district/block/ school
level
Vehicle O&M
Civil works maintenance
Honoraria
subtotal
TOTAL