Report No. 19069-JM
Jamaica
SecondaryE ducation:
ImprovingQ uality and ExtendingA ccess
(In Two Volumes)V olume II: Appendices
December 17, 1999
Human DevelopmenDt epartment
CaribbeanC ountryM anagemenUt nit
LatinA mericaa ndt he CaribbeanR egion
Document of the World Bank
Acronymsa nd Abbreviations
ACT Association of Caribbean Tertiary Institutions
All-Age Schools Schools mostly in rural communities that provide schooling from Grades I to 9
Basic Schools Community-operated schools for children between 4 and 5
CASE College of Agriculture
CE.E Common Entrance Exam (I'or selection and placement in secondary schools before 1998)
Cornprehensive Highs Secondary Schools with mixed academic and vocational subjects
CXC Caribbean Examination Council Examination (for Grades 11 and 13)
ECE Early Childhood Education
GNAT Grade Nine Achievement Test
GOJ Government of Jamaica
GSAT Grade Six Achievement Test, administered by NAP, replaced the older CEE
HEART Human Employment and Resource Training Trust
Infant Schools Classes for children between 4 and 5, usually attached to Primary Schools
JBTE Joint-Board of Teacher Education
JHSC Junior High School Certificate Examination
JSC Jamaica School Certificate (Grade 9) for entry to training programs or Teachers Colleges
MOE&C Ministry of Education and Culture
MOF Ministry of Finance
NA"' National Assessment Program, assesses students at Grades 1, 3 and 6
New Secondary Highs Prevocational High Schools which were upgraded to Comprehensives in September,
1999
NTA National Training Agency
P&JH Primary and JurniorH igh Schools
PIOJ Planning Institute of Jamaica
ROSEP roject 15-year program of Reform of Secondary Education launched in 1993
Secondary Highs Secondary schools which emphasize academic subjects, also known as Traditional Highs
SFP School Feeding Program
SLC Survey of Livirn, Conditions, conducted annually by PIOJ since 1989
SSC Secondary School Certificate, given after Grade 1I
STATIN Statistical Institute of Jamaica
T&F/C Tuition and Fees/Contributions
TCs Teachers' Colleges
Technical Highs Secondary schools with mixed academic and vocational subjects
TRS National Textbook Rental Scheme
UTech University of Technology
UWI University of the West Indies
WTO World Trade Organization
Exch,-iiogeR ates (1997): JA$35.6 = US$1
Fiscal Year: April I to March 31
School Year: September I to June 30 (190 days/year)
Vice Presidents Shahid Javed Burki (through June 30, 1999)
I ~~~~~d~e~ FDerarvanidti (from July 1, 1999)
Country Director Orsalia Kalantzopoulos
Lead Economist Edgardo Favaro (through November 30, 1999)
Sector Director Xavier Coll
Education Sector Leader Jamil Salmi (through June 30, 1999)
William Experton (from September 1, 1999)
Task Team Leader Kin Bing Wu
List ofAppendices
Table of Contents
Volume II: Appendices
1. Student Enrollment Statistics
1.1. Enrollment by Level for Public Educational Institutions (1986/87-1997/98)
1.2. Enrollment in Public Primary Schools by Grade and Gender (1986/87-1997/98)
1.3. Enrollment in Public Secondary Schools by Grade and Gender (1986/87-1997/98)
1.4. Enrollment in Basic Schools, Infant Schools, and Infant Departments (1986/87-
1997/98)
1.5. Enrollment in Public Primary Schools (1986/87-1997/98)
1.6. Enrollment in Public All-Age Schools, Grades 1-6 (1986/87-1997/98)
1.7. Enrollment in Public All-Age Schools, Grades 7-9/11 (1986/87-1997/98)
1.8. Enrollment in Public Primary & Junior High Schools, Grades 1-6 (1993/94-
1997/98)
1.9. Enrollment in Public Primary & Junior High Schools, Grades 7-9/11 (1993/94-
1997/98)
1.10. Enrollment in Public Secondary High Schools (1986/87-1997/98)
1.11. Enrollment in Public Comprehensive High Schools (1986/87-1997/98)
1.12. Enrollment in Public New Secondary Schools (1986-87-1997/98)
1.13. Enrollment in Public Technical High Schools (1986/87-1997/98)
1.14. Enrollment in Public Vocational/Agricultural High Schools (1986/87-1997/98)
1.15. Enrollment in Community Colleges (1986/87-1997/98)
1.16. Enrollment in Teachers Colleges (1986/87-1997/98)
1.17. Enrollment in Other Tertiary Institutions (1986/87-1997/98)
1.18. Enrollment in the University of Technology (1986/87-1997/98)
1.19. Enrollment in the University of the West Indies (1986/87-1997/98)
1.20. Enrollment in Special Education Institutions (1986/87-1997/98)
1.21. Percentage Enrolled in Public and Private Institutions by Area, Consumption
Quintile, Gender, and Age, 1996 and 1997
1.22. Enrollment by Level for Public Educational Institutions, 1992/93-1997/98
2. Statistics on Teachers
2.1. Teachers in Infant Schools by Qualification and Gender (1986/87-1997/98)
2.2. Teachers in Primary Schools by Qualification and Gender (1986/87-1997/98)
2.3. Teachers in All-Age Schools, Grades 1-6, by Qualification and Gender (1986/87-
1997/98)
2.4. Teachers in All-Age Schools, Grades 7-9, by Qualification and Gender (1990/9 1-
1997/98)
ii A Study of Secondary Education in Jamaica
2.5. Teachers in Primary atndJ unior High Schools, Grades 1-6, by Qualification and
Gender (1993/94-199'7/98)
2.6. Teachers in Primary and Junior High Schools, Grades 7-9, by Qualification and
Gender (1993/94-1997/98)
2.7. Teachers in New Secondary Schools by Qualification and Gender (1986/87-
1997/98)
2.8. Teachers in Secondary High Schools by Qualification and Gender (1986/87-
1997/98)
2.9. Teachers in Comprehensive Schools by Qualification and Gender (1986/87-
1997/98)
2.10. Teachers in Technical High Schoolsb y Qualification and Gender (1986/87-
1997/98)
2.11. Teachers in Vocational/AgriculturalS chools by Qualification and Gender
(1986/87-1997/98)
2.12. Teachers in Infant Schools by Qualification (1986/87-1997/98) (Percentage)
2.13. Teachers in Primary Schools by Qualification (1986/87-1997/98) (Percentage)
2.14. Teachers in All-Age Schools, Grades 1-6, by Qualification (1986/87-1997/98)
(Percentage)
2.15. Teachers in All-Age Schools, Grades 7-9, by Qualification (1990/91-1997/98)
(Percentage)
2.16. Teachers in Primary and Junior High Schools, Grades 1-6, by Qualification
(1993/94-1997/98) (Percentage)
2.17. Teachers in Primary and Junior High Schools, Grades 7-9, by Qualification
(1993/94-1997/98) (Percentage)
2.18. Teachers in New Secondary Schools by Qualification (1986/87-1997/98)
(Percentage)
2.19. Teachers in Secondary High Schools by Qualification (1986/87-1997/98)
(Percentage)
2.20. Teachers in Comprehensive Schools by Qualification (1986/87-1997/98)
(Percentage)
2.21. Teachers in Technical High Schools by Qualification (1986/87-1997/98)
(Percentage)
2.22. Teachers in Vocational/Agricultural Schools by Qualification (1986/87-1997/98)
(Percentage)
2.23. Student-to-TeacherR atio in Primary, All-Age and Primary and Junior High
Schools, Grades 1-6 (1986/87-1997/98)
2.24. Student-to-TeacherR atio in Grades 7-9/1 1 in All-Age and Primary and Junior
High Schools, Secondary Highs, Comprehensive Highs, New Secondaries,
Technical Highs, and Vocational/AgriculturalS chools (1986/87-1997/98)
2.25. Changes in Various Categories of Teachers, 1990/91-1997/98
3. Student Welfare and Performance Indicators
3.1. School Enrollment of 3-to-24-year-olds by Consumption Quintile, 1989-1997
3.2. Percentage Enrollment by Age, Education Level, Region and Gender, 1998
List of Appendices iii
3.3. Percentage distribution of Last School Level Attained by 12-18-Year-OldsOut-of-
School Youth by Quintile and Gender, 1998
3.4a. Percentage of School Absenteeism by Parish and Period of Absence,1998
3.4b. Reasons for Absence from School by Quintile, 1998 (Percentage) (N=1,487)
3.5a. Promotion, Repetition, and Dropout Rates at the Primary Level
3.5b. Promotion, Repetition and Dropout Rates at the Secondary level
3.6. Percentage Participation in School-Based Feeding Programs by School Type,
Consumption Quintile, and Area, 1991-97
3.7. Placement of Primary and Junior High School Graduates, 1994-97
3.8. Number of CXC Courses Taken and Passed in 4 ROSE Pilot Schools and 2
Schools in the Control Group, 1995-97
3.9. Performance in CXC by Teacher Qualification from a Sample of Two Secondary
High and Two Comprehensive High Schools, 1995-97
3.10. Average Score of CXC Examination by Country, 1997
4. Public Expenditure on Education
4.1. Public Expenditure on Education as a Percentage of GDP and Government
Expenditure, 1987/88-1998/99
4.2. Total Government Revenue and Expenditure,1990/91-1996/97( Million JA$ in
Current Prices and in 1996/97 Prices)
4.3. Functional Classification of Recurrent and Capital Expenditure in the
Government of Jamaica, 1993/94- 1997/98 (Million JA$ in Current Prices)
4.4. Public Expenditure on Education by Level (Percentage), 1987/88 - 1998/99
4.5. Capital (A), Capita] (B), and Capital (A and B) Public Expenditure on Education
by Level (Million JA$ in Current Prices), 1987/88-1997/98
4.6. Public Expenditure on Education by Level, 1987/88- 1998/99 (Million JA$ in
Constant 1996/97 Prices)
4.7. Reclassified Recurrent Public Expenditure on Education by Level by Grouping
Grades 7 to 9 in All-Age and Primary and Junior High Schools with Secondary
Education, 1992/93 - 1997/98 ( in Current Prices)
4.8. Reclassified Total Public Expenditure on Education by Level in Current and
Constant Prices and in Percentages, 1987/88-1997/98
4.9. Per Student Reclassified Recurrent Public Expenditure on Education by Level in
Current and Constant Prices, 1992/93-1997/98
4.10. Reclassified Per Student Public Expenditure on Education by Level, 1987/88-
1996/97 (JA$ in Constant 1996/97 Prices)
4.11. Distribution of Recurrent Public Expenditure on Education by Level and by
Consumption Quintiles, 1998
4.12. Estimates of Recurrent Public Expenditure on Education by Level and by
Function (JA$ Million in Current Prices and Percentage ), 1995/96-1997/98
4.13. Recurrent Public Expenditure on Education: Approved Budget as a Percentage of
Actual Expenditure (Percentage)
iv A Study of Secondary Education in Jamaica
5. Private Expenditure on Education and Private School Fees
5.1 Mean Annual Expenditure on School and School Related Items by Region,
Quintile, and School Type, (JA$), 1998
5.2. Secondary School Fees, and Assistance Given Through the Government's
Financial Assistance Programme (FAP), by Region, Quintile and School type
(Mean $ Values) 1998
5.3. Student Compliance with Cost Sharing Scheme, 1995/96 and 1996/97
5.4. Compliance Rates by School Type (Percentage), 1995/96 and 1996/97
5.5. Actual Fees by Schoo.lT ype, 1995/96 and 1996/97 (JAS in Current Prices)
5.6. Per Capita Expenditure by School Type, 1995/96 and 1996/97
6. Population Projectio:n, 1995-2014
6.1. Projected School-AgeP opulation by Selected Age Range, 1995-2014 (in
Thousands) with NRR=1 by 2000
7. Historical Development of the Education System in Jamaica
8. Projected Cost of Coimpensatory Education Program
9: External Finance for Education
Early Childhood Education (ECE) Program
Primary Education Programs
Secondary Education PErogram
Youth Programs
Tertiary Education Programs
Adult Education Programs
Training Programs
Technical and Vocational Education and Training Programs
Management of the Education System
10: Summary of a Literature Review of Financing Strategies for Equalization in
Basic Education in Selected Countries
11: Summary of a Literature Review of Standard Setting in Education
Improvement in the UJnitedS tates
Appendix 1. Student Enrollment Statistics I
Appendix 1. Student Enrollment Statistics
2 A Study of Secondary Education in Jamaica
Appendix 1. Student Enrollment Statistics 3
Appendix 1.1: Enrollment by Level for Public Educational Institutions (1986/87-1997/98)
1986/87 1987/88 1988/89 1989/90 1990/91 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98 1986-1998
% change
Early Childhood 122,751 123,843 130,487 127.956 128,990 124,798 124,454 143.525 132,837 134,459 132,060 132.060* 7.58%
Primary 333,674 329.068 327,324 322,881 323.378 316,465 305.551 311.146 305,238 300,931 293,863 302.090 -9.47%
Secondary 238,730 233,309 226,822 225,708 224,509 222,348 221.731 218,061 217,011 221.831 214.313 227.222 -4.82%
Tertiary Education:- 18,337 17,920 18,979 21,307 21,056 23,233 23,580 22,740 23,716 26,377 26,988 28,144 53.48%
Community Colleges 6,977 5,661 5.851 6,660 6,653 6,874 7-377 6.580 5,723 7,336 6,803 6,967 -0.14%
Teachers' Colleges 3,044 2,825 2,780 2.865 2.610 4,005 3,365 3,480 3,490 3,046 3065 3.512 15.37%
Other Tertiary 662 698 612 580 659 650 621 608 1,010 1,459 2.124 2,124* 220.85%
UTECH 3,654 3.854 4,527 5,776 5,472 5,611 5,894 5.945 6,386 6.832 7.129 7,129* 95.10%
U.W.I. 4,000 4,882 5.209 5,426 5,662 6,093 6.323 6,127 7,107 7,704 7,867 8,412 110.30%
Special Education 1,845 1,845 2,256 2,256 2.256 2,005 1.522 2,113 2,071 2,071 2,135 2,058 11.54%
Total 715,337 705,985 705,868 700,108 700,189 688,849 676,838 697,585 680,873 685,669 669,359 691,574 -3.32%
Source: MOE&C statistics; PIOJ, Survey of Living Condition 1997
* Data from 1997/98 are not available. The figure presented was that for 1996/97.
Notes: Data supplied for the primary and secondary levels refer to enrollment in public schools only (independent schools cater for an additional 4% of total public primary level
enrollment and 3% of public secondary level enrollment).
At the early childhood level, 87% of the 132,635 pupils (1996/97) enrolled are found in community operated basic schools which benefit from government funding in the form of
subsidies for teachers salaries and instructional materials.
4 _ A Study qf Secondary Education in Jamaica
Appendi.x1 .2: Enrollment in PtublicP rimary Schools tbyG rade and Gender (1986/87-1997/98)
Year Grade I Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Total Grand Total
M F M F M F M F M F M F M F
1986/87 29,385 27,416 28,784 27,337 28,798 27,657 28,260 28,187 27,567 26,774 25,310 28,199 168,104 165,570 333,674
1987/88 29,006 27,542 28,298 27,175 28,067 27,125 27,850 27,007 27,166 26,784 25,398 27,650 165,785 163,283 329,068
1988/89 28,905 27,351 28,303 27,313 27,448 27,169 27,794 27,631 26,868 26,054 24,965 27,523 164,283 163,041 327,324
1989/90 29,947 27,642 28,375 27,073 27,698 27,054 26,798 25,843 25,917 25,167 24,589 26,778 163,324 159,557 322,881
1990/91 28,864 6,652 28,747 27,576 27,649 26,846 26,998 27,051 25,744 25,685 24,571 26,995 162,573 160,805 323,378
1991/92 - -- 316,456
1992/93 26,681 24,052 26,815 24,920 27,252 25,083 27,177 25,812 24,833 24,184 23,679 25,063 156,437 149,114 305,551
1993/94 26,925 24,700 26,553 24,649 26,714 25,494 27,356 25,927 26,592 25,695 24,343 26,198 158,483 152,663 311,146
1994/95 26,697 25,136 25,754 24.505 25,775 24,071 26,156 25,069 26,010 24,798 25,014 26,253 155,406 149,832 305,238
1995/96 27,005 25,433 25,764 24,870 25,325 24,681 25,365 23,910 25,241 24,185 23,882 25,270 152,582 148,349 300,931
1996/97 26,851 25,201 26,242 25,010 25,145 24,194 24,389 23,385 24,024 22,442 23,211 23,769 149,862 144,001 293,863
1997//98 27,749 25,829 26,951 25,786 26,868 25,817 25,177 24,483 24,309 23,028 22,918 23,175 153,972 148,118 302,090
Source:M OE&C
Enrollmenitn  PrimaryL evelS choolsb y Gender( 1986/87-1997198)
160,000
150,000
140,000 _
130,000 | +
1986/87 1987/88 1988/89 19B9/90 1990/91 1991/92 1992/93 1993194 1994/95 1995/96 1996/97 1997//98
Years
Appendix 1. Student Enrollment Statistics 5
Appendix 1.3: Enrollment in Public Secondary Schools by Grade and Gender (1986/87-1997/98)
Year Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Grade 13 Total Grand
Total
M F M F M F M F M F M F M F M F
1986/87 27,600 27,547 27,566 28,169 26,485 28,295 17,989 20,026 15,394 16,548 799 1,054 604 654 116,437 122,293 
238,730
1987/88 27,148 27,120 26,321 27,143 25,372 27,194 17,499 19,252 15,820 17,221 818 1,048 638 715 113,616 119,693 233,309
1988/89 28,804 27,019 24,977 26,491 23,665 25,694 16,962 18,398 15,014 16,711 735 1,134 499 719 110,656 116,166 
226,822
1989/90 25,071 26,561 25,370 26,546 24,390 25,908 17,034 18,559 15,484 17,624 829 1,154 527 651 108,705 117,003 
225,708
1990/91 24,982 25,209 25,412 26,987 24,452 26,147 17,116 18,996 15,188 17,045 740 1,115 494 626 108,384 116,125 
224,509
1991/92 - - - - - - - - - - - - - - - -
222,348
1992/93 25,231 25,478 24,843 25,645 23,545 24,700 17,644 19,264 15,533 16,784 818 1.125 504 617 108,118 113.613 
221,731
1993/94 24,923 25,932 24,550 25,454 23,312 25,018 16,622 18,908 14,446 16,883 758 613 268 374 104,879 
113,182 218,061
1994/95 25,481 25,189 24,557 24,982 23,235 24,098 16,916 18,585 14,589 15,747 909 1,312 560 851 106,247 110,764 
217,011
1995/96 26,373 26,332 25,050 26,100 23,776 25,014 16,261 18,485 14,308 16,254 846 1,428 612 992 107,226 114,605 
221,831
1996/97 24,577 24,953 25,152 25,542 23,060 24,807 15,419 18,578 13,108 15,391 853 1,448 507 918 102,676 111,637 
214,313
25,623 24,963 25,444 25,640 25,094 26,128 16,827 19,903 15,402 17,184 1,213 1,780 871 1,150 110,474 116,748 227,2221997/98 
Source:M OE&C
Enrollmenitn  SecondaryL evelS choolsb y Gradea nd Gender( 1986187-1997/98)
140,000 ~-- 
120,000 - -¶
100,000
80,000
1986/87 1987/88 1988/89 1989/90 1990/91 1991/92 1992/93 1993/94 1994/95 1995/56 1996/97 1997/98
Years
6 A Study of Secondary Education in Jamaica
Appendix 1.4: Enrollment in Basic Schools, Infant Schools Appendix 1.5: Enrollment in Public Primary
and Infant Departments( 1986/87-1997/98) Schools
(1986/87-1997/98)
Year M F Total Year M F Total
1986/87 59,700 63,051 122751 1986/87 85,098 86,979 172,077
1987/88 - - 123,843 1987/88 84,712 86.133 170,845
1988/89 64,680 65,807 130n487 1988/89 85,441 86.975 172.416
1989/90 62.381 65.575 127,956 1989/90 86.368 87,342 173,710 
1990/91 64,379 64,611 128,990 1990/91 87,083 88,086 175.169
1991/92 - - 124.798 1991/92 - - 175.793
1992/93 61,791 62,663 124,454 1992/93 82,943 80,950 163,893
1993/94 71,437 72,088 143,525 1993/94 84,947 84,167 169,114
1994/95 66,114 66,723 132,837 1994/95 86,668 85,842 172,510
1995/96 67,655 66,804 134,459 1995/96 85,620 85,777 171,397
1996/97 65,909 66,151 132,060 1996/97 84,166 83,308 167,474
1997/98 _ _ 1997/98 87,557 87,044 174,601
Source: MOE&C Source: MOE&C
Appendix 1. Student Enrollment Statistics 7
Appendix 1.6: Enrollment in Public All-Age Schools, Appendix 1.7: Enrollment in Public All-Age Schools,
Grades 1-6 (1986/87-1997/98) Grades 7-9/11 * (1986/87-1997/98)
Year M F Total Year M F Total
1986/87 83,006 78,591 161,597 1986/87 33,896 33,660 67,556
1987/88 81,073 77,150 158,223 1987/88 32,956 32,479 65,435
1988/89 78,842 76,066 154.908 1988/89 31.504 31.267 62,771
1989/90 76.956 72,215 149,171 1989/90 30,850 28.911 59,761
1990/91 75,500 72,719 148,219 1990/91 30,194 28,427 58,621
1991/92 - 140,672 1991/92 - - 58,912
1992/93 73,494 68,164 141,658 1992/93 28,262 25,485 53,747
1993/94 67,198 62,420 129,618 1993/94 26,780 24,142 51,012
1994/95 61,966 57,572 119,538 1994/95 25,885 22,247 48,132
1995/96 59,169 55,172 114,341 1995/96 25,743 21,570 47,313
1996/97 55A426 51,071 106,497 1996/97 24,831 20,492 45,323
1997/98 55,948 51,175 107,123 1997/98 24,377 19,010 43,387
Source:M OE&C Source:M OE&C
Two All-Age Schools offer grades 10 and I11t o approximately 270 students annually
8 XA_ _S_t_u_d y of Secondary Education in Jamaica
Appendix 1.8: Enrollment in Public Primary & Junior High Appendix 1.9: Enrollment in Public Primary &
Schools, Grades 1-6 (1993/94-1997/98) J.uniorH igh Schools, Grades 7-9/11 (1993/94-
1997/98)
Year M F Total Year M F Total
1993/94 6,338 6,076 12.414 1993/94 2,192 2,037 4,229
1994/95 6,772 6,418 13,190 1994/95 3,271 2,968 6,239
1995/96 7,793 7,400 15.193 1995/96 4,077 3,592 7,669
1996/97 10,270 9,622 19,892 1996/97 5.204 4.281 9.485
1997/98 10.467 9,899 20,366 1997/98 5,349 4,357 9,706
Source: MOE&C Source: MOE&C
Appendix 1. Student Enrollment Statistics 9
Appendix 1.10: Enrollment in Public Secondary Appendix 1.11: Enrollment in Public Comprehensive
High Schools (1986/87-1997/98) High Schools (1986/87-1997/98)
Year M F Total Year M F Total
1986/87 23.990 33.056 57,046 1986/87 4.258 5,320 9.578
1987/88 22,649 31,909 54.558 1987/88 4,459 5,290 9.749
1988/89 29.146 39.061 68,207 1988/89 4,059 4,655 8.714
1989/90 28.789 39,776 68.565 1989/90 3,660 4,801 8,461
1990/91 28.872 40,316 69.188 1990/91 7,698 8.589 16.287
1991/92 69,488 1991/92 - - 8497
1992/93 30,483 41,546 72,029 1992/93 7,971 9.743 17,714
1993/94 27,704 41,166 68,870 1993/94 15,540 16.536 32,076
1994/95 30,357 40,256 70.613 1994/95 21,702 23,630 45,332
1995/96 31,199 42,719 73,918 1995/96 26,686 29,033 55,719
1996/97 25,881 39,838 65,719 1996/97 31,527 33,255 64,782
1997/98 31,647 43,424 75,071 1997/98 32,643 34,916 67,559
Source: MOE&C SourceM: OE&C
10 A Study of Secondary Education in Jamaica
Appendix 1.12: Enrollment in Public Appendix 1.13: Enrollment in Public
New Secondary Schools Technical High Schools
(1986/87-1997/98) (1986/87-1997/98)
Year M F I'otal Year M F Total
1986/87 50,016 45,873 95,889 1986/87 4.051 4,147 8,198
1987/88 49,233 45,551 94,784 1987/88 4.105 4,421 8.526
1988/89 39,208 33,947 73,1 55 1988/89 6,539 6.964 13.503
1989/90 38,693 35,315 74,008 1989/90 6,634 7,367 14,001
1990/91 34,330 31,013 65.343 1990/91 6,811 7,274 14.085
1991/92 - 73.339 1991/92 - - 14.014
1992/93 33,858 28,776 62,634 1992/93 6.891 7.534 14,425
1993/94 24,873 21,205 46,078 1993/94 6,977 7,483 14,460
1994/95 17,110 13,687 30,797 1994/95 6,957 7,242 14,199
1995/96 12,022 9,658 21-680 1995/96 7,089 7,581 14,670
1996/97 7,369 5,509 12,878 1996/97 7.330 7,711 15.041
1997/98 7,954 5,976 13,930 1997/98 7,888 8,435 16,323
Source: MOE&C Source: MOF&C
Appendix 1. Student Enrollment Statistics 1]
Appendix 1.14: Enrollment in Public
Vocational/AgriculturalH igh Schools
(1986/87-1997/98)
Year M F Total
1986/87 226 237 463
1987/88 214 223 437
1988/89 200 272 472
1989/90 438 474 912
1990/91 479 506 985
1991/92 - - 884
1992/93 653 539 1,192
1993/94 703 613 1,316
1994/95 965 734 1,699
1995/96 410 452 862
1996/97 534 551 1,085
1997/98 616 630 1,246
Source:M OE&C
12 A Study of Secondary Educalion in Jamaica
Appendix 1.15: Enrollment in CommunityC olleges Appendix 1.16: Enrollment in Teachers' Colleges
(1986/87-1997/98) (1986/87-1997/98)
Year M F Total Year M F Total
1986/87 - 6,977 1986/87 - 3,044
1987/88 - - 5,661 1987/88 - - 2,825
1988/89 - - 5.851 1988/89 - - 2.780
1989/90 - - 6,660 1989/90 - - 2,865
1990/91 - - 6.653 1990/91 - - 2.610
1991/92 6,874 1991/92 - - 4.005
1992/93 2,809 4,568 7.377 1992/93 - - 3.365
1993/94 - - 6,580 1993/94 - 3,480
1994/95 - - 5,723 1994/95 - - 3,490
1995/96 2,881 4,455 7,336 1995/96 364 2,682 3,046
1996/97 3,008 4,189 7,197 1996/97 441 2,652 3,093
1997/98 - - - 1997/98 - - -
Source:M OE&C Source:M OE&C
Appendix 1. Student Enrollment Statistics 13
Appendix 1.17: Enrollment in Other Appendix 1.18: Enrollment in the
Tertiary Institutions (1986/87-1996/97) University of Technology
(1986/87-1996/97)
Year M F Total Year M F Total
1986/87 - 662 1986/87 - - 3,654
1987/88 698 1987/88 2,013 1,841 3,854
1988/89 - 612 1988/89 2,340 2,187 4.527
1989/90 - 580 1989/90 - - 5,776
1990/91 - 659 1990/91 2,657 2,815 5,472
1991/92 - 650 1991/92 - - 5.611
1992/93 - 621 1992/93 2,733 3,161 5,894
1993/94 - - 608 1993/94 2.887 3,058 5,945
1994/95 - - 1.010 1994/95 2.141 4,245 6,386
1995/96 - - 1,459 1995/96 3,169 3,663 6,832
1996/97 - - 1820* 1996/97 3,192 3,937 7,129
Source: MOE&C Source: MOE&C
* - Provisional data
14 A Study of Secondary Education in Jamaica
Appendix 1.19: Enrollment in the Appendix 1.20: Enrollment in
UJniversityo f the West Indies Special Education Institutions
(1986/87-1997/98) (1986/87-1997/98)
Year M F Total Year M F Total
1986/87 - - 4,000 1986/87 - - 1,845
1987/88 2,029 2.853 4,882 1987/88 - - 1,845
1988/89 2,107 3.102 5,209 1988/89 - - 2256
1989/90 2,183 3.513 5,696 1989/90 - - 2,256
1990/91 2,657 2,815 5,472 1990/91 - - 2.256
1991/92 - - 6,093 1991/92 - - 2,005
1992/93 2,733 3,961 6,323 1992/93 - - 1.522
1993/94 2,281 3,846 6,127 1993/94 1,266 487 2,113
1994/95 2,533 4,666 7,107 1994/95 1,277 794 2,071
1995/96 2,625 5,079 7,704 1995/96 1,277 794 2,071
1996/97 2,469 4,828 7,297 1996/97 1,323 812 2.135
1997/98 2,649 5,763 8,412 1997/98 1,193 865 2,058
Source:M OE&C Source:M OE&C
/
Appendix 1. Student Enrollment Statistics 15
Appendix 1.21: Percentage Enrolled in Public and Private Institutionsb y Area,
Consumption Quintile, Gender, and Age, 1998
School Sector
CATEGORY Public Private Total
Area
KhIA (N=1.394) 94.2 5.8 100.(
Other Towns (N=l,139) 96.0 4.0 100.0
Rural Areas (N=3,79l) 97.2 2.8 100.0
Quintile
I Poorest (N=1,361) 99.3 0.7 100.0
2 (N-1,J47) 97.9 2.1 100.0
3 (N-1,335) 97.2 2.8 100.0
4 (N=1,269) 96.6 3.4 100.0
5 (N=942) 89.9 10.1 100.0
Sex
Male (N=3,203) 96.3 3.7 100.0
Female (N=3,121) 95.9 4.1 100.0
Age (Years)
3-5 (N=43) 73.6 26.3 100.0
6-11 (N=3,427) 95.0 5.0 100.0
12-14 (N=1,690) 98.0 2.0 100.0
15-16 (N=861) 97.4 2.6 10(.(
17-18 (N=280) 97.5 2.5 100.0
19-24 (N=23) 88.3 11.7 1()0.0
JAMAICA (N-=6,324) 96.1 3.9 100.0
Source:M OE&C
16 1AS tudy of Secndary Education in Jamaica
Appendix 1. 22: Enrollment by Level by School Type for Public Educational Institutions
(1992/93-1997/98)
Percentage
Change
1992/93 1993/94 1994/95 1995/96 1996/97 1997/98 92/93-96/97 96197-97/98
Recurrent Expenditure
Early Childhood 124,454 143,525 132,837 134,459 132,060* 132,060 6.1% 0.0%
Primary 305,551 311,146 305,238 300,931 293,863 302,090 -3.8% 2.8%
PiirnaiySchools 163.893 169,114 172,510 171.397 167,474 174,601 2.2% 4.3%
AA and P&JHSlSchool(s1 -6) 1411658 142,032 132.728 129.534 126,389 127,489 -108% 0.9%
Special Education 1,522 2,113 2,071 2,071 2,135 2,058 40.3% -3.6%
Secondary 221,741 218,041 217,011 222,271 214,313 227,222 -3.3% 6.0%
AA aid P&JIIIJH Schools (79/it) 53.747 i5.241 54.371 55.422 54,808 53.093 2.0% -3.1%
Secondaty High 72,029 68,870 70,613 73,918 65,719 75.071 -8.8% 14.2%
Compieiensivelligh 17.714 32076 45,332 55.719 64,782 67.559 265.7% 4.3%
New Sccoidaiy 62,634 46,078 30.797 21,680 12,878 13.930 -79.4% 8.2%
Teclnical/Vocational/Agvicaltsoyal 15.617 15.776 15,898 15.532 16.126 17,569 3.3% 8.9%
Tertiary 23,580 22,740 23,716 26,377 26,988 28,144 14.50/a 4.3%
1/.WA. 6,323 6,127 7,107 7,704 7,867 8,412 24.4% 6.9%
UTECH. 5.894 5,945 6,386 6,832 7,129* 7,129 21.0% 0.0%
leaehers' Colleges 3,365 3,480 3,490 3.046 3,065 3,512 -8.9% 14.6/
CorninmnityC olleges 7,377 6.580 5,723 7,336 6,803 6,967 -7.8% 2.4%
Otber Tertiaay 621 608 1,010 1,459 2.124* 2,124 242.0% 0.0%
Total 676,848 697,565 680,873 686,109 669,359 691,574 -1.1% 3.3%
Source: MOE&C.
Note: Enrollmenitd ata for Early Childhood Education, 1JTech,a nd Other Tertiary Institutions are not available. Data from the previous years are used in this table.
Afppendix2 . Statistics on Teachers 17_______ _______ 
Appendix 2. Statistics on Teachers
18 
A Study ofSecondary Education in Jamaica
Appendix 2. Statistics on 7eachers 19
Appendix 2.1: Teachers in Infant Schools by Qualification and Gender (1986/87-1997/98)
Qualifications Trained Graduate Pre-Trained Graduate Trained Teacher Pre-Trained Teacher GRAND TOTAL
Years M F Total M F Total M F Total M F Total M F Total
1986/87 0 7 7 0 0 0 0 232 232 0 11 11 0 250 250
1987/88 0 6 6 0 0 0 1 257 258 0 11 11 1 274 275
1988/89 0 4 4 0 0 0 1 272 273 0 13 13 1 289 290
1989/90 0 9 9 0 0 0 0 249 249 0 31 31 0 289 289
1990/91 0 4 4 0 1 1 1 244 245 1 37 38 3 286 289
1991/92* 0 3 3 0 1 1 1 235 236 1 45 46 3 284 287
1992/93 0 4 4 0 1 1 1 214 215 1 31 32 3 250 253
1993/94 0 7 7 0 2 2 0 207 207 2 39 41 4 255 259
1994/95 0 7 7 0 0 0 2 230 232 2 58 60 6 295 301
1995/96 0 20 20 0 0 0 0 233 233 1 44 45 2 297 299
1996/97 0 16 16 0 0 0 0 299 299 2 59 61 4 374 378
1997/98 - 24 24 - I I 1 240 241 3 55 58 4 220 324
Source: MOE&C
* Estimate
20 A Study of Secondary Education in Jamaica
Appendix 2.2: Teachers in Primary Schools by Qualification and Gender (1986/87-1997/98)
Qualifications Trained Graduate Pre-Trained Graduate Trained Teacher Pre-Trained Teacher GRAND TOTAL
Years M F Total M F Total M F Total M F Total M F Total
1986/87 11 77 88 0 1 1 329 3464 3793 12 106 118 352 3648 4000
1987/88 14 85 99 0 1 1 324 3534 3858 14 84 98 352 3704 4056
1988/89 14 74 88 3 1 4 299 3514 3813 32 178 210 348 3767 4115
1989/90 15 77 92 0 2 2 281 3517 3798 59 384 443 355 3980 4335
1990/91 20 88 108 0 4 4 273 3393 3666 87 506 593 380 3991 4371
1991/92* 21 94 115 0 2 2 271 3370 3641 96 558 654 388 4024 4412
1992/93 13 44 57 0 2 2 258 3443 3701 91 563 654 362 4052 4414
1993/94 29 113 142 0 0 0 262 3516 3778 120 732 852 411 4361 4772
1994/95 43 155 198 0 0 0 295 3844 4139 172 890 1062 510 4889 5399
1995/96 36 232 268 5 31 36 284 3595 3879 143 775 918 468 4633 5101
1996/97 58 430 488 8 28 36 275 3460 3735 160 868 1028 501 4786 5287
1997/98 63 419 482 12 55 67 36 3640 3676 177 854 1031 288 4968 5256
Source: MOE&C
* Estimated
Appendix 2. Statistics on Teachers 21
Appendix 2.3: Teachers in All-Age Schools, Grades 1-6, by Qualification and Gender (1986/87-1997/98)
Qualifications Trained Graduate Pre-Trained Graduate Trained Teacher Pre-Trained Teacher GRAND TOTAL
Years M F Total M F Total M F Total M F Total M F Total
1986/87** 25 80 105 1 0 1 676 4301 4977 83 301 384 785 4682 5467
1987/88** 25 90 115 2 0 2 678 4536 5214 42 163 205 747 4789 5536
1988/89** 32 91 123 1 2 3 651 4290 4941 89 330 419 773 4713 5486
1989/90** 28 86 114 4 1 5 614 4174 4788 164 669 833 810 4930 5740
1990/91 12 60 72 2 3 5 235 2368 2603 125 725 850 374 3156 3530
1991/92* 19 43 62 1 4 5 235 2522 2757 133 770 903 388 3339 3727
1992/93 32 70 102 0 4 4 261 2805 3066 115 959 1074 408 3838 4246
1993/94 41 82 123 0 6 6 221 2537 2758 113 873 986 375 3498 3873
1994/95 21 64 85 0 2 2 170 2529 2699 121 969 1090 312 3564 3876
1995/96 35 95 130 0 8 8 180 2265 2445 113 834 947 328 3202 3530
1996/97 40 142 182 1 10 11 177 2141 2318 133 843 976 351 3136 3487
1997/98 42 152 194 15 26 41 185 2331 2516 148 843 991 390 3352 3742
Source: MOE&C
* Estimated
** During the period 1986/87-1989/90d ata for All-Age Schools were not disaggregated. Data given for this period therefore includes teachers at Grade I through 9.
22 A Study of Secondary Education in Jamaica
Appendix 2.4: Teachers in All-Age Schools, Grades 7-9, by Qualification and Gender (1990/91-1997/98)'
Qualifications Trained Graduate Pre-Trained Graduate Trained Teacher Pre-Trained Teacher GRAND TOTAL
Years M F Total M F Total M F Total M F T'otal M F Total
1990/91 21 51 72 1 4 5 365 1015 1380 120 215 335 507 1285 1792
1991/92* 26 62 88 1 2 3 383 1062 1445 98 175 273 508 1301 1809
1992/93 9 40 49 2 2 4 275 845 1120 135 178 314 421 1065 1486
1993/94 10 43 53 2 2 4 246 718 964 124 143 267 382 906 1288
1994/95 32 60 92 2 3 5 375 972 1347 170 225 395 579 1260 1839
1995/96 25 70 95 6 7 13 305 767 1072 135 189 324 471 1033 1504
1996/97 33 103 136 5 2 7 261 727 988 149 218 367 448 1050 1498
1997/98 39 104 143 32 14 46 301 781 1082 142 201 343 514 1100 1614
Source: MOE&C
* Estimated
** During the period 1986/87-1989/90 data for All-Age Schools were not disaggregated. Data given for this period therefore includes teachers at Grade I through 9.
Appendix 2. Statistics on Teachers 23
Appendix 2.5: Teachers in Primary and Junior High Schools, Grades 1-6, by Qualification and Gender (1993/94-1997/98)
Qualifications Trained Graduate Pre-Trained Graduate Trained Teacher Pre-Trained Teacher GRAND TOTAL
Years M F Total M F lTotal M F Total M F Total M F Total
1993/94 0 6 6 0 0 0 30 236 266 11 64 75 41 306 347
1994/95 0 9 9 0 0 0 18 315 333 20 75 95 38 399 437
1995/96 3 8 11 0 3 3 23 319 342 11 110 121 37 440 477
1996/97 10 20 30 0 4 4 27 407 434 17 142 159 54 573 627
1997/98 9 31 40 4 16 20 20 427 447 18 137 155 51 611 662
Source: MOE&C
24 A S'tidy ol'Secondary Education in Jamaica
Appendix 2.6: Teachers in Primary and Junior High Schools, Grades 7-9, by Qualification and Gender (1993/94-1997/98)
Qualifications Trained Graduate Pre-Trained Graduate '[rained Teacher Pre-Trained Teacher GRAND TOTAI,
Years M F Total M F Total M F Total M F Total M F l'otal
1993/94 0 2 2 0 1 1 21 77 98 11 17 28 32 97 129
1994/95 4 7 11 0 2 2 59 149 208 21 30 51 84 188 272
1995/96 1 14 15 1 1 2 82 177 259 21 38 59 105 230 335
1996/97 8 23 31 3 5 8 90 235 325 31 54 85 132 317 449
1997/98 7 26 33 16 14 30 111 288 399j 34 49 83 168 377 5 4 5
SoLurcMe: OE&C
Appendix 2. Statistics on Teachers 25
Appendix 2.7: Teachers in New Secondary Scliools by Qualification and Gender (1986/87-1997/98)
Qualifications Trained Graduate Pre-Trained Graduate Trained 'Teacher Pre-Trained Teacher GRAND TOTAL
Years M F Total M F Total M F Total M F Total M F Total
1986/87 86 237 323 14 12 26 1025 2539 3564 365 189 554 1490 2977 4467
1987/88 99 251 350 9 10 19 1361 2693 3954 98 70 168 1567 3024 4591
1988/89 71 162 233 19 38 57 1021 2143 3164 46 33 79 1157 2376 3533
1989/90 81 199 280 28 31 59 957 2084 3041 128 85 213 1194 2399 3593
1990/91 55 177 232 28 25 53 892 1988 2880 125 124 249 1100 2314 3414
1991/92* 58 186 244 30 26 56 916 2041 2957 141 140 281 1145 2393 3538
1992/93 61 195 256 29 22 51 849 1884 2733 151 149 300 1090 2250 3340
1993/94 54 193 247 16 17 33 671 1392 2063 114 107 221 855 1709 2564
1994/95 46 142 188 9 3 12 431 976 1407 141 104 245 627 1225 1852
1995/96 27 96 123 11 12 23 238 580 818 52 67 119 328 755 1083
1996/97 17 68 85 7 8 15 129 341 470 44 38 82 197 455 652
1997/98 23 87 110 24 21 45 183 331 514 35 35 70 265 474 739
Source: MOE&C
* Estimate
26 A Study of Secondary Education in Jamaica
Appendix 2.8: Teachers in Secondary High Schools by Qualification and Gender (1986/87-1997/98)
Qualifications Trained Graduate Pre-Trained Graduate Trained Teacher Pre-Trained Teacher GRAND TOTAL
Years M F Total M F Total M F Total M F Total M F Total
1986/87 160 576 736 175 251 426 545 1105 1651 63 51 114 943 1983 2926
1987/88 167 604 771 151 232 385 534 1064 1598 48 35 83 900 1935 2835
1988/89 148 558 706 180 305 485 773 1620 2393 52 42 94 1153 2525 3678
1989/90 157 569 726 172 257 429 681 1656 2337 114 90 204 1124 2572 3696
1990/91 164 554 718 177 257 434 709 1676 2385 148 104 252 1198 2591 3789
1991/92* 167 566 733 174 252 426 708 1673 2381 158 111 269 1207 2602 3809
1992/93 179 558 737 156 232 388 686 1615 2301 173 102 275 1194 2507 3701
1993/94 186 563 754 154 217 371 610 1486 2096 269 274 543 1219 2540 3759
1994/95 159 553 712 97 147 244 753 1791 2544 331 301 632 1340 2792 4132
1995/96 162 633 795 180 261 441 720 1674 2394 III 95 206 1173 2663 3836
1996/97 191 741 932 178 296 474 608 1574 2182 110 104 214 1087 2715 3802
1997/98 187 807 994 293 430 723 665 1543 2208 113 93 206 1258 2873 4131
Source: MOF&C
* Estimate
Appendix 2. Statistics on Teachers 27
Appendix 2.9: Teachers in Comprehensive Schools by Qualification and Gender (1986/87-1997/98)
Qualifications TrainedG raduate Pre-Trained Graduate Trained Teacher Pre-Trained Teacher GRAND TOTAL
Years M F Total M F Total M F Total M F Total M F Total
1986/87 22 50 72 7 26 23 104 207 316 47 33 80 180 316 496
1987/88 27 61 88 5 6 11 125 211 336 26 19 45 183 297 480
1988/89 13 22 35 5 7 12 109 223 332 7 1 8 134 253 387
1989/90 13 24 37 6 7 13 115 208 323 24 12 36 158 251 409
1990/91 22 43 65 6 9 15 209 472 681 39 19 58 276 543 819
1991/92* 26 51 77 3 4 7 222 502 724 39 19 58 290 576 866
1992/93 30 56 86 2 5 7 243 485 728 31 33 64 306 579 885
1993/94 38 85 123 12 10 22 406 863 1269 53 53 106 509 1011 1520
1994/95 45 162 207 16 13 29 615 1258 1873 139 145 284 815 1578 2393
1995/96 72 248 320 21 43 64 556 1365 1921 107 98 208 756 1754 2510
1996/97 114 363 477 40 61 101 572 1495 2067 118 100 218 844 2019 2863
1997/98** 114 363 477 40 61 101 572 1495 2067 118 100 218 844 2019 2863
Source: MOE&C
*Estimate
** Data for 1997/98 are unavailable. Date from previous year are used.
28 A Study of Secondary Education in Jamaica
Appendix 2.10: Teachers in Technical High Schools by Qualification and Gender (1986/87-1997/98)
Qualifications Trained Graduate Pre-TrainedG raduate Trained Teacher Pre-Trained Teacher GRAND TOTAL
Years M F Total M F Total M F Total M F Total M F Total
1986/87 26 44 70 16 19 35 162 180 342 16 13 29 220 256 476
1987/88 22 49 71 12 17 29 162 167 329 23 15 38 219 248 467
1988/89 23 50 73 19 31 50 231 328 559 14 5 19 287 414 701
1989/90 23 63 86 22 21 43 217 323 540 26 12 38 288 419 707
1990/91 22 67 89 18 16 34 212 366 578 37 23 60 289 472 761
1991/92* 26 78 104 20 17 37 236 407 643 44 27 71 326 529 855
1992/93 26 78 104 16 14 30 230 316 591 32 22 54 304 430 734
1993/94 25 89 114 13 13 26 214 326 540 39 30 69 291 458 749
1994/95 7 53 60 1 2 3 170 342 512 143 113 256 321 510 831
1995/96 25 77 102 16 17 33 207 362 569 41 24 65 289 480 769
1996/97 35 100 135 23 12 35 181 345 526 31 27 58 270 484 754
1997/98 37 100 137 76 67 143 260 374 634 36 26 62 409 567 976
Source:M OE&C
* Estimate
Appendix 2. Statistics on Teachers 29
Appendix 2.11: Teachers in Vocational/Agricultural Schools by Qualification and Gender (1986/87-1997/98)
Qualifications Trained Graduate Pre-Trained Graduate Trained Teacher Pre-Trained Teacher GRAND 
TOTAL
Years M F Total M F Total M F Total M F Total M F Total
1986/87 3 5 8 0 0 0 19 20 39 4 4 8 26 29 55
1987/88 3 5 8 0 0 0 19 19 38 5 4 9 27 28 55
56
1988/89 1 4 5 1 0 1 25 23 48 2 0 2 29 27 
1989/90 3 5 8 11 1 12 27 41 68 4 5 9 45 52 97
1990/91 3 1 4 2 2 4 30 85 115 8 0 8 43 88 
131
1991/92* 2 4 6 2 3 5 37 103 140 7 5 12 48 115 
163
1992/93 4 7 11 2 3 5 38 116 154 17 10 27 61 136 
197
1993/94 3 8 11 3 2 5 40 74 114 12 6 18 58 90 148
1994/95 3 8 11 3 1 4 33 46 79 19 6 25 58 61 119
1995/96 4 11 15 0 0 0 16 39 55 11 9 20 31 59 90
1996/97 1 10 I1  2 1 3 10 36 46 11  11 22 24 58 82
1997/98 3 18 21 18 4 22 23 40 63 16 11 27 60 73 133
Source: MOE&C
* Estimate
30 A Study of Secondary Education in Jamaica
Appendix 2.12: Teachers in Infant Schools by Qualification
(1986/87-1997/98) (Percentage)
Qualifications Trained Graduate Pre-Trained Trained Teacher Pre-Trained GRAND TOTAL
Graduate Teacher
Years
1986/87 2.80% 0.00% 92.80% 4.40% 100.00%
1987/88 2.18% 0.00% 93.82% 4.00% 100.00%
1988/89 1.38% 0.00% 94.140/o 4.48% i00.00%
1989/90 3.11% 0.00% 86.16% 10.73% 100.00%
1990/91 1.38% 0.35% 84.78% 13.15% 100.00%
1991/92* 1.05% 0.35% 82.23% 16.03% 100.00%
1992/93 1.58% 0.40% 84.98% 12.65% 100.00%
1993/94 2.70% 0.77% 79.92% 15.83% 100.00%
1994/95 2.33% 0.00% 77.08% 19.93% 100.00%
1995/96 6.69% 0.00% 77.93% 15.05% 100.00%
1996/97 4.23% 0.00% 79.10% 16.14% 100.00%
1997/98 7.41% 0.31% 74.38% 17.90% 100.00%
Source: MOF&C
* Estimate
Appendix 2. Statistics on Teachers 31
Appendix 2.13: Teachers in Primary Schools by Qualification (1986/87-1997/98)( Percentage)
Qualifications Trained Pre-Trained Trained Pre-Trained GRAND TOTAL
Graduate Graduate Teacher Teacher
Years
1986/87 2.20% 0.03% 94.83% 2.95% 100.00%
1987/88 2.44% 0.02% 95.12% 2.42% 100.00%
1988/89 2.14% 0.10% 92.66% 5.10% 100.00%
1989/90 2.12% 0.05% 87.61% 10.22% 100.00%
1990/91 2.47% 0.09% 83.87% 13.57% 100.00%
1991/92* 2.61% 0.05% 82.52% 14.82% 100.00%
1992/93 1.29% 0.05% 83.85% 14.82% 100.00%
1993/94 2.98% 0.00% 79.17% 17.85% 100.00%
1994/95 3.67% 0.00% 76.66% 19.67% 100.00%
1995/96 5.25% 0.71% 76.04% 18.00% 100.00%
1996/97 9.23% 0.68% 70.64% 19.44% 100.00%
1997/98 9.17% 1.27% 69.94% 19.62% 100.00%
Source: MOE&C
* Estimate
32 A Study of Secondary Education in Jamaica
Appendix 2.14: Teachers in All-Age Schools, Grades 1-6, by Qualification
(1986/87-1997/98) (Percentage)
Qualifications Trained Graduate Pre-Trained Graduate Trained Teacher Pre-Trained Teacher GRAND TOTAL
Years
1986/87** 1.92% 002% 91,04% 7.02% 100.00%
1987/88** . 2.08% 0.04% 94.18% 3.70% 100.00%
1988/89** 2.24% 0.05% 90.07% 7.64% 100.00%
1989/90** 1.99% 0.09% 83.41% 14.51% 100.00%
1990/91** 2.04% 0.14% 73.74% 24.08% 100.00%
1991/92* 1.66% 0.13% 73.97% 24.23% 100.00%
1992/93 2.40% 0.09% 72.21% 25.29% 100.00%
1993/94 3.18% 0.15% 71.21% 25.46% 100.00%
1994/95 2.19% 0.05% 69.63% 28.12% 100.00%
1995/96 3.68% 0.23% 69.26% 26.83% 100.00%
1996/97 5.22% 0.32% 66.48% 27.99% 100.00%
1997/98 5.18% 1.10% 67.24% 26.48% 100.00%
Source: MOE&C
* Estiniate
** During the period 1986/87-1989/90d ata for All-Age Schools were not disaggregated. Data given for this period therefore includes teachers at Grade I through 9.
Appendix 2. Statistics on Teachers 33
Appendix 2.15: Teachers in All-Age Schools, Grades 7-9, by Qualification
(1990/91-1997/98)( Percentage)
Qualifications Trained Graduate Pre-Trained Graduate Trained Teacher Pre-Trained Teacher GRAND TOTAL
Years
1990/91 4.02% 0.28% 77.01% 18.69% 100.00%
1991/92* 4.86% 0.17% 79.88% 15.09% 100.00%
1992/93 3.30% 0.27% 75.37% 21.13% 100.00%
1993/94 4.11% 0.31% 74.84% 20.73% 1(0.00%
1994/95 5.00% 0.27% 73.25% 21.48% 100.00%
1995/96 6.32% 0.86% 71.28% 21.54% 100.00%
1996/97 9.08% 0.47% 65.95% 24.50% 100.00%
1997/98 8.86% 2.85% 67.04% 21.25% 100.00%
Source: MOE&C
* Estimated
** During the period 1986/87-1989/90d ata for All-Age Schools were not disaggregated by level. Data given for this period therefore includes teachers at Grade I through 9.
34 A Study of Secondary Education in Jamaica
Appendix 2.16: Teachers in Primary and Junior High Schools, Grades 1-6, by Qualification (1993/94-
1997/98) (Percentage)
Qualifications I'rained Graduate Pre-Trained Graduate Trained Pre-Trained Teacher GRAND TOTAL
Teacher
Years
1993/94 1.73% 0.00% 76.66% 21.61% 100.00%
1994/95 2.06% 0.00% 76.20% 21.74% 100.00%
1995/96 2,31% 0.63% 71.70% 25.37% 100.00%
1996/97 4.78% 0.64% 69.22% 25.36% 100.00%
1997/98 6.04% 3.02% 67.52% 23.41% 100.00%
SourceM: OE&C
Appendix 2. Statistics on Teachers 35
Appendix 2.17: Teachers in Primary and Junior High Schools, Grades 7-9, by Qualification
(1993/94-1997/98)( Percentage)
Qualifications Trained Graduate Pre-Trained Trained Teacher Pre-Trained Teacher GRAND TOTAL
Graduate
Years
1993/94 1.55% 0.78% 75.97% 21.71% 100.00%
1994/95 4.04% 0.74% 76.47% 18.75% 100.00%
1995/96 4.48% 0.60% 77.31% 17.61% 100.00%
1996/97 6.90% 1.78% 72.38% 18.93% 100.00%
1997198 6.06% 5.50% 73.21% 15.23% 100.00%
Source: MOE&C
36 A Study of Secondary Education in Jamaica
Appendix 2.18: Teachers in New Secondary Se~hoolbs y Qualification,
(1986/87-1997/98)( Percentage)
Qualifications Trained Graduate Pre-Trained Trained Teacher Pre-Trained GRAND TOTAL
Graduate Teacher
Years
1986/87 7.23% 0.58% 79.79% 12.40% 100.00%
1987/88 7.62% 0.41% 86.13% 3.66% 100.00%
1988/89 6.59% 1.61% 89.56% 2.24% 100.00%
1989/90 7.79% 1.64% 84.64% 5.93% i00.00%
1990/91 6.80% 1.55% 84.36% 7.29% 100.00%
1991/92* 6.90% 1.58% 83.58% 7.94% 100.00%
1992/93 7.66% 1.53% 81.83% 8.98% 100.00%
1993/94 9.63% 1.29% 80.46% 8.62% 100.00%
1994/95 10.15% 0.65% 75.97% 13.23% 100.00%
1995/96 11.36% 2.12% 75.53% 10.99% 100.00%
1996/97 13.04% 2.30% 72.09% 12.58% 100.00%
1997/98 14.88% 6.09% 69.55% 9.47% 100.00%
Source:M OE&C
* Estimnate
Appendix 2. Statistics on Teachers 37
Appendix 2.19: Teachers in Secondary High Schools by Qualification
(1986/87-1997/98(percentage)
Qualifications Trained Graduate Pre-Trained Trained Teacher Pre-Trained GRAND TOTAL
Graduate Teacher
Years
1986/87 25.15% 14.56% 56.43% 3.90% 100.00%
1987/88 27.20% 13.58% 56.37% 2.93% 100.00%
1988/89 19.20% 13.19% 65.06% 2.56% 100.00%
1989/90 19.64% 11.61% 63.23% 5.52% 100.00%
1990/91 18.95% 11.45% 62.95% 6.65% 100.00%
1991/92* 19.24% 11.18% 62.51% 7.06% 100.00%
1992/93 19.91% 10.48% 62.17% 7.43% 100.00%
1993/94 20.06% 9.87% 55.76% 14.45% 100.00%
1994/95 17.23% 5.91% 61.57% 15.30% 100.00%
1995/96 20.72% 11.50% 62.41% 5.37% 100.00%
1996/97 24.51% 12.47% 57.39% 5.63% 100.00%
1997/98 24.06% 17.50% 53.45% 4.99% 100.00%
Source:M OE&C
* Estimate
38 A Study of Secondary Education in Jamaica
Appendix 2.20: Teachers in ComprehensiveS chools by Qualification
(1986/87-1997/98)( Percentage)
Qualifications Trained Graduate Pre-Trained Trained Teacher Pre-Trained GRAND TOTAL
Graduate Teacher
Years
1986187 14.52% 4.64% 63.71% 16.13% 100,00%
1987/88 18.33% 2.29% 70.00% 9.38% 100.00%
1988/89 9.04% 3.10% 85.79% 2.07% 100.00%
1989/90 9.05% 3.18% 78.97% 8.80% 100.00%
1990/91 7.94% 1.83% 83.15% 7.08% 100.00%
1991/92* 8.89% 0.81% 83.60% 6.70% 100.00%
1992/93 9.72% 0.79% 82.26% 7.23% 100.00%
1993/94 8.09% 1.45% 83.49% 6.97% 100.00%
1994/95 8.65% 1.21% 78.27% 11.87% 10(.00%
1995/96 12.75% 2.55% 76.53% 8.29% 100.00%
1996/97 16.66% 3.53% 72.20% 7.61% 100.00%
1997/98** 16.66% 3.53% 72.20% 7.61% 100.00%
Source: MOE&C
* Estimate
** Data for 1997/98 are unavailable. Date from previous year are used
Appendix 2. Statistics on Teachers 39
Appendix 2.21: Teachers in Technical High Schools by Qualification
(1986/87-1997/98)( Percentage)
Qualifications Trained Graduate Pre-Trained Trained Teacher Pre-Trained GRAND TOTAL
Graduate Teacher
Years
1986/87 14.71% 7.35% 71.85% 6.09% 100.00%
1987/88 15.20% 6.21% 70.45% 8.14% 100.00%
1988/89 10.41% 7.13% 79.74% 2.71% 100.00%
1989/90 12.16% 6.08% 76.38% 5.37% 100.00%
1990/91 11.70% 4.47% 75.95% 7.88% 100.00%
1991/92* 12.16% 4.33% 75.20% 8.30% 100.00%
1992/93 14.17% 4.09% 80.52% 7.36% 100.00%
1993/94 15.22% 3.47% 72.10% 9.21% 100.00%
1994/95 7.22% 0.36% 61.61% 30.81% 100.00%
1995/96 13.26% 4.29% 73.99% 8.45% 100.00%
1996/97 17.90% 4.64% 69.76% 7.69% 100.00%
1997/98 14.04% 14.65% 64.96% 6.35% 100.00%
Source:M OE&C
* Estimate
40 A Study of Secondary Education in Jamaica
Appendix 2.22: Teachers in Vocational/AgriculturalS chools by Qualification
(1986/87-1997/98)( Percentage)
Qualifications TrainedG raduate Pre-Trained Trained Teacher Pre-Trained GRAND TOTAL
Graduate Teacher
Years
1986/87 14.55% 0.00% 70.91% 14.55% 100.00%
1987/88 14.55% 0.00% 69.09% 16.36% 100.00%
1988/89 8.93% 1.79% 85.71% 3.57% 100.00%
1989/90 8.25% 12.37% 70.10% 9.28% 100.00%
1990/91 3.05% 3.05% 87.79% 6.11% 100.00%
1991/92* 3.68% 3.07% 85.89% 7.36% 100.00%
1992/93 5.58% 2.54% 78.17% 13.71% 100.00%
1993/94 7.43% 3.38% 77.03% 12.16% 100.00%
1994/95 9.24% 3.36% 66.39% 21.01% 100.00%
1995/96 16.67% 0.00% 61.11% 22.22% 100.00%
1996/97 13.41% 3.66% 56.10% 26.83% 100.00%
1997/98 15.79% 16.54% 47.37% 20.30% 100.00%
Source:M OE&C
* Estimate
Appendix 2. Statistics on Teachers 41
Appendix 2.23: Student-to-Teacher Ratio in Primary, All-Age and Primary and
Junior High Schools, Grades 1-6 (1986/87-1997/98)
Year Primary Schools All-Age Schools Grades Primary & Junior High, Total
1-6 Grades 1-6
1986/87 43:1 NA NA
1987/88 42:1 NA NA
1988/89 42:1 NA NA
1989/90 40:1 NA NA
1990/91 40:1 42:1 41:1
1991/92 40:1 38:1 39:1
1992/93 37:1 33:1 35:1
1993/94 35:1 33:1 36:1 35:1
1994/95 32:1 31:1 30:1 31:1
1995/96 34:1 32:1 32:1 33:1
1996/97 32:1 31:1 32:1 31:1
1997/98 33:1 29:1 38:1 31:1
Source: MOE&C
Note: During the period 1986/87-1989/90,d ata for All-Age Schools were not disaggregated.A ll-Age Schools data for this period includes
teachers at Grade I through 9. Therefore it is not possible to compute, for those years, the student-to-teacher ratio for All-Age Schools,
grades 1-6.
42 A Study of Secondary Education in Jamaica
Appendix 2.24: Student-to-TeacherR atio in Grades 7-9/11 in All-Age and Primary and Junior High Schools, Secondary Highs,
ComprehensiveH ighs, New Secondaries, Technical Highs, and Vocational/AgriculturalS chools (1986/87-1997/98)
Year All-AgeS chools Primary & Junior SecondaryH igh Comprehensive NewS econdary TechnicaHl igh Vocational/Agricultural
Grades 7-9/11 High Schools High Schools Schools High
Grades7 -9/11
1986/87 NA 19:1 19:1 21:1 17:1 8:1
1987/88 NA 19:1 20:1 21:1 18:1 8:1
1988/89 NA 19:1 23:1 21:1 19:1 8:1
1989/90 NA 19:1 21:1 21:1 20:1 9:1
1990/91 33:1 18:1 20:1 19:1 19:1 8:1
1991/92 33:1 18:1 10:1 21:1 16:1 5:1
1992/93 36:1 19:1 20:1 19:1 20:1 6:1
1993/94 40:1 33:1 18:1 21:1 18:1 19:1 9:1
1994/95 26:1 23:1 17:1 19:1 17:1 17:1 14:1
1995/96 31:1 23:1 19:1 22:1 20:1 19:1 10:1
1996/97 30:1 21:1 17:1 23:1 20:1 20:1 13:1
1997/98 27:1 18:1 18:1 24:1 19:1 17:1 9:1
Source: MOE&C
NoteD: uringth ep eriod1 986/87-1989/d9a0t,a f orA ll-AgSec hoolws eren otd isaggregateAdl.l -AgSe chooldsa taf ort hisp eriodin cludetse acherast  GradesI throug9h.  Thereforiet  is not
possiblteo  computfeo, rt hosey earst,h es tudent-to-teacrhaetiro f orA ll-AgSe choolsg,r ade7s -9/11l
Appendix 2. Statistics on Teachers 43
Appendix 2.25: Changes in Various Categories of Teachers, 1990/91-1997/98
Trained Graduates Pre-trained Graduates Trained Teachers Pre-trained Teachers
1990/91 1997/98 %Change 1990/91 1997/98 %Change 1990/91 1997/98 %Change 1990/91 1997/98 %Change
Primary 108 482 346.30% 4 67 1575.00% 3,666 3676 0% 593 1031 73.86%
All-Ages (Grades 1-6) 72 194 169.44% 5 41 720.00% 2.603 2516 -3% 850 991 16.59%
All-Ages (Grades 7-9) 72 143 98.61% 5 46 820.00% 1,380 1082 -22% 335 343 2.39%
P&JHs (Grades 1-6)* 6 40 566.67% - 20 - 266 447 68% 75 155 106.67%
P&JHs (Grades 7-9)* 2 33 1550.00% 1 30 2900.00% 98 399 307% 28 83 196.43%
New Secondaries 232 110 -52.59% 53 45 -15.09% 2,880 514 -82% 249 70 -71.89%
Comprehensives 65 477 634% 15 101 573% 681 2067 204% 58 218 275.86%
Secondary Hlighs 718 994 38.4% 434 723 66.6% 2:385 2208 -7% 252 206 -18.25%
Technical Highs 89 137 53.93% 34 143 320.59% 578 634 10% 60 62 3.33%
Vocational Highs 4 21 425.00% 4 22 450.00% 115 63 -45% 8 27 237.50%
Total 1.368 2631 92.32% 555 1238 124.28% 14,652 13606 -7% 2,508 3186 27.03%
Source: Based on Appendices2 .1 to 2.11
* Figures for P&JHs are based on 1993/94 and 1996/97 because they were upgraded from All-Age Schools.
44 A Study of Secondary Education in Jamaica
Appendix 3. Student Performance and Welfare Indicators 45
Appendix3 . StudentW elfarea nd PerformanceIn dicators
46 A Study of Secondary Education in Jamaica
Appendix 3. Student Performance and Welfare Indicators 47
Appendix 3.1: School Enrollment of 3-24-year-olds by Consumption Quintile, 1989-1998
AGE, QUINTILE 1989(2) 1990 1991 1992 1993 1994 1995 1996 1997 1998
3-5 Years
Poorest 74.0 72.0 75.0 63.0 76.0 82.0 78.0 78.8 76.3 79.5
2 83.0 75.0 77.0 69.0 86.0 82.0 85.0 80.2 81.4 86.3
3 84.0 78.0 83.0 82.0 87.0 80.0 86.0 81.0 85.9 89.3
4 87.0 83.0 91.0 79.0 93.0 87.0 89.0 86.6 94.0 89.6
5 89.0 83.0 93.0 81.0 95.0 95.0 91.0 94.1 94.6 91.0
6-11 Years
Poorest 98.0 99.0 99.0 97.0 99.0 98.0 99.0 99.6 98.2 98.5
2 100.0 99.0 98.0 98.0 100.0 100.0 99.0 99.1 98.4 99.3
3 99.0 100.0 98.0 99.0 100.0 100.0 100.0 100.0 99.5 99.2
4 98.0 100.0 99.0 98.0 100.0 100.0 99.0 99.4 99.4 99.4
5 99.0 98.0 99.0 99.0 100.0 100.0 99.0 100.0 100.0 99.6
12-14 Years
Poorest 95.0 95.0 95.0 93.0 93.0 93.0 98.0 95.6 93.9 93.8
2 98.0 97.0 95.0 95.0 97.0 91.0 98.0 96.6 96.5 97.5
3 98.0 98.0 96.0 98.0 99.0 96.0 97.0 100.0 96.2 98.7
4 98.0 96.0 100.0 99.0 99.0 98.0 100.0 98.0 98.9 97.9
5 97.0 100.0 98.0 98.0 100.0 95.0 98.0 100.0 100.0 100.0
15-16 Years
Poorest 59.0 75.0 65.0 65.0 71.0 73.0 58.0 68.2 71.4 65.2
2 73.0 73.0 74.0 72.0 73.0 60.0 78.0 86.8 83.3 79.2
3 75.0 71.0 73.0 80.0 80.0 91.0 83.0 92.7 88.5 84.9
4 83.0 87.0 99.0 89.0 82.0 89.0 84.0 84.5 87.5 91.8
5 84.0 88.0 92.0 92.0 93.0 93.0 92.0 97.4 92.3 94.3
17-19 Years *17-18
Poorest 9.0 11.0 17.0 11.0 16.0 12.0 12.0 25.9 22.9 17.8
2 14.0 6.0 12.0 19.0 15.0 9.0 21.0 14.3 34.6 30.2
3 19.0 13.0 18.0 26.0 25.0 18.0 28.0 32.1 28.6 33.2
4 14.0 15.0 31.0 26.0 33.0 18.0 39.0 47.5 49.1 47.2
5 19.0 29.0 31.0 40.0 37.0 37.0 43.0 53.5 66.7 62.7
20-24 Years b * 19-24
Poorest 0.0 - 4.0 1.0 3.0 0.0 0.0 1.6 2.5 1.9
2 1.0 - 0.0 1.0 2.0 4.0 1.0 2.2 1.5 2.7
3 2.0 - 3.0 2.0 7.0 2.0 1.0 4.9 0.7 5.2
4 3.0 - 5.0 3.0 7.0 3.0 3.0 7.1 5.8 6.5
5 5.0 - 8.0 5.0 12.0 8.0 7.0 12.9 19.2 13
Source: PIOJ 1999. Jamaica Survey of Living Conditions, 1998. P.39 Table3.2
a- Second Round of the SLC.
b - Data not available for this age group for 1990.
* Age group disaggregations not consistent with previous years.
48 A Study of Secondary Education in Jamaica
APPENDIX 3.2: Percentage Enrollment by Age, Education Level, Region and Gender, 1998
Age and Jamaica KMA Other Towns Rural Areas Male Female
Education
level
3-5 Years (N=1,855) (N=378) (N=313) (N=1,164) (N=893) (N=962)
Early 84.2 89.4 87.2 81.7 83.2 85.1
Childhood
Primary 1.9 2.1 1.6 1.9 2.1 1.7
None 13.9 8.5 11.2 16.4 14.7 13.2
Total 100 100 100 100 100 100
6-11 Years (N=3,602) (N-=760) (N=661) (N=2,181) (N=1,852) (N=1,750)
Early 3.2 3.2 3.0 3.3 2.6 3.8
Childhood
Primary 93.2 93.4 93.3 93.1 93.8 92.6
Secondary 2.7 2.6 3.0 2.7 2.6 2.8
None 0.9 0.8 0.7 1.0 1.0 0.7
Total 100 100 100 100 100 100
12-14 Years (N=1,751) (N=367) (N=314) (N=1,070) (N=863) (N=888)
Primary 22.6 20.4 19.4 24.3 23.2 22.1
Secondary 74.8 78.2 78.7 72.4 73.5 76.1
None 2.6 I.4 I.9 3.2 3.4 1.8
Total 100 100 100 100 100 100
15-16 Years (N=1,081) (N=228) (N= 185) (N=668) (N=579) (N=502)
Primary 0.3 0 0.5 0.3 0 0.6
Secondary 81.6 93.4 76.8 78.9 77.6 86.3
Tertiary 0.6 0.4 1.1 0.5 0.4 0.8
None 17.5 6.1 21.6 20.4 22.1 12.3
Total 100 100 100 100 100 100
17-18 Years (N=966) (N==240) (N=181) (N=545) (N=476) (N=490)
Secondary 32.3 42.3 29.8 28.6 29.6 34.9
Tertiary 5.2 6.7 7.7 3.7 3.8 6.5
None 62.5 50.8 62.4 67.7 66.6 58.6
Total 100 100 100 100 100 100
19-24 Years (N=2,574) (N=:645) (N=490) (N=l,439) (N=1,288) (N=1,286)
Secondary 2.2 2.6 3.0 1.6 2.2 2.1
Tertiary 3.9 7.9 3.9 2.2 2.6 5.2
None 93.9 89.5 93.1 96.2 95.2 92.7
Total 100 100 100 100 100 100
Source: PIOJ 1999. Jamaica Survey of Living Conditions, 1998. P.1 81 Table E-1 0
Note: Figures adjusted for non-response
Appendix 3. Student Performance and Welfare Indicators 49
Appendix 3.3: Percentage distribution of Last School Level Attained by 12-18-Year-Olds
Out-of-School Youth by Quintile and Gender, 1998
CATEGORY PRIMARY SECONDARY TERTIARY TOTAIL
Quintiles
Poorest (N=241) 44.2 55.4 0.4 100
2 (N-204) 20.4 78.4 1.2 100
3 (N=162) 18.3 81.7 0 100
4 (N=123) 19.3 80.0 0.7 100
5 (N=69) 18.0 77.0 5 100
Gender
Male (N=449) 30.6 69.2 0.2 100
Female (N=350) 20.7 77.3 2.0 100
Jamaica (N=799) 26.2 72.7 1 100
Source: PIOJ 1999. Jamaica Survey of Living Conditlions1, 998. P.178 Table E-7
Note: Figures adjusted for non-response
50 A Study of Secondary Education in Jamaica
Appendix 3.4a: Percentage of School Absenteeism by Parish and
Period of Absence, 1998
PARISH I DAY 2-5 DAYS 6-10 DAYS 11-20 DAYS TOTAL
Kingston (N=36) 27.8 55.5 11.1 5.6 100
St. Andrew (N=63) 17.4 66.7 12.7 3.2 100
St. Thomas (N=87) 12.6 66.7 13.8 6.9 100
Portland (N=87) 6.9 54.0 25.3 13.8 100
St. Mary (N=149) 22.8 60.4 11.4 5.4 100
St. Anine 16.5 52.7 23.1 7.7 100
(N=91)
Trelawny (N=100) 9.0 52.0 27.0 12.0 100
St. James (N=64) 9.4 50.0 35.9 4.7 100
Hanover (N=96) 9.4 72.9 11.5 6.2 100
Westrnoreland (N=56) 10.7 73.2 7.1 8.9 100
St. Elizabeth (N=122) 18.9 58.2 14.7 8.2 100
Manchester (N=155) 5.8 67.7 20.0 6.5 100
Clarendon (N=189) 6.4 60.3 23.8 9.5 100
St. Catherine (N=]92) 13.10 53.1 30.2 3.7 100
Jamaica (N=1,487) 13.3 60.3 19.1 7.3 100
Source: PIOJ, 1999, p. 178
Appendix 3.4b: Reasons for Absence from School by Quintile, 1998 (Percentage) (N=1,487)
Quintiles Illness Truancy Working, Transport School Uni-form Rain Money Others
market or problems closed unavailab Pro-
Needed le blems
at home
QI 13 1 5 1 1 2 4 70 3
Q2 20 1 5 1 2 1 4 62 5
Q3 25 3 6 0 3 2 1 45 14
Q4 28 2 8 1 1 3 3 42 14 
Q5 41 1 4 3 6 2 0 21 22
Source: PIOJ, Survey of Living Conditions 1998. P. 47.
Appendix 3. Student Performance and Welfare Indicators 51
Appendix 3.5a: Promotion, Repetition, and Dropout Rates at the Primary Level
Internal Efficiency Indicators 1-2 2-3 3-4 4-5 5-6 6*
Promotion Rates 94.9 97.5 97.4 98.8 90.4
Repetition Rates 4.7 1.7 1.3 1.2 1.5 9.1
Dropout Rates 0.4 0.8 1.4 0.0 8.1 -
Source: MOE&C
* Promotion and dropout rates from Grade 6 to 7 are not calculated as Grade 6 marks the end of the primary level.
Appendix 3.5b: Promotion, Repetition, and Dropout Rates at the Secondary Level
Internal Efficiency Indicators 7-8 8-9 9-10* 10-11 11-12* 12-13
Promotion Rates 96.4 93.6 - 84.8 - 70.5
Repetition Rates 0.7 0.7 1.9 1.3 3.6 0.8
Dropout rates 3.0 5.7 - 13.9 - 28.7
Source: MOE&C
* Promotion and dropout rates from Grade 9 to 10 anidG rade II to 12 cannot be calculated as most students in All-Age and Primary and Junior
High schools complete the secondary level at Grade 9. For other secondary schools, students terminate at Grade 11 .
52 A Study of Secondary Education in Jamaica
Appendix 3.6: Percentage Participation in School-Based Feeding Programs by School Type,
Consumption Quintile, and Area, 1991-97
GROIUP 1991 1992 1993 1994 1995 1996 1997 1998
School Type
Primary 63.5 67.9 58.4 34.4 55.5 72.8 53.2 53.9
All-Age/Pr. & Jr. I-ligh (1-6) 68.5 52.2 39.4 53.8 70.6** 52.6** 59.9
All-Age (7-9) 65.8* 62.7 48.0 42.5 40.5 68.0 59.5 51.2
Pr. & Jr. High/Jr. High (7-9) - - - - - 63.1*** 59.4*** 48.7
New Secondary 39.9 40.4 40.9 19.4 24.7 58.2 51.2 50.3
Comprehensive High 34.5 44.9 17.2 19.2 21.3 59.2 47.3 52.1
Secondary High 31.1 41.5 29.6 16.7 25.8 53.9 53.3 53.0
Technical High 58.6 52.2 18.9 21.5 33.4 45.5 29.7 64.8
Quintile
Poorest 62.8 53.8 52.7 39.0 57.4 63.0 54.7 64.5
2 60.9 65.3 51.8 32.2 51.4 71.8 55.2 53.5
3 51.7 61.1 48.3 35.0 37.2 70.1 51.7 54.3
4 54.7 59.1 46.0 24.8 38.8 69.6 44.4 49.7
5 52.3 54.4 38.3 24.4 33.1 58.7 58.5 52.1
Area
KMA 50.0 54.1 47.0 29.7 42.1 68.2 55.7 54.6
OtherTowns 55.6 34.2 43.6 25.6 35.8 71.1 51.0 42.0
Rural Area 60.3 61.6 40.4 34.1 48.2 63.6 52.2 58.6
Jamaica 56.9 59.1 48.0 31.8 44.3 66.4 52.9 54.8
Source: PIOJ 1999. Jamaica Survey of Living Conditions, 1998. P.50
' Primary and Secondary level All-Age Schools, combined.
** Combined average of Primary and Junior High and All-Age (1-6.)
*** Combined average of Primary and Junior High and Junior High (7-9).
Appendix 3. Student Performance and Welfare Indicators 53
Appendix 3.7: Placement of Primary and Junior High School Graduates, 1994-97
YEAR No. Sitting JHSC Exam Number Placed Percentage Placed
1994 126.0 80.0 63.5
1995 375.0 156.0 44.9
1996 957.0 347.0 36.2
1997 1367.0 608.0 44.4
Source: ROSE Project J.H.S.E., 1994-97. p. 8.
Note: 1994 and 1995 were the pilot years.
54 A Study of Secondary Education in Jamaica
Appendix 3.8: Number of CXC Courses Taken and Passed in 4 ROSE Pilot Schools and 2 Schools
in the Control Group, 1995-97
ROSE Pilot Schools Control Group
Courses Compre- Compre- Secondary Secondary Secondary Compre-
hensive hensive High High High hensive
1995 Course Taken
Academic 63 249 890 840 -
Vocational 7 6 77 64 -
Business 67 104 198 399 -
Technical 1 37 227 85 - -
1995 C'ourses Passed
Academic 25 139 799 783 - -
Vocational 7 6 74 61 - -
Business 59 79 174 379 - -
Technical 1 37 210 85 - -
1995 Pass Rates
Academic 40% 56% 90% 93% - -
Vocational 100% 100% 96% 95% - -
Business 88% 76% 88% 95% - -
Technical 100% 100% 93% 100% - -
1996 Course Taken
Academic 61 382 701 633 805 307
'Vocational 5 33 63 54 36 4
Business 72 254 188 764 195 131
Technical 0 75 213 99 235 48
1996 Courses Passed
Academic 42 214 650 598 729 143
Vocationial ; 31 61 53 35 4
;B usiness 67 187 179 316 172 95
Technical 0 70 188 98 215 41
1996 Pass Rates
Academic 69%/6 56% 93% 94% 91% 47%
Vocational 1000/% 94% 97% 98% 97% 100%
Business 93°% 74% 95% 41% 88% 73%
Technical - 93% 88% 99% 91% 85%
1997 Course Taken
Academic 132 230 712 680 1010 258
Vocational 21) 23 56 51 37 19
Busilless 89 154 193 271 268 174
Technical 2 37 167 66 272 51
Appendix 3. Student Performance and Welfare Indicators 55
Appendix 3.8 (Continued)
ROSE Pilot Schools Control Group
Courses Compre- Compre- Secondary Secondary Secondary Compre-
hensive hensive High High High hensive
1997 Courses Passed
Academic 36 166 602 532 914 129
Vocational 18 21 52 48 36 19
Business 64 124 187 264 247 94
Technical 2 35 155 62 242 40
1997 Pass Rates
Academic 27% 72% 85% 78% 90% 50%
Vocational 90% 91% 93% 94% 97% 100%
Business 72% 81% 97% 97% 92% 54%
Technical - 95% 93% 94% 89% 78%
Source: Rose Project, Performance Review, p. 15, 17,34, 36, 53, 55, and 72.
Note: CXC has five grades. Grades I and 2 are considered by universities for admission; Grade 3 is acceptable as a "pass" by the GO; Grades 4
and 5 are considered to be failure.
56 AI Studcvo (JSecondcry Edutcation in .Jamaicca
Appendix 3.9: Performance in CXC by feacher Qualirication from a sample of Two Secondary MIiAha nd
Two C'omprehenisiveS chools, 1995 - 1997
Student Per ormancc in o of Stutnl PC rfortarnlLciscah o tal ill Math Ptal # of,
Teacher Qualification I (Top) 2 3 4 5 Studcnits I| (Top) 2 3 4 5 Students
1995
'T'rainedT 'eachers I 1 120 87 20 - 238 13 34 48 38 7 140
Trained Graduates 19 96 98 69 4 286 44 74 54 53 10 235
Pre-trained Graduates 3 8 9 8 1 29 17 51 20 9 - 97
Pre-trained Teachers - - - - - - - - - 3
'T'otal#  of Students 33 224 194 97 5 553 74 159 122 1()3 17 475
% of students within each grade
Trained Teachers 33% 54% 45% 21% - 43'%o 18% 21% 39% 37% 41% 29%
T'rained Graduates 58% 43% 51% 71% 80% 52% 59% 47% 44% 51% 59% 49%
I're-trained Graduates 9% 4% 5% 8% 20% 5% 23% 32% 16% 9% - 20%
Pre-trained Teachers - - - - - - - - - 3% - 1% 
% of Total 100% 100% 100% 100% 100% 100% 100% 100% 11)0% 100% 100% 100%
% of students across grades
Trained Teachers 5% 50% 37% 8% - 100% 9% 24% 34% 27% 5% 100%
Trained Graduates 7% 34% 34% 24% 1% 100% 19% 31%'o 23% 23% 4% 100%
Pre-trained Graduates 10% 28% 31% 28% 3% 100% 18 53% 21% 9% - 100%
Pre-trained Teachers - - - - - - - - 100% - 100%
%ofTotal 6% 41% 35% 18% 1% 10(% 16% 33% 26% 22% 4% 100%
Source: MOE&C's ROSE Project Evaluation data
Appendix 3. Student Performance and Welfare Indicators 57
Appendix 3.9 (Continued)
1996
TrainedT 'eachers 24 76 65 4 - 169 8 29 29 75 21 162
TrainedG raduates 42 87 86 32 1 248 40 71 71 37 3 222
Pre-trained Graduates 25 36 9 2 1 73 6 25 25 9 - 65
Pre-trained Teachers - - - - - 0 - - - 1 I
UTech trained Teachers - - - - - - - - - 2 - 2
Total#of Students 91 199 160 38 2 490 54 125 128 124 24 455
% of students within each grade
TrainedT eachers 26% 38% 41% 11% - 34% 15% 23% 23% 60% 88% 36%
TrainedG raduates 46% 44% 54% 84% 50% 51% 74% 57% 55% 30% 13% 49%
Pre-trained(i raduates 27% 18% 6% 5% 50% 15% 11% 20% 20% 7% - 14%
Pre-trained Teachers - - - - - - - - - 1% 0%
UTech trained Teachers - - - - - - - - - - -
% of Total 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%
% of students across grades
TrainedT eachers 14% 45% 38% 2% - 100% 5% 18% 18% 46% 13% 100%
'I'rainedG raduates 17% 35% 35% 13% - 100% 18% 32% 32% 17% 1% 100%
Pre-trainedG raduates 34% 49% 12% 3% 1% 100% 9% 38% 38% 14% - 100%
Pre-trained Teachers - - - - - - - - - 1% - 100%
UTech trained Teachers - - - - - - - - - 1% - 100%
%of Total 19% 41% 33% 8% 0% 100% 12% 27% 28% 27% 5% 100%
58 A Sludv ot Secondary L'ducal ion in J611n1c'7a
Appendix 3.9 (Continued)
1997
Trained Teachers 17 101 45 15 2 180 12 59 76 86 19 252
Trained Graduates 39 94 64 32 2 231 10 42 30 22 3 107
Pre-trained Graduates 18 25 10 8 1 62 7 21 16 23 - 67
Pre-trained Ieachers - - - - - - - - - 3 8 11
UTech trained Teachers - - - - - - - - 1 4 4 9
Total # of Students 74 220 119 55 5 473 29 122 123 138 34 446
% of students within each grade
Trained Teachers 23% 46% 38% 27% 40% 38% 41% 48% 62% 62% 56% 57%
Trained Graduates 1 53% 43% 54% 58% 40% 49% 34I/% 34% 24% 16% 9% 24%
Pre-trained Graduates 24% 11% 8% 15% 20% 13% 24% 17% 13% 17% - 15%
Pre-trained Teachers - - - - - - - - 2% 24% 2%
UTech trained Teachers - - - - - - 1% 3% 12% 2%
% of Total 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%
% of students across grades
Trained Teachers 9% 56% 25% 8% 1% 100% 5% 23% 30% 34% 8% 100%
Trained Graduates 17% 41% 28% 14% 1% 100% 9% 39% 28% 21% 3% 100%
Pre-trained Graduates 29% 40% 16% 13% 2% 100% 10% 31% 24% 34% - 100%
Pre-trained Teachers - - - - - - - - - 27% 73% 100%
UTech trained Teachers - - - - - - - - - 1% 44% 100%
%of Total 16% 47% 25% 12% 1% 100% 7% 27% 28% 31% 8% 100%
Source: MOE&C, Performance of the 1991 Batch of ROSE Student Pilot, p. 21, 24, 27, 30, 34, and 37.
Appendix 3. Student Performance and Welfare Indicators 59
Appendix 3.10: Average Score of CXC Examination by Country, 1997
GNP Total
Country per # in Number of Candidates in Each Exam Percentage of Candidates in Each Number of Candidates with Passing Percentage of Candidates with Passing
capita Exams Exam Grades (grade 1+2) by Exam Grade (1+2) by Exam
Biolog. Chem. Eng. A Eng. B Math Biolog. Chem. Eng. A Eng. B Math Biolog. Chem. Eng. A Eng. B Math Biolog. Chem. Eng. A Eng. B Math
Antigua& 7,330 1,108 176 115 686 201 454 15.9 10.4 61.9 61.9 41.0 84 59 338 125 126 47.7 51.3 49.3 62.2 27.8
Barbuda
Barbados 6,600 7:167 602 513 3,370 1,313 2,508 8.4 7.2 47.0 47.0 35.0 321 264 1834 782 826 53.3 51.5 54.4 59.6 32.9
Belize 2,700 1,813 252 164 1,142 308 891 13.9 9.0 63.0 63.0 49.1 84 56 452 155 281 33.3 34.1 39.6 50.3 31.5
Dominica 3,090 1,362 142 111 791 75 756 10.4 8.1 58.1 58.1 55.5 103 58 400 44 177 72.5 52.3 50.6 58.7 23.4
Grenada 2,880 2,458 298 224 1,344 314 937 12.1 9.1 54.7 54.7 38.1 142 102 442 158 166 47.7 45.5 32.9 50.3 17.7
Guyana 690 8,127 693 595 6,577 950 5,851 8.5 7.3 80.9 80.9 72.0 174 151 850 330 737 25.1 25.4 12.9 34.7 12.6
Jamaica 1,600 44,028 2,856 1,951 24,167 6,493 23,908 6.5 4.4 54.9 54.9 54.3 1024 717 7291 3239 4117 35.9 36.8 30.2 49.9 17.2
StKitts/Nevis 5,870 1,067 86 59 483 180 337 8.1 5.5 45.3 45.3 31.6 35 23 229 108 102 40.7 39.0 47.4 60.0 30.3
St Lucia 3,500 3,205 445 230 2,174 338 1,965 13.9 7.2 67.8 67.8 61.3 175 99 837 213 447 39.3 43.0 38.5 63.0 22.7
St Vincent 2,370 2,143 207 133 722 290 795 9.7 6.2 33.7 33.7 37.1 69 60 312 202 157 33.3 45.1 43.2 69.7 19.7
Trinidad and 3,870 35,877 4,849 3,785 22,776 4,459 22,030 13.5 10.5 63.5 63.5 61.4 2439 1846 9317 2926 5998 50.3 48.8 40.9 65.6 27.2
TTobag_o._ __._
Source:C aribbeanE xaminationCs ouncil Reporol ,, theA d,,i,o,isiraiootft the1 99- Eraninatio.s,.
Note:G NP per capitai s in USS for 1996, except for Barbados,w heret hief igure is for 1995.
Numbero f Candidatesi n EachE xa;ni s the numbero f candidatesw ritingt he examination,i ncludingp rivatec andidates( generalp roficiency).
Numbero f Candidatesw ithP assing Gradesb y Exami s the numbero f candidates,i ncludingp rivatec andidates,w ho obtainedg radesI  or 11.
The subjectsa dministeredw ere Biology, ChemistryE, nglishA , English B, andM ath.
60 A Study of Secondary Education in Jamaica
61
Appendix 4. Public Expenditure on Education 
Appendix4 . PublicE xpenditureo n Education
62 A Study of Secondary Education in Jamaica
Appendix4 .1: Public Expenditureo n Education as a Percentage of GDP and Government Expenditure, 1987/88-1998/99
1987/88 1988/89 1989/90 1990/91 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98p 1998/99e
(MillionJ A$ in Current Prices and in 1996/97 Prices)
GDP 17345 20,444 25,179 34.115 51,993 79.901 107,977 141,816 178.377 207,471 225,417 231,778
PublicExp.onEducation* 733.5 1031.3 1255.2 1476.6 2041.6 2647.5 5528.5 6225.7 9163.8 12531.4 17075.1 17162.2
ConstantPublic Exp. on 7447.8 9634.9 10168.6 9633.7 8222.4 6471.5 10975.4 9284.6 11306.8 12531.4 15644.4 14453.7
Educ.*
Total Government Exp 6509.30 8199.00 9546.00 10733.30 17112.10 28373.20 36205.40 57837.60 69876.40 102127.20 NA N.A
including interest and
amortizationc osts (1)
Total Government Exp 5423.10 6726.00 7653.90 8841.80 13018.30 20386.00 29997.10 39803.00 54717.50 78051.50 NA N.A.
includingi nterest cost and
excluding amortizationc ost
(2)
Total Government Exp 3819.40 4935.60 5508.40 5915.80 8877.70 13513.10 20120.90 24787.90 36746.40 50771.10 NA N.A.
excluding interest and
amortizationc osts (3)
Public Exp. onEduc.*/GDP 4.23% 5.04% 4.98% 4.33% 3.93% 3.31% 5.12% 4.39% 5.14% 6.04% 7.57% 7.40%
Public Exp. onEduc.*/(l) 11.27% 12.58% 13.15% 13.76% 11.93% 9.33% 15.27% 10.76% 13.11% 12.27% NA N.A.
Public Exp. on Educ.*/(2) 13.53% 15.33% 16.40% 16.70% 15.68% 12.99% 18.43% 15.64% 16.75% 16.06% NA N.A.
Public Exp. on Educ.*/(3) 19.20% 20.90% 22.79% 24.96% 23.00% 19.59% 27.48% 25.12% 24.94% 24.68% NA N.A.
CPI (averageo verthe fiscaly ear) 96.7 105.10 121.20 150.50 243.80 401.70 494.60 658.40 795.80 981.90 1071.70 1165.90
Inflation index 1996/97=1 0.10 0.11 0.12 0.15 0.25 0.41 0.50 0.67 0.81 1.00 1.09 1.19
Inflation rate 8.70% 15.30% 24.20% 62.00% 64.80% 23.20% 33.10% 20.90% 23.40% 9.10% 8.90)%
Sources: MOF, various years. Estimates of Expenditure; Bank of Jamaica, various years. Statistical Digest; PIOJ, various years. Economic and Social Survey.
* Public expenditure on education in this review excludes the components Arts & Culture (A&C), Information & Broadcasting (I&B), and Youth Development
Services (YDS). See footnotes under Appendix 4.4 for the reasons of the exclusion.
p stands for provisional expenditure for 1997/98.
e stands for estimates for 1998/99.
Appendix 4. Putblic Expenditure on Education 
63
Appendix 4.2: Total GovernmentR evenue and Expenditure, 1990/91-1996/97
(Million JA$ in Current Prices and in 1996/97 Prices)
1990/91 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97e
(In Current Prices)
Revenue & Grants 9,648.90 15,075.40 23.557.50 33,614.20) 44,596.30 
58,523.80 63,085.40
Expenditure 8.841.80 13,018.30 20,386.00 29,997.10 39,803.00 
54,717.50 78,051.50
Recurrent Expenditure 7.470.00 10,638.90 16.321.90 25.369.30 34,454.70 
44,441.70 64.225.10
Intcrest Payment 2.926.00 4,140.60 6,872.90 9.876.20 15.015.10 
17971.10 27,280.40
7,908.00 11.156.10
Capital Expenditure 1,371.80 2,379.40 4.059.80 4.627.40 5,882.00 
3.293.20 2,341.90
IMF #I Account 
Unallocated 0.00 0.00 4.30 0.40 -533.70 
-925.40 -328.30
Amortization 1,891.50 4,093.80 7,987.20 6,208.30 18,034.60 
15,158.90 24,075.70
69,876.40 102,127.20
Total Exp. (including Amort.) 10.733.30 17,112.10 28,373.20 36,205.40 57,837.60 
3,806.30 -14,966.10
Fiscal Balance* 807.10 2,057.10 3,171.50 3,617.10 4,793.30 
Fiscal Balance** -1,084.40 -2,036.70 -4,815.70 -2,591.20 -13,241.30 -11,352.60 
-39,041.80
Loan Receipts 1,644.80 4,150.60 8,072.50 9,729,10 26,889.20 
11,320.40 48,966.90
9,925.10
Overall Balance 560.40 2,113.90 3,256.80 7,137.90 13,647.90 
-32.20 
Debt Service (interest 4,817.50 8,234.40 14,860.10 16,084.50 33,049.70 
33,130.00 51,356.10
payment + amortization)
(In Constant 1996/97P rices)
Revenue & Grants 62951.86 60715.90 57583.05 66732.27 66508.36 
72209.75 63085.40
57686.14 52430.96 49830.75 59551.46 59359.91 67513.34 78051.50Expenditure 
Recurrent Expenditure 48736.17 42847.97 39896.62 50364.16 51383.76 54834.51 
64225.10
27280.40
Interest Payment 19089.96 16676.19 16799.85 19606.63 22392.66 22173.69 
Capital Expenditure 8949.97 9582.99 9923.62 9186.50 8772.08 9757.31 
11156.10
2341.90
IMF #1 Account 4063.32 
-328.30
Unallocated 0.00 0.00 10.51 0.79 -795.93 -1141.81 
64 A Study of Secondary Education in Jamaica
Appendix 4.2 (Continued)
1990/91 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97
Amortization 12340.62 16487.70 19523.60 12324.97 26895.77 18703.85 24075.70
Total Exp. (including Amort.) 70026.76 68918.67 69354.36 71876.43 86255.68 86217.19 102127.20
Fiscal Balance* 5265.72 8284.93 7752.29 7180.81 7148.45 4696.41 -14966.10
Fiscal Balance** -7074.90 -8202.77 -11771.31 -5144.16 -19747.32 -14007.44 -39041.80
Loan Receipts 10731.09 16716.46 19732.11 19314.60 40101.01 13967.71 48966.90
Overall Balance 3656.19 8513.69 7960.80 14170.45 20353.70 -39.73 9925.10
Debt Service (itnterestp ayment 31430.59 33163.89 36323.46 31931.60 49288.43 40877.54 51356.10
+ amortization)
Debt Service/Tot.E xp. 44.88% 48.12% 52.37% 44.43% 57.14% 47.41% 50.29%
Sources: MOF, various years. Estimates of Expenditure; Bank of Jamnaica, various years. .Statistical Digest; PIOJ, various years. Economiyc and Social
Survey.
* The Fiscal Balance is here computed without Amortization.
** The Fiscal Balance is here computed including Amortization.
e stands for estimates for 1997/98.
Appendix 4. Public Expenditure o7 Education 65
Appendix 4.3: Functional Classification of Recurrent and Capital Expenditure (Million JA$)
in the Government of Jamaica, 1993/94-1997/98
_ 1993/94a 1994/95r 1995/96a 1996/97r 1997/98e
A. TGENERALSE RVICES-
i) GENERAL ADMINISTRAT-ION
State Services 0.40% 0,29% 0.31°% 0.30% 0.29%
PlublicD ebtM anagemrent 38.65%/o 52.84°/o 45.83% 43. 11 45.88%
ForeignS ervices 1.250/o 0.92°o 1.03% 0.79° (0 .92%
Personnel 0.30%/o 0.34% 0.28% 0.35 o 0.61%
Adcninistration
Economica nd FiscalM anagement 12.17% 7.35% 10.68% 15.33% 4.04%
Other General Services 2.31% 2.55% 2.65% 2.50% 3.49%
Total General Administration 55.08% 64.29% 60.78% 62.37°% 55.22%
ii) SECURITY SERVICES
Defense 2.46% 1.67% 1.57% 1.39% 1.64%
Justice 0.69% 0.69% 0.64% 0.65% 0.63%
Police 5.80% 3.27% 3.53% 3.06% 3.83%
Correctional Services 0.84% 0.56% 0.730% 0.53% 0.59%
Total security services 9.79% 6.19% 6.46% 5.63% 6.68%
0.00% 0.00% 0.00% 0.00% 0.00%
TOTAL GENERAL SERVICES 64.87% 70.48% 67.24% 68.01% 61.91%
B. SOCIAL AND COMMUNITYS ERVICES
EducationiandCulture 12.76% 9.18% 11.09% 10.40% 15.23%
Health 7.09% 6.09% 4.70% 5.01% 5.75%
Social Security and Welfare 1.39% 1.00% 0.94% 0.72% 0.99%
Housing 0.61% 1.57% 0.28% 0.09% 0.08%
Water Supplies 0.82% 0.21% 0.39% 0.32% 0.40%
Social and Community Services 2.30% 2.34% 3.34% 2.68% 2.65%
TOTAL SOCIAL & 24.97% 20.39% 20.75% 19.22% 25.11%
COMMUNITYS ERVICES
66 A Study of Secondary Education in Jamaica
Appendix 4.3 (Continued)
1993/94a 19 995/96a 1996/97r 1997/98e
C. ECONOMIC SERVICES
Agriculture 1.85% 1.63% 1.55% 1.31% 1.86%
Industry and Commerce 2.12% 2.63% 2.64% 2.17% 2.63%
Transport and Communication 1.29% 1.20% 1.20% 1.36% 1.07%
Roads 2.44% 2.11% 3.07% 2.11% 2.63%
Fuel and Power 0.26% 0.08% 0.10% 0.06% 0.09%
EnvironmentalP rotection 0.22% 0.27% 0.27% 0.23% 0.37%
Other Economic Services 1.33% 0.85% 0.62% 0.40% 0.71%
Total Economic Services 9.51% 8.77% 9.44% 7.64% 9.36%
D. MISCELLANEOUS
SERVICES
Miscellaneous 0.66% 0.36% 0.00% 0.82% 0.00%
Other UnallocatedE xpenditure 0.00% 0.00% 0.41% 4.32% 3.62%
Total Miscellaneous Services 0.66% 0.36% 2.57% 5.14% 3.62%
GROSS TOTAL 100.00% 100.00% 100.00% 100.00% 100.00%
GROSS TOTAL (in current prices) 43,511.7 68,433.8 83,105.8 120,945.4 106,620.0
Less Appropriation-in- 0.44% 0.10% 0.12% 0.10% 0.36%
Aid
NET TOTAL 100.00% 100.00% 97.72% 95.15% 99.97%
Source: Ministry of Finance and Planning
a-actual; r-revised; e-estimated
Appendix 4. Public Expenditure on Education 67
Appendix 4.4: Public Expenditure on Education* by Level in Current Prices, 1987/88-1998/99 (Million JA$ in current prices)
1987/88 1988/89 1989/90 1990/91 ** 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98*** 1998/99**
(actuale xp.) (actuale xp.) (actuale xp.) (revisede st.) (actuale xp.) (actuale xp ) (actuale xp.) (actuale xp.) (actualc xp.) (actuale xp.) (prov exp.) (revisede st.)
Recurrent Expenditure
Admin, & Services i) 27.6 38.5 42.5 55.0 71.3 104.9 170.3 201.9 257.9 455.0 685.7 848.7
Early Childhood;, 14.5 16.3 18.7 32.3 48.7 54.4 156.3 173.2 238.4 366.7 515.3 524.6
Primary;) 229,1 274.2 362.0 438.4 622.7 768.8 1755.7 1721.4 2944.3 3913.6 5743.8 5425.0
Special Education 8.2 10.1  12.3 14.6 20.6 27.8 66.0 73.2 102.5 151.9 205.1 203.8
Secondary4 , 239.7 282.4 360.4 432.5 624.4 756.5 1816.4 1856.0 2781.6 3720.1 5082.0 5130.6
Tertiary 5) 150.0 184.1 227.2 271.7 411.4 629.0 1033.2 1427.0 1886.3 2547.5 3532.2 3282.3
Adult Education 3.4 4.1 4.8 6.4 8.5 7.5 12.3 19.2 23.0 35.9 49.2 54.8
Library Services 14.5 16.1 18.0 24.5 29.4 34.5 71.0 78.8 100.9 178.1 195.4 246.2
Total Recurrent 687.0 825.9 1045.8 1275.5 1837.0 2383.4 5081.3 5550.8 8334.8 11368.8 16008.7 15715.9
Capital A Expenditure
General Expenditure 6) 0.3 1.7 3.4 9.7 4.8 4.3 8.1 7.5 8.6 7.4 20.8 23.0
Early Childhood 0.0 2.7 3.0 2.8 3.8 6.4 3.8 20.0 19.2 5.3 5.3 15.3
Primary 3.6 11.5 6.9 9.1 16.0 20.0 24.5 28.2 23.0 59.3 102.1 371.4
Special Education 0.0 0.0 0.0 0.0 0.1 0.3 0.2 0.2 0.2 0.0 1.2 0.4
Secondary7) 3.3 19.3 12.1 18.8 71.8 39.2 46.4 91.4 34.3 46.4 74.2 124.0
Tertiarys ) 0.1 1.0 11.5 5.8 5.8 1.8 0.1 2.5 0.3 2.8 36.8 37.8
Adult Education 0.0 0.0 0.0 0.0 0.0 0.2 0.0 (.0 1.0 0.0 0.0 0.0
Library Services 0.0 0.0 0.0 0.0 0.5 1.5 0.2 0.5 3.5 0.0 7.8 0.0
Total Capital A 7.3 36.3 36.8 46.2 102.8 73.6 83.2 150.4 90.0 121.2 248.0 575.2
CapitalB  Expenditure
General Expenditures, 0.4 62.2 71.7 72.0 9.6 18.6 41.0 63.1 179.7 104.5 83.7 42.8
Early Childhood 0.0 0.0 0.0 0.0 3.3 5.8 22.9 56.6 24.6 6.4 2.0 0.0
Primary 35.7 59.1 47.6 36.5 22.9 53.6 166.0 212.6 193.5 381.0 394.9 145.6
Secondary i,o 2.1 32.3 28.6 23.1 39.6 81.5 91.3 160.1 160.8 208.0 179.4 458.8
Tertiary ik) 1.0 15.6 24.6 23.3 26.4 31.1 42.7 32.1 180.4 344.2 170.1 226.4
Total Capital B 39.2 169.2 172.5 154.9 101.8 190.6 364.0 524.5 739.0 1044.1 830.0 873.6
68 A Study of Secondary Education in Jamaica
Apperldix 4.4 (Coitilued)
1987/88 1988/89 1989/90 1990/91 ** 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98*** 1998/99***
(actuale xp.) (actuale xp.) (actuale xp.) (revisede st.) (actuale xp.) (actuale xp.) (actuale xp.) (actuale xp.) (actuale xp.) (actuale xp.) (prov.e xp.) (revisede st.)
Capital A & B Expenditure
GeneralExpenditure 0.7 63.8 75.1 81.7 14.3 22.8 49.1 70.6 188.2 111.9 104.4 65.8
Early Childhood 0.0 2.7 3.0 2.8 7.1 12.2 26.6 76.6 43.8 11.7 7.3 15.3
Primary 39.3 70.6 54.5 45.6 38.9 73.6 190.5 240.8 216.5 440.3 496.9 517.0
Special Education 0.0 0.0 0.0 0.0 0.1 0.3 0.2 0.2 0.2 0.( 1.2 0.4
Secondary 5.4 51.6 40.7 41.9 111.4 120.6 137.7 251.6 195.1 254.4 253.6 585.5
Tertiary 1.1 16.6 36.1 29.1 32.2 32.9 42.8 34.6 180.7 347.0 206.8 264.2
Adult Education 0.0 0.0 0.0 0.0 0.0 0.2 0.0 0.0 1.0 0.0 0.0 0.0
Library Services 0.0 0.0 0.0 0.0 0.5 1.5 0.2 0.5 3.5 0.0 7.8 0.0
Total Capital A & B Exp. 46.5 205.4 209.4 201.1 204.6 264.1 447.2 674.9 829.0 1165.3 1078.0 1448.3
Total Public Expenditure on Education
Administration & 28.3 102.3 117.6 136.7 85.7 127.7 219.4 272.5 446.1 566.8 790.1 914.4
Services
Early Childhood 14.5 19.1 21.7 35.1 55.8 66.5 182.9 249.8 282.2 378.4 522.6 539.9
Primary 268.4 344.8 416.5 484.1 661.6 842.4 1946.3 1962.2 3160.7 4353.9 6240.7 5942.0
Special Education 8.2 10.1 12.3 14.6 20.7 28.1 66.3 73.4 102.7 151.9 206.3 204.2
Secondary 245.1 334.0 401.1 474.4 735.8 877.1 1954.1 2107.6 2976.7 3974.6 5335.6 5716.4
Tertiary 151.1 200.7 263.3 300.8 443.6 661.9 1076.0 1461.6 2067.0 2894.5 3739.0 3546.5
Adult Education 3.4 4.1 4.8 6.4 8.5 7.7 12.3 19.2 24.0 35.9 49.2 54.8
Library Services 14.5 16.1 18.0 24.5 29.9 36.0 71.2 79.3 104.4 178.1 203.2 246.2
Total Education Expend. 733.5 1031.3 1255.2 1476.6 2041.6 2647.5 5528.5 6225.7 9163.8 12534.1 17086.6 17164.5
Source: MOF, various years. Estimates of Expenditure.
* Fhe public expenditure reviewed in this report covers both the expenditure of the Ministry of Education and the Ministry of Finance (ROSE and Student Loan
Projects' Capital B). Between 1987/88 and 1997/98, the Ministry of Education has acquired or lost some expense components. Its name has been changed to
reflect changes in its responsibilities:i t was at first known as Ministry of Education; then, it became Ministry of Education and Culture; later on, it was known
as Ministry of Education, Youth and Culture. In 1998, it was renamed as Ministry of Education and Culture (MOE&C) again. Because of the changes, the
componentsA rts & Culture, Information & Broadcasting,a nd Youth Development Services have been excluded in this review to allow comparisons on direct
educationals pending throughout years. The expenditurer eported in most years are actual expenditure.
** The actual expenditure for the year 1990/91, is unavailable in the MOF's Estimates of Expenditure of 1992/9; Only the revised estimates are reported.
* For 1997/98,o nly provisional expenditure data are available. For 1998/99,o nly revised estimates are available.
Appendix 4. Public Expenditure on Education 69
Notes on Recurrznt Expenditure:
1) Administration and Services include: Executive Direction & Administration;R egional Direction & Administration; Regional & International Cooperation;
Training; Other Common Services. In 1987/88, 1988/89, 1989/90, 1990/91, the following componentsa re covered: Central Administration; Planning;
CurriculumD evelopment/Support&  Evaluation/ Counseling Unit (Education Programs); Schools Services Division, and Project Implementation and Material
Resources (Schools Resources);N ational Council on Education.
2) In 1987/88, 1988/89, 1989/90a nd 1990/91E arly Childhood Education was referred to as Pre-Primary Education [0302]-Training of Basic School Teachers.
3) Allocations to Grades 7-9 of All-Age and Primary and Junior High Schools are included in Primary Education in the GOJ budget. This appendix adheres to
the govemnment'cs ategory, but Appendix 4.6 reclassifies them under SecondaryE ducation. Allocations to supervision of Early Childhood, Primary,
Secondary, and Technical/Vocational Education are covered under their respective levels, not under Administration and Services. Nutrition and School
Feeding expenditure has been subdivided among the three levels of education (Infant, Primary, and Secondary) in the following proportion: 2 percent to
Infant, 82 percent to Primary, and 16 percent to Secondary. In 1987/88, 1988/89, 1989/90, 1990/91,N utrition of Students includes Nutrition Products Limited
and School Feeding Program in School Resources. Allocations to Agricultural Education have been subdivided and included under Secondary and Tertiary
expenditure. Allocationst o the Edna Manley College of Visual and Performing Arts were included in the tertiary education budget.
4) Expenditure on Secondary Education is collapsed with spending on Technical and Vocational Education in this review because they both are at the secondary
level.
5) Allocations to Teacher Education and Tertiary Education have been merged under Tertiary Education in this review. Tertiary expenditure in 1987/88,
1988/89, 1989/90, 1990/91 covers Tertiary Education [0307]+UniversityC ouncil of Jamaica-TeachersC olleges-Scholarships for Teachers. Teacher
Education in 1987/88, 1988/89, 1989/90, 1990/91 covers Teachers Colleges +Scholarships for T eachers i-Trainingo f Basic School Teachers.
Notes on Capital A Expenditure
6) General Expenditure and CS include: Executive Direction and Administration; General Expenses-Ministry Headquarters (1 990/91, 1989/90, 1988/89,
1987/88);T raining; Local Development Program; Common Services; Other.
7) Secondary Education includes Technical and Vocational Education, Social and Economic Support Program. Nutrition and School Feeding budget has been
subdivided among the three levels of education (Infant, primary and Secondary) in the following apportionment: 2% to Infant, 82% to Primary and 16%t o
Secondary.
8) Allocations to Agricultural Education have been subdivided and included under secondary and tertiary budgets. Allocations to the Edna Manley College of
Visual and Performing Arts were included in the tertiary education budget. Allocations to Teacher Education have been included under Tertiary Education.
Notes on Capital B Expenditure
9) General Expenditure includes:E xecutive Direction and Administration; Disaster Management; Regional Direction and Administration; Other.
10) SecondaryE ducation includes Technical and Vocational Education
I1) Tertiary Education includes Capital B Public Expenditure on Education of Ministry of Finance and Planning (Source: Jamaica Budgets, Ministry of Finance
and Planning, Budget 3-Capital( B), 1987/88 to 1997/98, Estimates ofExpenditure, Ministry of Finance and Planning). Allocations to Agricultural Education
have been subdivided and included under secondary and tertiary budgets. In 1987/88, 1988/89, 1989/90, 1990/91 data on Agricultural Education (Agricultural
Education Project-USAID) are not available subdivided under secondary and tertiary education: they have therefore been included here under tertiary
education. Allocations to Teacher Education have been included under Tertiary Education. The two values for Total Capital B Exp. in 1987/88 (39.2 by Level
and 39.3 by Function) are different in the Budget itself.
70 A Study of Secondary Education in Jamaica
Appendix 4.5: Public Expenditure on Education by Level (Percentage), 1987/88-1998/99
1987/88 1988/89 1989/90 1990/91 1i9*9 1/92 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98 1998/99
(actual exp.) (acttuale xp.) (actual Cxp.) (revised est.) (actual exp.) (actLal exp.) (acthal exp.) (actLuaelx p.) (actual exp.) (actual exp.) (provi. exp.) (revised est.)
Recurrent Expenditure
Administration & Services 4.02% 4.66% 4.06% 4.31% 3.88% 4.40% 3.35% 3.64% 3.09% 4.00% 4.28% 5.40%
Early Childhood 2.11% 1.98% 1,79% 2.53% 2.65% 2.28% 3.08% 3.12% 2.86% 3.23% 3.22% 3.34%
Primary 33.35% 33.20% 34.62% 34.37% 33.90% 32.26% 34.55% 31.01% 35.32% 34.42% 35.88% 34.52%
Special Education 1.19% 1.23% 1.17% 1.14% 1.12% 1.17% 1.30% 1.32% 1.23% 1.34% 1E28% 1.30%
Secondary 34.90% 34.19% 34,46% 33.91% 33.99% 31.74% 35.75% 33.44% 33.37% 32.72% 31.75% 32.65%
Tertiary 21.84% 22.29% 21.72% 21.30% 22.40% 26.39% 20.33% 25.71% 22.63% 22.41% 22.06% 20.89%
AdultFEducation 0.50% 0.50% 0.46% 0.51% 0.46% 0.31% 0.24% 0.35% 0.28% 0,32% 0.31% 0.35%
Library Services 2.11% 1.95% 1,72% 1.92% 1.60% 1,45% 1.40% 1.42% 1.21% 1.57% 1.22% 1.57%
Total Recurrent 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.000/ 100.00% 100.00% 100.00% 100.00% 100.00%
Capital A Expenditure
General Expenditure and CS 4.63% 4.60% 9.14% 20.93% 4.64% 5.79% 9.70% 4.99% 9.50% 6.07% 8.37% 4.02%
Early Childhood 0.00% 7.57% 8.17% 6.11% 3.74% 8.64% 4.51% 13.30% 21.33% 4.40% 2.12% 2.66%
Primary 48.69% 31.77% 18.66% 19.65% 15.56% 27.19% 29.44% 18.76% 25.54% 48.92% 41.14% 64.60%
Special Education 0.00% 0.00% 0.00% 0.00% 0.12% 0.40% 0.29% 0.14% 0.23% 0.00% 0.49% 0.08%
Secondary 45.36% 53.29% 32.81% 40.76% 69.83% 53.23% 55.74% 60.81% 38.13% 38.30% 29.93% 22.09%
Tertiary 1.32% 2.76% 3122% 12.55% 5.62% 2.45% 0.12% 1.66% 0.32% 2.31% 14.82% 6.57%
Adult Education 0.00% 0.00% 0.00% 0.00% 0.00% 0.27% 0.00% 0.00% 1.07% 0.00% 0.0(% 0.00%
Library Services 0.()0% 0.00% 0.00% 0.00% 0.49% 2.04% 0.19% 0.33% 3.89% 0.()0% 3.13% 0.00%
Total Capital A 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00%
Capital B Expenditure
General Expenditure 1.0% 36.7% 41.6% 46.5% 9.4% 9.7% 11.3% 12.0% 24.3% 10.0% 10.1% 4.9%
Early Childhood 0.0% 0.0% 0.0% 0.0% 3.2% 3.1%'o 6.3% 1().8% 3.3% 0.6% 0.2% 0.0%
Primary 91.1% 34.9% 27.6% 23.6% 22.5% 28.1% 45.6% 40.5% 26.2% 36.5% 47.6% 16.7%
Secondary 5.3% 19.1% 16.6% 14.9% 38.9% 42.7% 25.1% 30.5% 21.8% 19.9% 21.6% 52.5%
Iertiary 2.5% 9.2% 14.2% 15.0% 26.0% 16.3% 11.7% 6.1% 24.4% 33.()% 20.5% 25.9%
Total Capital B 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
Appendix 4. Public Expetnditure on Education 71
Appendix 4.5 (Continued)
1987/88 1988/89 1989/90 1990/91 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98 1998/99
(actual exp.) (actual exp.) (actual exp.) (actual exp.) (actual exp.) (actual exp.) (actual exp.) (actual exp.) (actual exp.) (actual exp.) (revised est.) (revised est.)
Capital A & B Expenditure
General Expenditure and CS 1.6% 31.1% 35.9% 40.6% 7.0% 8.6% 11.0% 10.5% 22.7% 9.6% 
9.7% 4.5%
Early Childhood 0.0% 1.3% 1.4% 1.4% 3.5% 4.6% 6.0% 11.4% 5.3% 1.0% 
0.7% 1.1/
35.7%
Primary 84.5% 34.4% 26.0% 22.7% 19.0% 27.9% 42.6% 35.7% 26.1% 37.8% 46.1% 
Special Education 0.0% 0.0% 0.0% 0.0% 0.1% (.1% 0.1% 0.0% 0.0% 0.0% 0.1% 
0.00
Secondary 11.6% 25.1% 19.4% 20.8% 54.4% 45.7% 30.8% 37.3% 23.5% 21.8% 23.5% 
40.3%
Tertiary 2.3% 8.1% 17.2% 14.5% 15.7% 12.5% 9.6% 5.1% 21.8% 29.8% 19.2% 
18.3%
Adult Education 0.0% 0.00/a 0.0% 0.0% 0.0% 0. 1% 0.0% 0.0% 0. 1% 0.0% 0.0% 
0.0
0.0%
Library Services 0.0% 0.0% 0.0% 0.0% 0.2% 0.6% 0.0% 0.1% 0.4% 0.0% 0.7% 
Total Capital A & B 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
Total Public Expenditure on Education
Administration&  Services 3.86% 9.92% 9.37% 9.26% 4.20% 4.82% 3.97% 4.38% 4.87% 4.52% 4.63% 
5.33%
Early Childhood 1.98% 1.85% 1.73% 2,38% 2,73% 2.51% 3.31% 4.01% 3.08% 3.02% 3.06% 
3.15%
Primary 36.59% 33.43% 33.18% 32.78% 32.40% 31.82% 35.20% 31.52% 34.49% 34.74% 36.52% 
34.62%
Special Education 1.11% 0.98% 0.98% 0.99% 1.01% 1.06% 1.20% 1.18% 1.12% 1.21% 1.21% 1.19%
Secondary 33,42% 32.39% 31.95% 32.12% 36.04% 33.13% 35.35% 33.85% 32.48% 31.71% 31.23% 
33.29%
Tertiary 20.60% 19.46% 20.98% 20.37% 21.73% 25.00% 19.46% 23.48% 22.56% 23.09% 21.88% 20.66%
Adult Education 0.47% 0.40% 0.38% 0.44% 0.42% 0.29% 0.22% 0.31% 0.26% 0.29% 0.29% 
0.32%
Library Services 1.97% 1.56% 1.43% 1.66% 1.46% 1.36% 1.29% 1.27% 1.14% 1.42% 1.19% 
1.43%
100.00%
Total Public Exp. on Education* 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 
Source: MOF, various years. Estimates of Expenditure
For an explanation of the content of each component, refer to footnotes of Appendix 4.4.
72 A Study of Secondary Education in Jamaica
Anpendix 4.6: Public <Ependiture ort Educaiion by Levei, i987/88-1998/99
(Million JAS in Constant 1996/97 Prices)
1987/88 1988/89 1989/90 1990/91 ** 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98 1998/99
(actualC xp.) (actuael xp.) (actuale xp.) (rcvisede st.) (actualc xp.) (actuale xp.) (actuale xp.) (actuale xp.) (actuale xp.) (actuale xp.) (provi. exp.) (revisede st.)
Recurrent Expenditure
Administiation arid Services 280.2 359.7 344.0 358.9 287.2 256.3 338.2 301.2 318.2 455.0 628.2 715.0
Early Childhood 147.2 152.5 151.2 210.9 196.1 132.9 310.2 258.4 294.1 366.7 472.1 442.0
Plrimary 2326.2 2561.8 2932.9 2860.5 2507.7 1879.2 3485.6 2567.2 3632.8 3913.6 5262.5 4570.4
Speciat Education 82.9 94.5 99.3 95.2 83.0 68.0 131.1 109.2 126.5 151.9 187.9 171.7
Seconidary 2434.2 2638.4 2919.5 2821.5 2514.7 1849.2 3606.0 2768.0 3432.1 3720.1 4656.1 4322.3
Tertiary 1523.4 1719.7 1840.6 1772.5 1657.0 1537.5 2051.1 2128.2 2327.4 2547.5 3236.2 2765.2
Adult Education 34.6 38.7 39.1 42.1 34.2 18.3 24.5 28.6 28.4 35.9 45.0 46.2
Library Services 146.8 150.6 145.8 161).1 118.4 84.4 141.0 117.5 124.4 178.1 179.0 207.4
Total Recurrent 6975.6 7715.9 8472.4 8321.7 7398.4 5825.8 10087.6 8278.2 10283.9 11368.8 14667.2 13240.0
Capital A Expenditure
(General Expenditure and CS 3.4 15.6 27.3 63.1 19.2 10.4 16.0 11.2 10.5 7.4 19.( 19.4
Farly Childhood (1.0 25.6 24, 18.4 15.5 15.5 7.4 29.8 23.7 5.3 4.8 12.9
Primary 36.2 107.6 55.7 59.2 64.4 48.9 48.6 42.1 28.4 59.3 93.5 312.9
Special Education 0() (1.0 0.0 0.0 11.5 (1.7 0.5 0.3 (1.3 0.0 1.1 0.4
Secondary 2) 33.7 180.5 97.9 122.9 289.1 95.7 92.1 136.4 42.4 46.4 57.0 1()5.1
TIertiary 1.0 9.3 93.2 37.8 23.3 4.4 (1.2 3.7 ().4 2.8 34.0 31.8
Adult Education (.0 0.(1 (1.0 0.( (1.0 0.5 0.( 0.( 1.2 0.0 0.0 0.0
L.ibrary Services 0.0 0.0 (1.( (1.( 2.0 3.7 (.) 0.7 4.3 0).0( 7.1 0(1
Total Capital A 74.3 338.7 298.4 301.5 414.) 179.8 165.2 224.3 111.1 121.2 216.6 482.5
Capital B Expenditure
(ieneral E.xpenditure 4.1 580.8 581.3 469.9 38.5 45.4 81.- 94.1 221.7 104.5 76.7 36.1
I'EarlyC lhildhoo( 11.0 (W.1) (..) 0 0 13.2 14.2 45.4 84.4 30.4 6.4 1.8 ().0
Primlar 362.6 551.9 385.5 238.4 92.3 131.0 329.6 317.1 238.8 381.0 361.8 122.7
Secondary 21.3 301.8 231.9 150.4 159.5 199.1 181.3 238.8 198.3 208.0 164.3 386.5
Fertiarx 9.9 145.8 199.2 151.8 106.5 76.1 84.9 47.8 222.6 344.2 155.8 190.8
'I'otalC apital B 397.9 1580.4 1397.8 1010.5 410.0 465.9 722.6 782.2 911.8 1044.1 760.5 736.0
Appendix 4. Public Expenditure on Education 73
Appendix 4.6 (Continued)
1987/88 1988/89 1989/90 1990/91 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98 1998/99
(actuale xp.) (actuale xp.) (actuale xp.) (actuLeaxl p.) (actuale xp.) (actuale xp.) (actuale xp.) (actuale xp.) (actuale xp.) (actuale xp.) (rcvisede st.) (revisede st.)
Capital A & B Expenditure
General Expenditure and CS 7.5 596.4 608.5 533.0 57.8 55.8 97.4 105.3 232,2 111.9 95.7 55.4
Early Childhood 0.0 25.6 24.4 18.4 28.7 29.7 52.9 114.2 54.1 11.7 6.6 12.9
Primary 398.8 659.6 441.2 297.6 156.7 179.9 378.2 359.2 267.1 440.3 455.3 435.6
Special Education 0.0 0.0 0.0 0.0 0.5 0.7 0.5 0.3 0.3 0.0 1.1 0.4
Secondary 55.0 482.3 329.8 273.3 448.6 294.8 273.4 375.2 240.7 254.4 232.4 491.6
Tertiary 10.9 155.2 292.3 189.6 129.7 80.5 85.1 51.5 223.0 347.0 189.5 222.6
Adult Education 0.0 0.0 (1.0 0.0 0.0 0.5 0.0 0.0 1.2 0.0 0.0 0.0
Library Services 0.0 0.0 0.0 0.0 2.0 3.7 0.3 0.7 4,3 0.0 7.1 0.0
Total Capital A & B 472.2 1919.0 1696.2 1312.0 824.0 645.7 887.8 1006.5 1022.9 1165.3 987.7 1218.5
Total Public Expenditure on Education
Central Administrationa nd CS 287.7 956.0 952.6 891.9 345.0 312.1 435.6 406.4 550.5 566.8 723.9 770.4
Early Childhood 147.2 178.1 175.6 229.3 224.8 162.6 363.1 372.6 348.2 378.4 478.8 454.9
Primary 2725.1 3221.3 3374.1 3158.1 2664.4 2059.1 3863.8 2926.4 3899,9 4353.9 5717.8 5005.9
Special Education 82.9 94.5 99.3 95.2 83.5 68.7 131.6 109.5 126.7 151.9 189.0 172.0
Secondary 2489.2 3120.7 3249.2 3(094.8 2963.4 2144.0 3879.4 3143.2 3672.8 3974.6 4888.5 4813.9
Tertiary 1534.3 1874.9 2132.9 1962.2 1786.7 1618.0 2136.1 2179.7 2550.4 2894.5 3425.7 2987.8
Adult Education 34.6 38.7 39.1 42.1 34.2 18.8 24.5 28.6 29.6 35.9 45.0 46.2
Library Services 146.8 150.6 145.8 160.1 120.4 88.1 141.3 118.2 128.8 178.1 186.2 207.4
Total Public Exp. On Education 7447.8 9634.9 10168.6 9633.7 8222.4 6471.5 10975.4 9284.6 11306.8 12534.1 15654.9 14458.5
.Source: MOF, various years. Estimates of Expenditure.
74 A Study of Secondary Education in Jamaica
Appendix 4.7: Reclassified Recurrent Public Expenditureo n Education by Level.
Dy Grouping Grades 7 to 9 in All-Age and Primary and Junior High Schools with Secondary Education,
1992/93-1997/98 (in Current Prices)
1992/93 1993194 1994/95 1995/96 1996/97 1997/98 1992/93 1993/94 1994/95 1995/96 1996/97 1997198
(actuale xp.) (actuale xp.) (actual exp.) (actuale xp.) (actual.exp.) (Prov.e xp.) (actuale xp.) (actuale xp.) (actual exp.) (actuale xp.) (actual.exp.) (Provi.e xp.)
Recurrent Expenditure JA$ Million in Current Prices Percentage of Total
Administration & Services 104.9 170.3 201.9 257.9 455.0 685.7 4.4% 3.4% 3.6% 3.1% 4.0% 4.3%
Early Childhood 54.4 156.3 173.2 238.4 366.7 515.3 2.3% 3.1% 3.1% 2.9% 3.2% 3.2%
Primary 662.1 1494.8 1485.9 2523.1 3339.6 4780.0 27.8% 29.4% 26.8% 30.3% 29.4% 30.0%
Primary Schools 348.1 792.5 857.5 1463.2 1933.1 2,645 14.6% 15.6% 15.4% 17.6% 17.0% 16.6%
All-Age & P&JH (1-6) 314.0 702.3 628.4 1059.8 1406.5 2,135 13.2% 13.8% 11.3% 12.7% 12.4% 13.4%
Special Education 27.8 66.0 73.2 102.5 151.9 205.1 1.2% 1.3% 1.3% 1.2% 1.3% 1.3%
Secondary 863.3 2077.4 2091.5 3202.8 4294.2 5986.5 36.2% 40.9% 37.7% 38.4% 37.8% 37.5%
All-Age & P&JH (7-9/11) 110.2 265.9 242.3 4304 5S6.0 889 4.6% 5.2% 4.4% 5.2% 5.2% 5.6%
Secondary High 342.3 796.3 717.7 1164.1 1520.6 2001.2 14.4% 15.7% 12.9% 14.0% 13.4% 12.5%
Comprehensive High 64.9 243.8 353.3 667.7 1105.8 1657.2 2.7% 4.8% 6.4% 8.0% 9.7% 10.4%
New Secondary 239.7 528.4 546.9 594.1 574.9 786.2 10.1% 10.4% 9.9% 7.1% 5.1% 4.9%
Technical/Vocational/Agricultural 106.0 243.1 231.4 346.6 506.8 652.7 4.4% 4.8% 4.2% 4.2% 4.5% 4.1%
Tertiary 629.0 1033.2 1427.0 1886.3 2547.5 3532.2 26.4% 20.3% 25.7% 22.6% 22.4% 22.1%
U.W.I. 437.9 643.4 1009.5 1206.9 1510.1 1996.8 18.4% 12.7% 18.2% 14.5% 13.3% 12.5%
UTECH. 48.7 102.2 108.2 167.5 300.0 550.9 2.0% 2.0% 2.0% 2.0% 2.6% 3.5%
Teachers' Colleges 92.9 164.1 177.7 244.2 304.2 384.3 3.9% 3.2% 3.2% 2.9% 2.7% 2.4%
Community Colleges 26.0 66.9 70.5 149.7 263.8 355.2 1.1% 1.3% 1.3% 1.8% 2.3% 2.2%
OtherTertiary 23.5 56.5 61.0 117.9 169.5 245.0 1.0% 1.1% 1.1% 1.4% 1.5% 1.5%
Adult Education 7.5 12.3 19.2 23.0 35.9 49.2 0.3% 0.2% 0.3% 0.3% 0.3% 0.3%
Library Services 34.5 71.0 78.8 100.9 178.1 195.4 1.4% 1.4% 1.4% 1.2% 1.6% 1.2%
Total 2383.4 5081.3 5550.8 8334.8 11368.8 15949.4 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
Source: MOF, various years. Estimates of Expenditure.
Note: 1. In GOJ classification, primary education expenditure includes allocation to Grades 7 to 9 in All-Age and P&JH Schools. T his table reclassifies r ecurrent expenditure
for Grades 7 to 9 in these schools under SecondaryE ducation as follows: (a) The component known as "Other Grants" (which was targeted to Grades 7 to 9 in All-Age and
P&JH schools) was subtracted from the expendituref rom these schools, and the amount obtained was divided by the total enrollment in Grades 1-9 (or 11 in a few rare cases) in
All-Age and P&JII schools to obtain per student expenditure. (b) This per capita expenditure was then multipliedb y enrollment in Grades 1-6 in All-Age and P&JHs to obtain
the public recurrente xpenditure for primary education. (c) As for the public recurrent expenditure for Grades 7-9 in All-Age and P&JH schools, the per capita expenditure was
multiplied by enrollment in Grades 7-9 in All-Age and P&JH schools and then "Other Grants" were added to this amount.
2. The fiscal year begins on April I and ends on March 31, but the school year begins on September I and ends on June 30. Straightly speaking, calculation
of per student spending should prorate the months of the fiscal year to coincide with the months of the school year. However, given that this study wants the
figures to be close to the MOE&C's own calculation, it divides the expenditure of a fiscal year (e.g. 1996/97) by the number of students in a school year (e.g.
19 96/98) to derive the per student spending.
3. Because New Secondary Highs were in the process of being phased out as a category fiom 1996/97 onwards, the declining enrollment in the 1990s in this
school type distorted the actual amount spent per student. The data from 1996/97 onward presented above are not reliable.
Appendix 4. Public Expenditure on Education 75
Appendix 4.8: Reclassified Total Public Expenditureo n Education by Level
in Current and Constant Prices and in Percentages,
1987/88-1997/98
1987/88 1988/89 1989/90 1990/91 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98
(acthal exp.) (acttial exp.) (actual exp.) (revised est.) (actial exp.) (actial exp.) (actual exp.) (actual exp.) (actual exp.) (actual.exp.) (Provi. exp.)
(Million JA$ in Current Prices)
Administration & Services 28.3 102.3 117.6 136.7 85.7 127.7 219.4 272.5 446.1 566.8 790.2
Early Childhood 14.5 19.1 21.7 35.1 55.8 66.5 182.9 249.8 282.2 378.4 522.5
Primary 268.4 344.8 416.5 484.1 661.6 735 7 1685.3 1726.7 2739.6 3779.9 5276.9
Special Education 8.2 10.1 12.3 14.6 20.7 28.1 66.3 73.4 102.7 151.9 206.3
Secondary 245.1 334.0 401.1 474.4 735.8 983.9 2215.1 2343.1 3397.9 4548.6 6240.1
Tertiary 151.1 200.7 263.3 300.8 443.6 661.9 1076.0 1461.6 2067.0 2894.5 3739.0
Adult Education 3.4 4.1 4.8 6.4 8.5 7.7 12.3 19.2 24.0 35.9 49.2
Library Services 14.5 16.1 18.0 24.5 29.9 36.0 71.2 79.3 104.4 178.1 203.2
Total 733.5 1031.3 1255.2 1476.6 2041.6 2647.5 5528.5 6225.7 9163.8 12534.1 17027.4
(Million JA$ in Constant 1996/97 Prices)
Administration & Services 287.7 956.0 952.6 891.9 345.0 312.1 435.6 406.4 550.5 566.8 723.9
Early Childhood 147.2 178.1 175.6 229.3 224.8 162.6 363.1 372.6 348.2 378.4 478.7
Primary 2725.1 3221.3 3374.1 3158.1 2664.4 1798.2 3345.7 2575.1 3380.2 3779.9 4834.8
Special Education 82.9 94.5 99.3 95.2 83.5 68.7 131.6 109.5 126.7 151.9 189.0
Secondary 2489.2 3120.7 3249.2 3094.8 2963.4 2405.0 4397.5 3494.4 4192.5 4548.6 5717.2
Tertiary 1534.3 1874.9 2132.9 1962.2 1786.7 1618.0 2136.1 2179.7 2550.4 2894.5 3425.7
Adult Education 34.6 38.7 39.1 42.1 34.2 18.8 24.5 28.6 29.6 35.9 45.1
Library Services 146.8 150.6 145.8 160.1 120.4 88.1 141.3 118.2 128.8 178.1 186.2
Total 7447.8 9634.9 10168.6 9633.7 8222.4 6471.5 10975.4 9284.6 11306.8 12534.1 15600.6
(Percentage of Total)
Administration & Services 3.9% 9.9% 9.4% 9.3% 4.2% 4.8% 4.0% 4.4% 4.9% 4.5% 4.6%
Early Childhood 2.0% 1.8% 1.7% 2.4% 2.7% 2.5% 3.3% 4.0% 3.1% 3.0% 3.1%
Primaty 36.6% 33.4% 33.2% 32.8% 32.4% 27.8% 30.5% 27.7% 29.9% 30.2% 31.0%
Special Education 1.1% 1.0% 1.0% 1.0% 1.0% 1.1% 1.2% 1.2% 1.1% 1.2% 1,2%
Secondary 33.4% 32.4% 32.0% 32.1% 36.0% 37.2% 40.1% 37.6% 37.1% 36.3% 36.6%
Tertiary 20.6% 19.5% 21.0% 20.4% 21.7% 25.0% 19.5% 23.5% 22.6% 23.1% 22.0%
Adult Education 0.5% 0.4% 0.4% 0.4% 0.4% 0.3% 0.2% 0.3% 0.3% 0.3% 0.3%
Library Services 2.0% 1.6% 1.4% 1.7% 1.5% 1.4% 1.3% 1.3% 1.1% 1.4% 1.2%
Total 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
Sources: MOF, various years. Estimates of Expenditure.
76 A Study of Secondary Education in Jamaica
Appendix 4.9: Per Student Reclassified Reenrrpnt Pubic Expend-iture on-i ducation by Level
in Current and Constant Prices,
1992/93 - 1997/98
1992/93 1993/94 1994/95 1995/96 1996/97 1997/98 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98 92/93-97/98
(actial exp.) (actuiaelx p.) (actuale xp.) (actial exp.) (actual.exp.()p rov. exp.) (actiuaelx p.) (acttiale xp.) (actuiaelx p.) (actuiaelx p.) (actual.exp) (prov. exp.) % Change
Recurrent Expenditure (JA$ in Current Prices), 1992/93-1997/98 (JA$ in Constant 1996/97 Prices), 1992/93-1997/98
Early Childhood 437 1,089 1,304 1,773 2,777 3,902 1,068 2,161 1,945 2,188 2,777 3,575 235%
Primary 2,167 4,804 4,868 8,384 11,364 15,823 5,296 9,537 7,260 10,345 11,364 14,497 174%
Primary Schools 27124 4,686 4,971 8,537 11.543 15,151 5,192 9,303 7,413 10,533 1L543 13.882 167%
All-Ages&P&JHs(1-6) 2:216 4,945 4,734 8,182 11,129 16,743 5,418 9,817 7,061 10,095 11,129 15,340 183%
Special Education 18,281 31,249 35,363 49,492 71,162 99,660 44,686 62,038 52,738 61,066 71,162 91,309 104%
Secondary 3,893 9,527 9,638 14,409 20,037 26,346 9,516 18,914 14,374 17,779 20,037 24,139 154%
All-Ages & P&JHs (7-9) 2,050 4,813 4,456 7,766 10,691 16.748 5.012 9554 6.646 9.582 10.691 15.345 206%
SecondaryHighs 4,752 I1,562 10,164 15,748 23,138 26,657 11,617 22,953 15,158 19,431 23,138 24,424 110%
ComprehensiveH ighs 3,665 7.600 7,793 11,984 17,069 24.529 8,960 15,088 11,623 14,786 17,069 22,474 151%
New Secondary Highs 3,827 11,467 17,758 27,401 44,645 56,442 9,355 22,766 26,483 33,809 44,645 51,713 453%
Technical/Vocational/Agricu 6,789 15,410 14,554 22,314 31,430 37,149 16,595 30,593 21,706 27,533 31,430 34,037 105%
ltural
Tertiary 26,675 45,434 60,171 71,512 94,394 125,505 65,203 90,196 89,736 88,235 94,394 114,988 76%
U.W. 69,255 105,018 142,045 156,656 191,949 237,375 169,285 208,485 211,838 193,291 191,949 217,485 28%
UTECH. 8,262 17,191 16,950 24,520 42,076 77,276 20,195 34,128 25,279 30,255 42,076 70,801 251%
Teachers' Colleges 27,608 47,155 50,917 80,171 99,241 109,425 67,483 93,614 75,935 98,919 99,241 100,256 49%
CommunityC olleges 3,526 10,168 12,327 20,410 38,784 50,983 8,619 20,185 18,384 25,183 38,784 46,711 442%
Other Tertiary 37,858 92,845 60,413 80,836 79,782 115,348 92,539 184,320 90,096 99,740 79,782 105,683 14%
Source: MOEYC statistics-; MOF, various years. Estimateso f Expenditure.
Appendix 4. Public Expenditure on Education 77
Appendix 4.10: Reclassified Per Student Public Expenditure on Education by Level, 1987/88-1996/97
(JA$ in Constant 1996/97 Prices)
1987/88 1988/89 1989/90 1990/91 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97
(actuial exp.) (actual exp.) (actial eNp.) (revised est.) (actual exp.) (actual exp.) (actual exp.) (actual exp.) (actual exp.) (actual.cxp.)
Reclassified Recurrent Exp.
Early Childhood 1,188 1.169 1182 1.635 1.572 1,068 2.161 1,945 2,188 2.777
Primary 7.069 7,826 8962 8.846 7.924 5,296 9,537 7.260 10.345 11.364
Special Education 44.920 41,909 44.027 42.205 41.380 44,686 62,038 52.738 61,066 71.162
Secondary 10.433 11.632 12.188 12567 11.310 9516 18.914 14,374 17.779 20,037
Tertiary 85.010 90W610 86.383 84,182 71,320 65,203 90.196 89,736 88.235 94.394
Capital (A and B) Exp.
Early Childhood - 197 190 143 230 239 368 860 402 88
Primary 1,212 2,015 1,348 920 495 589 1,216 1.177 888 1.495
Special Education - - - - 243 474 230 150 124
Secondary 236 2,126 1,377 1,217 2,018 1,330 1,254 1.729 1,085 1.183
Tertiary 608 8,177 13.719 9,006 5,584 3,414 3,741 2,173 8,435 12.841
ReclassifiedT otal Public
Exp.
Early Childhood 1,188 1,365 1,372 1,778 1.801 1,307 2,530 2,805 2,590 2,853
Primary 8,281 9,841 10,310 9,766 8,419 5.885 10,753 8,436 11,233 12,860
Special Education 44,920 41,909 44,027 42,205 41,623 45,160 62,268 52,888 61,190 69,059
Secondary 10,669 13,758 13,564 13,785 13,328 10,846 20,166 16,102 18,899 21.283
Tertiary 85,618 98,786 100,102 93,188 76,905 68,617 93,937 91,910 96,477 107,123
Source: MOF, various years. Estimates of Expenditure.
78 A Study of Secondary Education in Jamaica
Appendix 4.11 Distributioio ol Recurrent Pubiic Expenditure on Education by Level and by Consumption Quintiles, 1998
Quintile I Quintile 2 Quintile 3 Quintile 4 Quintile 5 Total
"poorest)
Percentage of Recurrent Expenditure Accrued to Each Quintile
Early Childhood Education 26% 23% 22% 18% 1 I/o 100%
(N=1677)
Primary Education (N=3789) 25% 24% 21% 19% 12% 100%
Secondary Education (N=2814) 16% 21% 22% 22% 19% [00%
Tertiary Education (N=158) 3% 11% 8% 24% 54% 100%
Total (N=8280) 22% 22% 21% 20% 15% 100%
Estimated Amount Spent
Ealy hldhoadiEduaioul 9S6 ,132 8,3,6 80.95,9 66,6273 40 822,. S t ¢5825306,28 0
Primary Ed~tcaton 835,386,103 787 191,95566,8,16789,694,35943394912
All-Age (7-9) 119,289,412 140,955,240 109,275,244 82,398,556 32,629,741 484,548,193
P&JH (7-9) 18,260,164 21,543,971 25,861,314 24,966,702 10,771,985 101,404,135
New Secondary 38,274,414 68,663,622 40,421,245 46,089,625 26,365,676 219,814,582
Comprehensive 197,048,571 228,257,701 277,985,271 236,034,508 166,437,907 1,105,763,958
Secondary High 293,441,912 439,805,566 574,869,312 747,092,556 878,749,689 2,933,959,036
Technical High 67,774,486 49,434,366 119,526,088 119,701,467 116,287,182 472,723,589
Voc/Agricultural 5,038,488 7,279,079 8,822,514 5,034,275 7,926,109 34,100,465
Source:C onstructedfr omf indingsf romP IOJ's Surveyo fLiving Conditions1, 998.
Appendix 4. Public Expenditure on Education 79
Appendix 4.12: Estimates of Recurrent Public Expenditure on Education by Level and by Function
(JAS Million in Current Prices and Percentage), 1995/96-1997/98
1995/96 1996/97 1997/98
Basic Schools I
Salary subsidies for teachers NA NA 210.0 92.8%
Nutrition subsidies NA NA 14.8 6.5%
Other grants NA NA 1.5 0.7%
Subtotal 105.2 157.92 226.2 100.0%
Infant Schools 2)
Teachers' salaries 48.0 77.2% 79.4 85.8% 179.6 89.3%
Teachers' travel 3.3 5.4% 3.0 3.3% 6.7 3.3%
Instructional and class materials 3.8 6.1% 3.8 4.1% 1.9 0.9%
Salaries for Ancillary staff 2.4 3.9% 2.4 2.6% 5.2 2.6%
Public utilities 1.5 2.5% 2.4 2.6% 2.9 1.4%
Supplies and materials 0.0 0.0% 0.0 0.0% 1.9 0.9%
Maintenance 1.9 3.1% 0.0 0.0% 3.0 1.5%
Blue Cross Contributions 1.2 1,9% 1.5 1.6% 0.0 0.0%
Subtotal 62.2 100.0% 92.5 100.0% 201.1 100.0%
Early Childhood Education (Basic and Infant Schools)
Teachers' salaries NA NA 389.5 91.2%
Nutrition subsidies NA NA 14.8 3.5%
Other grants NA NA 1.5 0.3%
Teaclhers' travel 3.3 3.0 6.7 1.6%
Instructional materials 3.8 3.8 1.9 0.4%
Salaries for Ancillary staff 2.4 2.4 5.2 1.2%
Public utilities 1.5 2.4 2.9 0.7%
Supplies and materials 0.0 0.0 1.9 0.4%
80 A Study of Secondary Education in Jamaica
| Append4ix.1 2 (Coait-ue
1995/96 1996/97 1997/98
Maintenance 1.9 0.0 3.0 0.7%
Blue Cross Contributions 1.2 1.5 0.0 0.0%
Subtotal 167.4 252.3 427.3 100.0%
Teachers' Salaries 711.3 86.5% 1557.5 90.8% 2134.1 87.3%
Teachers' travel allowances 46.5 5.6% 43.8 2.6% 123.2 5.0%
Instructional Materials 8.6 1.0% 22.4 1.3% 48.4 2.0%
Administrative and Ancillary Salaries 23.7 2.9% 37.1 2.2% 36.1 1.5%
Rental of Buildings 0.0 0.0% 0.0 0.0% 0.0 (0(%
Public Utilities 19.6 2.4% 19.6 1.1% 29.7 1.2%
Supplies and Materials 8.6 1.0% 23.0 1.3% 50.2 2.1%
Maintenance ofBuildings 4.3 0.5% 11.2 0.7% 24.1 1.0%
Subtotal 822.6 100.0% 1714.7 100.0% 2445.8 100.0%
All-Age Schools 4)
Teachers' Salaries 711.0 84.6% 1587.4 90.0% 2285.4 87.6%
Teachers' travel allowances 54.9 6.5% 53.5 3.0% 130.4 5.0%
Instructional Materials 8.5 1.0% 22.1 1.3% 51.8 2.0%
Administrative and Ancillary Salaries 24.5 2.9% 36.9 2.1% 25.7 1.0%
Rental of Buildings and Property 0.0 0.0% 0.0 0.0% 0.0 0.0%
Public Utilities 21.7 2.6% 21.7 1.2% 24.3 0.9%
Supplies and Materials 9.5 1.1% 22.6 1.3% 53.0 2.0%
Maintenance of Buildings 4.3 0.5% 11.2 0.6% 31.7 1.2%
Other Grants (facilities for subjects) 5.7 0.7% 8.8 0.5% 7.0 0.3%
Subtotal 840.3 100.0% 1764.1 100.0% 2609.4 100.0%
Appendix 4. Public Expenditure on Education 1
Appendix 4.12 (Continued)
1995/96 1996/97 1997/98
Primary Education (Primary & AllAge Schools)
Teachers' Salaries 1422.4 85.5% 3144.9 90.4% 4419.5 87.4%
Teachers' travel allowances 101.4 6.1% 97.2 2.89 % 253.6 5.0%
Instructional Materials 17.1 1.0% 44.5 1.3%1/o 100.2 2.0%
Administrativea nd Ancillary Salaries 48.3 2.9% 74.0 2.1% 61.8 1.2%
Rental of Buildingsa nd Property 0.0 0.0% 0.0 0.0% 0.1 0. 0%
Public Utilities 41.4 2.5% 41.4 1.2% 54.0 1.1%
Supplies and Materials 18.1 1.1% 45.6 1.3% 103.1 2.0%
Maintenance of Buildings 8.6 0.5% 22.4 0.6% 55.9 1.1%
Other Grants 5.7 0.3% 8.75 0.3% 7.0 0.1%
Subtotal 1662.9 100.0% 3478.8 100.0% 5055.2 100.0%
igh Schools 5)
Teachers' Salaries 543.7 77.7% 1119.3 84.2% 1599.3 85.9%
Teachers' travel allowances 20.7 3.0% 20.7 1.6% 58.4 3.1%
Administrative and Ancillary Salaries 103.2 14.8% 158.1 11.9% 151.5 8.1%
Administrative and Ancillary Travel allowance 5.8 0.8% 7.9 0.6% 11.2 0.3%
Other Operating Expenses 2.0 0.3% 2.1 0.2% 5.7 0.3%
Boarding Grants 12.5 1.80% 12.5 0.9% 15.0 0.8%
Student Assistance 9.3 1.3% 9.3 0.7% 19.8 1.1%
School Bus Subsidy 2.1 0.3% 0.0 0.0% 0.0 0.0%
Subtotal 699.4 100.0% 1329.9 100.0% 1860.8 100.0%
Comrehnie High Schools 6)
Teachers' salaries 300.632 75.1% 762.6 82.9% 1284.2 86.2%
Teachers' travel allowances 21.428 5.4% 21.5 2.3% 37.2 2.5%/o
Administrative & ancillary staffsalaries 57.372 14.3% 109.0 11.8% 121.6 8.2%
82 A Study of Secondary Education in Jamaica
Appendix 4.12 (Continued)
1995/96 1996/97 _1997/98
Administrative & ancillary staff travel allowances 3.973 1.0% 4.9 0.5% 7.5 0.5%
Other operating expenses 0.756 0.2% 1.1 0.1% 3.8 0.3%
Boarding grants 0.5 0.1% 0.5 0.1% 0.6 0.0%
Student assistance 7.257 1.8% 7.3 0.8% 35.0 2.3%
Blue Cross Contributions 8,571 2.1% 13.5 1.5% 0.0 0.0%
Subtotal 400.489 100.0% 920.4 100.0% 1489.9 100.0%
New Secondary Schools 7)
Teachers' salaries 274,753 72.4% 350.5 71.1% 545.6 78.7%
Teachers' travel allowances 18.554 4.9% 19.3 3.9% 35.9 5.2%
InstructionalM aterials 0 0.0% 0.0 0.0% 1.6 0.2%
Supplies and Materials 0.472 0.1% 1.2 0.2% 0.0 0.0%
Administrative&  ancillary staff salaries 54.382 14.3% 90.2 18.3% 80.7 11.6%
Administrative & ancillary staff travel allowances 3.979 1.0% 3.9 0.8% 8.2 1.2%
Utilities and other operating expenses 7.653 2.0% 7.7 1.6% 12.6 1.8%
Maintenance 0.472 0.1% 0.6 0.1% 1.1 0.2%
Student assistance 19.435 5.1% 19.4 3.9% 7.5 1.1%
Subtotal 379.7 100.0% 492.8 100.0% 693.1 100.0%
Secondary Education (High Schools, Comprehensive High Schools, Secondary Schools)
Teachers' salaries 1119.1 75.6% 2232.5 81.4% 3429.1 84.8%
Teachers' travel allowances 60.7 4.1% 61.5 2.2% 131.5 3.3%
Instructional Materials 0.0 0.0% 0.0 0.0% 1.6 0.0%
Administrative & ancillary staff salaries 214.9 14.5% 357.3 13.0% 353.7 8.7%
Administrative & ancillary staff travel allowances 13.7 0.9% 16.7 0.6% 26.9 0.7%
Utilities and other operating expenses 10.4 0.7% 10.9 0.4% 22.1 0.5%
Maintenance 0.5 0.0% 0.6 0.0% 1.1 0.0%
Appendix 4. Public Expenditure on Education 83
Appendix 4.12 (Continued)
1995/96 1996/97 1997/98
Student assistance 36.0 2.4% 36.0 1.3% 62.3 1.5%
Boarding grants 13.0 0.9% 13.0 0.5% 15.6 0.4%
Blue Cross Contributions 8.6 0.6% 13.5 0.5% 0.0 0.0%
Supplies and Materials 0.5 0.0% 1.2 0.0% 0.0 0.0%
School bus subsidy 2.1 0.1% 0.0 0.0% 0.0 0.0%
Subtotal 1479.5 100.0% 2743.2 100.0% 4043.9 100.0%
Teacher Education Unit (MOE&C) 8) 15.261 11.693
UIWI 1,206.88 1,210.06
University of Technology
Salaries NA NA 1 70.5 66.6%
Travelling NA NA 19.5 7.6%
Utilities NA NA 18.6 7.3%
Other Operating Expenses NA NA 47.4 18.5%
Subtotal 113.272 193.343 255.9 100.0%
Multi Disciplinary Colleges 9)
Teachers' Salaries 60.508 72.7% 149.494 83.6% 262.2 86.9%
Teachers' Travel Allowances 5.104 6.1% 5.731 3.2% 10.4 3.5%
Administrative/Ancillary Staff Salaries 10.307 12.4% 15.902 8.9% 19.2 6.4%
Administrative/Ancillary Staff fravel Allowances 0.476 0.6% 0.512 0.3% 0.8 0.3%
Public UJtilities 2.412 2.9% 2.516 1.4% 3.0 1.0%
Other Operating Fxpenses 4.457 5.4% 4.739 2.6% 5.9 2.0%
Subtotal 83.264 100.0% 178.894 100.0% 301.6 100.0%
84 A Study of Secondary Education in Jamaica
Appendix 4.12 (Continued)
1995/96 1996/97 1997/98
University Counicilo f Jamaica
Salaries NA NA 4.1 56.8%
Travelling NA NA 1.0 13.7%
Rental NA NA 1.3 17.8%
Utilities NA NA 0.1 1.0%
Other Operating Expenses NA NA 0.6 8.4%
Equipment NA NA 0.2 2.3%
Subtotal 3.669 6.038 7.2 100.0%
Tertiary Education (Total)
Salaries 174.6 30,9%
Travelling 20.5 3.6%
Rental 1.3 0.2%
Utilities 18.6 3.3%
Equipment 0.2 0.0%
Teachers' Salaries 262.2 46.4%
Teachers' Travel Allowances 10.4 1.8%
Administrative/AncillaryS taff Salaries 19.2 3.4%
Administrative/AncillaryS taff Travel Allowances 0.8 0.2%
Public Utilities 3.0 0.5%
Other Operating Expenses 54.0 9.6%
Subtotal * 564.8 100.0%
Source: MOE, various years. Fstin2ates of Expenditure.
* The subtotal of Tertiary Education doesn't coincide with Total Program 253-Tertiary Education since the data are missing for Tertiary Education Unit and University Education.
1) 1,674 (in 1995/96a nd 1996/97), 1547 (in 1994/95) Recognized Basic Schools (age 4-6, 4,000 teachers).
2) 29 Infant schools (10,500 [in 1994/95], 9,710 [in 1995/96 and 1996/97] students, 257 teachers); 88 (in 1994/95), 95 (in 1995/9'6, 1996/97) Infant Departments (their budget is
included in Primary Education).
3) 332 (in 1994/95),3 40 (in 1995/96), 344 (1996/97) Primary Schools (174,000 [in 1994/95],172,510 [in 1995/96, 1996/97] students).
4) 478 (1994/95), 413 (1995/96) and 396 (1996/97) All-Age Schools (200,000 primary students)
5) 57 (in 1994/95), 56 (in 1995/96 and 1996/97)H igh Schools (78,000 [1994/95], 70,613 11995/96a nd 1996/97]s tudents).
6) 33 (in 1994/95), 44 (in 1995/96) and 52 (in 1996/97) Comprehensive High Schools.
Appendix 4. Public Expenditure on Education 85
7) 38 (in 1994/95), 27 (in 1995/96), 18 (in 1996/97) Secondary Schools.
8) Tertiary Education Unit includes 7 Teachcrs' Colleges, 6 Multi-Disciplinary Colleges, CASE, the University of Technology, the University of the West Indies)
9) Multi Disciplinary Colleges (EXED, Brown's Town, Knox, Portmore, Montego Bay, Moneague).
The funds provided in Grants for Student Assistance will assist students who are unable to pay fees charged by schools.
86 A Stidy ofjSecondary Education in Jamaica
Appendix 4.13: R TecuPrrbelnict Elxpeiidiiureo n Education: Approved Budget as a Percentage of Actual Expenditure (Percentage)
1993/94 1994/95 1995/96 1996/97
RecurrentE xpenditure
Early Childhood 84.50% 85.10% 83.70% 81.37%
Primary 102.29% 97.12% 59.76% 93.820%,
Secondary 96.85% 93.68% 61.69% 86.66%
Tertiary ) 78.95% 77.91% 92.04% 77.74%
Technical/Vocational 93.09% 92.04% 61L57% 80.17%
Special Education 87.81% 92.14% 69.05% 77.70%
Teacher Education 2) 90.11% 88.33% 71.46% 81.21%
Adult Education 55.74% 65.11% 91.60% 79.50%
ED&A, RD&A. CS and R&1C) 60.10% 86.36% 82.52% 75.33%
Training 17.13% 118.43% 100.00% 100.00%
Library Services 56.04% 81.59% 88.98% 72.30%
Nutrition of StudentsA) 99.18% 99.72% 99.95% 99.50%
A&C, I&B,Y DS, AE5) 61.70% 85.85% 85.19% 84.09%
Total Recurrent Exp. 91.78% 90.16% 70.36% 85.95%
Source: MOF, various years. Estinzateso f Expenditure.
1) Tertiary in 1987/88, 1988/89, 1989/90, 1990/91 equals: Tertiary Education (42*-0307)+University Council of Jamaica-Teachers' Colleges-Scholarships for l'eachers
2) Teacher Education in 1987/88, 1988/89, 1989/90, 1990/91 equals: T'eachers' Colleges + Scholarships for Teachers.
3) ED&A, RD&A, CS and R&IC include: Executive Direction and Administration; Regional Direction and Administration; Common Services; Regional and International
Cooperation.
4) In 1987/88, 1988/89, 1989/90, 1990/91, Nutrition of Students includes Nutrition Products Limited and School Feeding Program in School Resources
5) A&C, I&B, YDS, AE include: Arts and Culture, Information and Broadcasting, Youth Development Services and Agricultural Education.
Appendix 5. Private Expenditure on Education and Private School Fees 87
Appendix 5. Private Expenditure on Education and Private School Fees
88 A Study of Secondary Aducation in Jamaica
Appendix 5. Private Expenditure on Education and Private School Fees 89
Appendix 5.1: Mean Annual expenditure on School and School Related Items, by Region, Quintile, and School Type, 1998
T&F& T&F. Books Extra Extra Lessons Transport Transport Lunch & Lunch & Uniforms Other Board TOTAL
% ofTOTAL, lessons % of TOTAL %ofTOTAL Snacks Snacks Supplies and
Books % of TOTAL Board ($)
Region
KMA(N=1,408) 2.560 7.1% 7,461 20.8% 4.778 13.3% 11.458 32% 2,030 
874 6,650 35.811
2.181 27.140
Other Towns (N=1.146) 2.002 7.4% 4,464 16.4% 5,898 21.7% 10,005 36.9% 1,800 
793 
Rural Areas (N=3,816) 1.490 5.9% 3.225 12.7% 5,809 22.8% 8.240 32.4% 1,549 794 4,346 25,453
Quintile
1,065 6.2% 3,029 17.6% 4.415 25.6% 5,740 33.3% 1,288 539 1,176 17.252Poorest(N=1,367) 
2 (N=1,430) 1,348 6.3% 3,962 18.6% 4,560 21.4% 7.927 37.1% 1,482 
648 1.429 21,356
3 (N-1,352) 1.944 7.9% 4.468 18.1% 4,960 20.1% 9,064 36.8% 1,672 756 
1,794 24,658
2.057 5.8% 4,662 13.1% 5.802 16.3% 11,347 31.9% 1,873 932 8.931 35,6044 (N=1.275) 
5 (N=946) 3,128 7.3% 7,049 16.4% 7,280 17% 13.491 31.5% 2,422 1,216 8,277 42,863
School Type
670 598 21,789
Primary (N=627) 1,516 7% 4,910 22.5% 4,328 19.9% 8,123 37.3% 1,644 
All Age/Pr. Jr. High (1-6) 1,130 6.2% 3,893 21.4% 3,711 20.4% 7,066 38.9% 1,410 
588 371 18,169
(N=426)
1,239 6.2% 3,087 15.5% 4,743 23.8% 8,275 41.4% 1,424 705 496 19,969All Age (7-9) (N=160) 
Pr. Jr. High/Jr. High (7-9) 2,423 9.6% 4,448 17.6% 6,000 23.7% 9,602 38% 1,826 
976 3,800 25,275
(N=52)
1,500 27,993
New Second. (N=88) 2,410 8.6% 3,275 11.7% 6,999 25% 10.967 39.2% 1,902 
935 
Comprehensive( N=177) 2,592 8.1 6,917 21.5% 6,076 18.9% 11,896 37% 1,923 
1,083 1,647 32,134
N=2l9) 3,608 7% 9,377 18.2% 7,111 13.8 13,901 27% 2.436 1.300 13,664 
51,397
Secondary High 
Technical High (N=44) 2.802 7.5% 4.960 13.3% 8,179 21.9% 14,654 39.3% 1,894 1,205 3,636 
37,330
816 4,455 29,054
Jamaica(N=6,.370) 1,920 6.6% 5.101 17.6% 5.506 18.9% 9,515 32.7% 1,741 
Source: Jamaica Survey ofLiving Conditions, 1998
90 A Study of Secondary Education in Jamaica
Appendix 5.2: Secondary School Fees, and Assistance Given Through the Government's
Financial Assistance Programme (FAP), by Region, Quintile and School type (Mean $
Values)1998
SECONDARY
SCHOOL ASSISTANCE FROM % SHARE OF
COUNTRY FEES/BOOKS( $) FAP ($) SCHOOL FEES
Region
KMA {'N=452) 5,695 2,221 39
Other Towns (N=320) 6.319 2,154 34
Rural (N=903) 4,438 2,024 46
Quintile
Poorest (N=223) 2,990 1,845 62
2 (N=309) 4,205 2.461 59
3 (N=358) 4,116 1,824 44
4 (N=392) 4,982 2,252 45
5 (N=393) 7,989 1,727 22
School Type
New Secondary (N=68) 2,999 1,966 66
Comprehensive High (N=139) 3,014 1,959 65
Secondary High (N=169) 5,908 2,164 37
TIechnicalH igh (N=37) 0 2,416
Jamaica (N=1,675) 5,072 2,064 41
Appendix 5. Private Expenditure on Education and Private School Fees 91
Appendix 5.3: Student Compliance with Cost Sharing Scheme, 1995/96 and 1996/97
Dec. 1995 % Complied Dec. 1996 % Complied
f of school reporting 137 120
Enrollment 165,061 100.0% 144.412 100.0%
# of students who paid in full 100,126 60.7% 77,533 53.7%
# of students who paid in part 25,619 15.5% 20,356 14.1%
f of students who sought full support 5,057 3.1% 5,887 4.1%
# of students who sought partial support 8,806 5.3% 17.874 12.4%
# of students who did not pay nor seek support 29,568 17.9% 24.958 17.3%
Fees collected (JA$ million in current prices) 321 331
Sources: MOE&C, "Financing Secondary Education: The Cost Sharing Scheme," 1996; "Cost Sharing," 1997.
92 A Study of Secondary Education in Jamaica
Appendix 5.4: Compliance Rates by School Type (Percentage), 1995/96 and 1996/97
December 1995 December 1996
School Type # of Minimum Maximum Average # of Minimum Maximum Average
Schools Schools
New Secondary 27 40 98.8 74.5 17 45.9 99.5 72.5
Comprehensive 43 44.4 100 80 45 45.4 100 80.3
Secondary High 56 59.8 100 87.5 45 36.5 100 86.3
Technical High 13 65.4 100 87.4 11 47.2 l00 84.3
Vocational/Agricult. - - 2 82.2 97.3 98.3
All Schools 139 40 l00 82.6 120 36.5 100 82.5
Sources: MOE&C, "FinancingS econdary Education: The Cost Sharing Scheme," 1996; "Cost Sharing," 1997,
Appendix 5. Private Expenditure on Fducation and Private School Fees 93
Appendix 5.5: Actual Fees by School Type, 1995/96 and 1996/97 (JA$ in Current Prices)
School Type December 1995 December 1996 % Change in Real Terms
(nominal terms) (nominal terms) after adjusted for inflation
Minimum Maximum Average Minimum Maximum Average Minimum Maximum Average
New Secondary 850 2,000 1.217 2,000 3,200 2,457 90.7% 29.7% 63.6%
Comprehensive High 1,000 3.000 1,731 2.300 4,200 2.854 86.4% 13.5% 33.6%
Secondary High 1.500 7.000 3,641 2.500 7,000 4,661 35.1% -18.9% 3.8%
Technical High 1,580 4,600 3,415 3,100 5.500 4.197 59.0% -3.1% -0.4%
Vocational/Agricultural - - - 2,500 4,772 3,636 - -
All Schools 850 7,000 2,558 2,000 7,000 3,611 90.7% -18.9% 14.4%
Sources: MOE&C. "Financing Secondary Education: The Cost Sharing Scheme," 1996; "Cost Sharing," 1997.
Note: The fees reported were in current prices. but the percentage change between 1995/96 and 1996/97 was calculated based on adjustment for inflation (23.38 percent in 1995/96).
94 A Study of Secondary Education in Jamaica
Appendix 5.6: Per Capita Expenditure by School Type, 1995/96 and 1996/97
Instruction Materials & Minor Public Others Total
Materials Equipment Repairs Utilities
December 1995
Per Capital Expenditure in JA$
New Secondary 128 32 74 90 34 359
Comprehensive High 1:99 47 152 88 68 554
Secondary High 274 305 316 152 111 1158
Technical High 180 191 127 147 12 657
All Schools 222 173 213 122 78 808
Percentage Distribution of Per Capital Expenditure
New Secondary 3 6% 9% 21% 25% 9% 100%
Comprehensive High 36% 9% 27% 15% 12% 100%
Secondary High 24% 26% 27% 13% 10% 100%
Technical High 27% 29% 19% 22% 2% 100%
All Schools 27% 21% 26% 15% 10% 100%
Decemlber 1996
Per Capital Expenditure in JA$
New Secondary 305 187 142 72 140 846
Comprehensive High 293 138 143 89 317 980
Secondary High 371 250 360 153 581 1715
Technical High 470 141 200 198 699 1708
Vocational/Agricultural 416 500 425 155 4505 6001
All Schools 1855 1216 1270 667 6242 11250
Percentage Distribution of Per Capital Expenditure
New Secondary 36% 22% 17% 9% 17% 100%
Comprehensive High 30% 14% 15% 9% 32% 100%
Secondary High 22% 15% 21% 9% 34% 100%
Technical High 28% 8% 12% 12% 41% 100%
Vocational/Agricultural 7% 8% 7% 3% 75% 100%
All Schools 16% 11% 11% 6% 55% 100%
Sources: MOE&C, "Financing Secondary Ediucation:T he Cost Sharing Scheme," 1996; "Cost Sharing," 1997.
Appendix 6. Population Projection 95
Appendix 6. Population Projection
96 A Study ofSecondary Education in Jamaica
Appendix 6. Population Projection 97
Appendix 6.1: Projected School-Age Population by Selected Age Range, 1995-2014 (in Thousands) with NRR=1 by 2000
Age 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Group
Males
3 to 5 86 86 88 89 88 88 88 88 88 88 85 81 72 66 64 65 68 70 71 72
6 to ]I 160 161 162 163 165 166 169 170 172 173 174 173 173 170 165 158 149 142 137 133
12to 14 77 77 77 77 78 78 78 79 80 82 82 83 85 85 85 85 86 87 86 83
15 to 16 50 50 50 50 50 50 51 51 52 52 53 53 54 55 56 57 57 56 57 57
17to 19 78 75 75 75 75 74 74 75 75 76 76 77 78 79 80 82 83 85 85 85
20 to 24 132 130 127 125 121 120 120 119 119 120 120 121 122 123 124 126 128 129 131 134
TOTAL 583 579 579 579 577 576 580 582 586 591 590 588 584 578 574 573 571 569 567 564
Age 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Group
Females
3 toS5 82 84 84 87 88 87 86 86 87 86 85 81 72 66 64 65 68 70 71 72
6 to 11 156 154 154 156 157 161 165 165 167 168 170 170 169 167 162 156 148 141 131 128
12to 14 77 77 75 75 75 75 75 75 76 77 79 81 84 85 85 84 84 84 83 80
15 to 16 50 50 50 50 50 50 50 50 50 50 50 51 52 53 55 57 57 55 56 56
17 to 19 73 72 72 72 73 73 74 74 74 72 72 73 74 74 76 78 81 84 84 84
20 to 24 125 123 120 117 115 113 114 114 116 116 118 118 119 119 119 119 121 123 126 130
TOTAL 563 560 555 557 558 559 564 564 570 569 574 574 570 564 561 559 559 557 551 550
Age 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Group
M+F
3 to 5 168 170 172 176 176 175 174 174 175 174 170 162 144 132 128 130 136 140 142 144
6to 11 316 315 316 319 322 327 334 335 339 341 344 343 342 337 327 314 297 283 268 261
12 to 14 154 154 152 152 153 153 153 154 156 159 161 164 169 170 170 169 170 171 169 163
15 to 16 100 100 100 100 100 100 101 101 102 102 103 104 106 108 111 114 114 111 113 113
17 to 19 151 147 147 147 148 147 148 149 149 148 148 150 152 153 . 156 160 164 169 169 169
20 to 24 257 253 247 242 236 233 234 233 235 236 238 239 241 242 243 245 249 252 257 264
TOTAL 1146 1139 1134 1136 1135 1135 1144 1146 1156 1160 1164 1162 1154 1142 1135 1132 1130 1126 1118 1114
Source: World Bank Projection
98 A Study of Secondary Education in Jamaica
Appendix 6.1 Addendum: Assumptions of the Population Projection
1990 1995 2000 2005 2010 2015 2020
Birth Rate 23.8 18.70 16.7 16.5 16.4 16.2
Death Rate 6.45.6 5.2 5.2 5.2 5.5 5.4
Rate of National Increase 1.82 1.34 1.15 1.12 1.09 1.08
Net Migration Rate -9.3 -4.4 -2.8 -1.4 -0.6 0
Growth Rate 0.89 0.90 0.87 0.99 1.03 1.08
Total Fertility 2.700 2.242 2.081 2.075 2.072 2.062
NRR 1.287 1.073 1.000 1.000 1.000 1.000
e(0) - Both Sexes 74.82 75.88 76.R4 76.74 78.07 77.83
e(l5)-BothSexes 62.11 62.83 63.51 64.18 64.41 63.67
IMR-Both Sexes 22.0 18.3 15.3 12.7 11.8 7.1
q(5)-Both Sexes 0.0264 0.0221 0.0185 0.0155 0.0145 0.0091
DEP. RAT 63.3 61.4 56.3 49.8 44.6 44.8 45.1
Appendix 7. Historical Development of the Education System in Jamaica 99
Appendix7 . HistoricalD evelopmenot f the
EducationS ystemi n Jamaica
100 A Study of Secondary Education in Jamaica
Appendix 7. Historical Development of the Education System in Jamaica 101
HistoricalD evelopmenot f the EducationS ystemi n Jamaica
Historically, the church has played a major role in education in Jamaica. Through
its leadership, education developed and grew into the elementary school system, which
the Government took over later. The present All-Age School is a true descendant of the
this elementary school and the High School has as its ancestor the classical-oriented,
academic fee paying school. Secondary fee paying private schools grew from the need to
educate the upper and middle class. This dual system of education still exists today
Originally, many schools were run by churches and trusts, and were first aided by grants
from the Government, which later moved to completely fund schools.
The Jamaican education system has much of its roots in the traditional British
education system. From the period of internal independence in 1953, and full
independence in 1962, basic institutional and operational pattems were formed. In 1953
various ministries of Government including Education were established as a part of the
process of gradual internal autonomy. A policy for education was then developed for all
levels of schooling. The system expanded and began to shift from the British colonial
school programs to a more national orientation. The role of the Ministry of Education
was defined and its power and responsibility were developed in this period.
Although Jamaica achieved full independence in 1962, the Education Act was not
passed until 1965. This Act aimed at meeting the needs for self-financing and expansion.
Prior to 1957 Secondary education was inaccessible to the poor and rural dwellers.
Secondary education was concentrated in the urban areas of Kingston and St. Andrew.
Primary education was not fully developed and operated. It needed expansion in quantity
and range, as no expansion had taken place in 50 years. The neglect had caused the
problems of overcrowding, lack of qualified teachers, old buildings, and insufficient
support. Early Childhood education also needed restructuring, and it was only after major
pilot projects were launched in the 1960s and 1970s, with support from the Bernard Van
Leer Foundation and overseas donors, that a comprehensive Early Childhood Program
evolved. l
In 1964 a major post-independence evaluation to improve the education system was
conducted by an invited UNESCO team. The evaluation led to an education plan that
became the basis of various Government programs. It emphasized post-primary
opportunity and quality of institutions. Another major area of concentration was to make
primary school accessible to all. The 1972 elections brought into power the first new
party after independence. The new party put major emphasis on improving the education
system and recognized the need to bring the school system up to higher quantitative and
qualitative levels. This led to a call for a joint effort of USAID, the World Bank, and
CIDA to work with the Educational Planning Unit of the Ministry to prepare a systematic
analysis of the problems and recommend project alternatives. The current structure of the
I InternalD ocument,P apero n Early ChildhoodE ducationP rogram 1995-2000,1 994:4.
102 A Study of Secondary Education in Jamaica
education system is divided along the following lines: ages, grades, and institutions for
boith public and private education.
(a) Pre-Primary. The Bernard Van Leer Foundation, in cooperation with the
Ministry of Education and the University of the West Indies, has since 1966 assisted the
Government in training teachers and designing and supplying material in this area of
education. In 1971/72, there were 26 infant schools and 9 infant departments within the
public sector with an enrollment of 1,705 and 1,983 respectively. Prior to 1970, Infant
Centers (now Basic schools) as they were then called started, mainly in churches, which
administered ad hoc programs centered around custodial type care but lacked emphasis
on stimulation and child centered approaches. With the help of the Dudley Grant
Memorial Trust and financial assistance from the Bernard Van Leer Foundation and the
Government's Hurricane Rehabilitation Fund, more than 900 schools benefited from
repair or rebuilding/refurbishing grants, which helped also to improve the
teaching/learning environment. 2
(b) Primary. Education is provided free in primary (grades 1-6). In September of
1973 free tuition began to be provided in all Government owned or aided schools at all
levels. In 1971/72 within the formal public education system under the Ministry of
Education there were 778 primary schools. There is great variation in the sizes of the
schools at each level of education, and primary schools themselves vary greatly. In the
1950s, in order to expand secondary education, the Government introduced the Common
Entrance Examination. 3 This gave more children at the primary level, aged 11+, the
opportunity for post-primary education.
(c) High Schools. The curriculum of high schools originally followed the school
system in England with Latin, French, English, History, Geography, and some Science.
After independence, the curriculum changed slightly, Spanish replaced French. History
and Geography became more West Indian oriented; Latin was later dropped. As schools
evolved, the principals and staff formulated their own curricula. The curriculum was
highly influenced by the examination taken at the end of the five-year course. This
examination was the Cambridge School Certificate, later changed to the General
Certificate of Education, and now replaced by the Caribbean Examination Council
Certificate. As the demand for secondary schools grew, the Government began to take
2 Errol Miller, Education for All (Washington, DC: Inter-American Development Bank), p.
81.
3 In 1958 the CEE was awarded on straight merit. However, preparatory school students
were gaining most of the free places. Weary that the free place system was not serving its
purpose, in 1963, the government allocated 70 percenit of the places to students from public
primary schools and 30 percent to prep school children. With the introduction of free education in
197:3t he 70:30 system was abolished and the policy of straight merit again became the basis of
award. The difference was that in 1958 the merit list was constructed on an all-island basis. Since
1973, merit lists are created on a parish basis with Kingston and St. Andrew serving as one unit.
Other aspects of the 1973 policies were that as a rule children would be selected to attend schools
in their parish of residence, that the CEE would select 95 percent of the students assigned to each
high school, and the principals of schools are allowed to admit 5 percent of the entries each year
on their discretion. By 1998, about 18 ,000 out of some 55,000 students who took it were placed.
Appendix 7. Historical Development of the Education System in Jamaica 103
over private schools and assist financially. The continued demand for more secondary
schools influenced some of the existing high schools to become "extension schools."4
This amounted to schools having morning and afternoon shifts of classes. At present,
high schools are the prestigious institutions of secondary schools, and ones without shifts
are the coveted. The curriculum is principally oriented toward academic subjects. There
has been some introduction of practical and vocational subjects but this has remained
relatively minor in terms of numbers of students.
(d) Comprehensive High Schools. In the 1950s there were not enough places in
the high schools to accommodate all those who aspired to the more academic type of
education. Some educators felt that there were children not selected by the CEE who
could benefit from a secondary education that would not be strictly academic and would
include some practical subjects. There was also the opinion that the pattern of
comprehensive schools as developed in Britain and the United States would be suitable
for Jamaica5. In this context the comprehensive school idea came into being.
(e) New Secondary Schools. In 1974 Junior Secondary Schools (Grades 7-9) were
converted into New Secondary Schools and Grades 10 and 11 were added. It was
intended that these schools would place emphasis on technical/prevocational education to
the extent that all students would choose an option at the end of Grade 9, and pursue it at
prevocational level in grades 10 and 11.
(f) All-Age Schools. As early as the nineteenth century, the church and private
groups had started schools for the children of the slaves. These schools were later taken
over by the Government and have since increased. The present Primary and All-Age
Schools for children from 6 to 15 years developed from the preceding Elementary
Schools. The All-Age Schools are basically evolutionary extensions of the Elementary
Schools. They go from Grades 1 to 9. At age 13+ All-Age School students may sit for the
Technical High School Entrance Examination.
(g) Technical High Schools. The curriculum in these schools is oriented toward
technical and vocational training that includes applied science, craft skills, and industrial
and agriculture. In recent years, some Technical High Schools have not only added Grade
7, thus offering a complete 5 year secondary cycle, but also extended into Grade 12. This
is to help prepare students in one year for the "A" level examination.
Table A7.I gives a summary of major characteristics in secondary education by
School Type.
4 William Houston Miller and Ross Murray, eds., Jamaica Education Sector Survey
(Jamaica: Ministry of Education, 1977), p. 20.
5Jamaica-Development of Secondary Education, UNESCO, 1983, p. 45.
104 A Study of Secondary Education in Jamaica
Table A7.1. Summary of Major Characteristics in Secondary Education by School Type
High Schools Comprehensive New Secondary All-Age (Grades 7, 8, 9) Technical High Schools
I. Entrance requiremelits 95% of students selected by Age promotion from feeder Age promotion from feeder Age promotion from primary In principle, selected from 13+
the CEE; 5% selected at schools and some selected by schools school exams; but apparently many
discretion of'principals CEE exceptions
2. Transition rate fi-on 6th 22% average and stable over 2.6% average and stable over 36% average and declinins 55% average and declining Officially start at 8th grade but
grade to 7th grade: 1975/76- the years the years over thsey ears over the years fluctuating enrollmenit in 7th.
1980/81. Sottrce of 7th grade recruitment
not known
3.Trends in total ensrollmnent: Regular yearly increases for a Overall increase of 25%. +19%. 1975 to 1979 +7%. 1975 tol979 Steady increase ofabouit 10%
1975/76-1980/81 (Total in total of 13%. (62,155), irregular frotn year to year. -5%- 1979 to 1980. (94.788)_ -6%. 1979 to 1980 (68908) p7er.69ear1, 97576 to 1980/841.
1980/81 ). (Total in,G rades T7 (35,300) (,2 1),( 37 (57,534) 1997o 98.96810) e year, 49757)o18/I
9)
4. l'rends in Grade 7 3 5% overall increase +23%. 1975 tol978 +10%. 1975 to 1976 Stable., 1975 to 1979 Overall increase of grade 8
enrollnent: 1975/76-1980/81 -6%, 1978 to 1980 -10%. 1976 to 1980 -7%. 1979 to 1980 enrollment
5. Trends in student flow: Enrollments stable from Steady increase in enrollments Enrollment increases from 2- Average decline of 19% per Since 1974/75, Grade 9
1975/76-1980/81 Grades 7-11; an increase of 5- from Grade 7-10 followed by 14% from Gr-ade 7-8; remains year in cirollment enrollments have been from 17%
10% in Grade 9; Grade 11 decline ofup to 28% for Grade stable through Grade 10; to 66% higher thanl Grade 8.
cnrollment is 15-25% higher 11 decline of 15-22% from Grade Otherwise students follow a
than Grade 10; transition rate 10-11 regular pattcri
of 15% into Grade 12.
6. Curriculum (as applied by Largely academic and oriented Mixed academic and Strong prevocational bias witlh Extended primary school Technical vocational. oriented
schools) towards postsecondary studies prevocational; oriented academic subjects; oriented curriculum towards labor market, but
towards labor market as much towards the labor market strongly aims to prepare students
as to continuation in Grade 12 for tertiary level studies
7. Prospects for graduates Tertiary education and the Limited access to tertiary Mainly vocational training or Mainly labor market or 'I'echnical vocatiottal positions in
relatively better paid positions education; mainly vocational labor market (exceptionally, vocational training; the labor market and limited
in the labor market training and labor market. tertiary edumcation) exceptionally, furtlier access to tertiary education
education in a genuine
secondary school if successful
in GNAI examination
8. Social currency or prestige Iligh Mixed Mixed with a tendency Low i igh
towards declining
9. Per-pupil recurrent public A$8 26 J$ 820 J$ 580 J$ 273 A$ 1,288
expenditure: (1982/83 budget
est.)
4
Source: Jamaica-Development of Secondary Education, UNESCO, 1983, p. .
*"The total ofthe percentage figures exceeds 100 fortwo reasons: (i)the percentage foreach type of school is an average forthe 1975/76-1980/81 period, and (ii) many Grade 7 entrants are Grade 5
or Grade 4 leavers.
Appendix 8. Projected cost of Compensatory EduicationP rogram 105
Appendix 8: Projected Cost of
Compensatory Education Program
106 A Study of Secondary Education in Jamaica
Appendix 8 Projected Cost of Compensatory Program 107
ProjectedC ost of CompensatoryE ducationP rogram
Description of Projection and Assumptions
The program consists of remedial learning during the school year plus a summer
program. Remedial learning will take place on weekends for needy students in grades 1
to I1. Summer program is provided to needy students in grades I to 10 only. It is
assumed that about one-third of students in grades 1-6 need both the remedial learning
and summer program; that one-fifth of students in grades 7-11 need remedial learning
and that one-fifth of students in grades 7-10 need the sunmmerp rogram. Students will
take a test after the completion of the summer program; they will be promoted to the next
grade if they pass the test. Otherwise, they have to repeat their grade. Teachers assisting
students will be paid one-month basic salary for remedial learning and one-month basic
salary for the sumnmerp rogram. Non-teacher related expenses are estimated to be about
5% of the teachers' cost. The program will begin in fall 2000. The net cost of the
compensatory program depends on the assumption regarding the likely change in
repetition rates. In this analysis, three scenarios are considered, corresponding to three
different assumptions of the change in repetition rates. It may be noted that, in 1995-96,
the base year, repetition rates were mostly around about 1-2% in grades I to 5, 5-10% in
grade 6, and 1-2% in grades 7-10. The projected net cost of the program is shown in
Figure 1.
Net Cost of Compensatory Program
Scenario 1: It is assumed that there is no change in repetition rates in grades 1 to
10. The cost of the compensatory program is projected to be 4.87 million US dollars in
fiscal year 2001. and 9.24 million US dollars in 2007. Since there is no change in
repetition rates, enrollments by grade level will be identical to the situation when there is
no compensatory program. Thus, there is no change in the recurrent cost of primary and
secondary education when the compensatory program is implemented. The net cost of
the compensatory program is the same as the cost of the compensatory program itself.
The scenario implies that the great majority of the students having the compensatory
program will have made adequate progress to be promoted to the next grade. This is a
desirable situation.
Scenario 2: It is assumed that repetition rates will increase to 5% in grades 1-5
and 7-10. The cost of the compensatory program is projected to be 4.87 million US
dollars in fiscal year 2001 and9.17 million US dollars in 2007. Since there is a change in
repetition rates, enrollments by grade level will be different from the situation when there
is no compensatory program. Over time, there will be more students in primary grades
and less students in secondary grades. The projection shows that there will a reduction in
the recurrent cost of primary and secondary education when the compensatory program is
implemented, which will be 77.4 million Jamaican dollars in 2003 and 326.7 million
Jamaican dollars in 2007. The net cost of the compensatory program will be 4.87
million US dollars in 2001 and only 1. million US dollars in 2007. This scenario implies
108 A Study of Secondary Education in Jamaica
that one-sixth to one-quarter of the students having the compensatory program still fail to
make adequate progress to be promoted to the next grade.
Scenario 3: It is assurmedt hat repetition rates will increase to 10% in grades 1-5
and 7-10. The cost of the compensatory program is projected to be 4.87 million US
dollars in fiscal year 2001 and 8.87 million US dollars in 2007. Since there is a change in
repetition rates, enrollments by grade level will be different from the situation when there
is no compensatory program. Over time, there will be more students in primary grades
and even less students in secondary grades. The projection shows that there will a greater
reduction in recurrent cost of primary and secondary education when the compensatory
program is implemented, which will be 247.9 million Jamaican dollars in 2003 and
1106.1 million Jamaican dollars in 2007. The net cost of the compensatory program will
be 4.87 million US dollars in 2001 and there will a savings of 18.78 million US dollars in
2007. This scenario implies that one-third to one-half of the students having the
compensatory program still fail to make adequate progress to be promoted to the next
gradLe.T his is not a desirable situation.
Figure 1. Net financiali mpacto f compensatoryp rogram
15X00
5.00~~~~~~~~~~~~~~~~~~~~~~~~~~~~~.
5.00 2
9 -10.oo No change
-15.00 R=10%
-25.00
Year
Appendix 8 Projected Cost of Compensatory Program 109
Scenario 1: No change in repetition rates
2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07
Projectede nrollment
Grades 1-6 324616 331514 338565 343215 345353 345566 343913
Grades7 -9 145286 146687 148627 150651 153572 157838 162522
Grades 10-11 68415 66259 64762 64941 66296 67115 67694
Grade1 0 35690 34383 34016 34537 35461 35471 36001
Students in Weekend Program
Proportiono f Grades 1-6 attendingp rogram 0.33 0.33 0.33 0.33 0.33 0.33 0.33
Proportiono f Grades7 -9 attendingp rogram 0.2 0.2 0.2 0.2 0.2 0.2 0.2
Proportiono f Grades 10-11a ttendingp rogram 0.2 0.2 0.2 0.2 0.2 0.2 0.2
Grades 1-6 107123 109399 111727 113261 113966 114037 113491
Grades 7-9 29057 29337 29725 30130 30714 31568 32504
Grades1 0-11 13683 13252 12952 12988 13259 13423 13539
Students in Summer Program
Proportiono f Grades1 -6 attendingp rogram 0.33 0.33 0.33 0.33 0.33 0.33 0.33
Proportiono f Grades7 -9 attendingp rogram 0.2 0.2 0.2 0.2 0.2 0.2 0.2
Proportiono f Grade 10 attending program 0.2 0.2 0.2 0.2 0.2 0.2 0.2
Grades1 -6 107123 109399 111727 113261 113966 114037 113491
Grades7 -9 29057 29337 29725 30130 30714 31568 32504
Grades1 0 7138 6877 6803 6907 7092 7094 7200
Cost of Weekend Program
(1) For grades1 -6 students
Student/teacher atio 30 30 30 30 30 30 30
Numbert eachersn eeded 3571 3647 3724 3775 3799 3801 3783
Pay perteacher (J$)' 15532 17085 18794 20673 22740 25014 27516
Teacherc ost (MillionJ $) 55.5 62.3 70.0 78.0 86.4 95.1 104.1
Non-teacherc ost (Million, J$)** 2.8 3.1 3.5 3.9 4.3 4.8 5.2
Cost for grades 1-6 students 58.2 65.4 73.5 82.0 90.7 99.8 109.3
(2) For grades7 -11 students
Student/teacher atio 20 20 20 20 20 20 20
Numberteachersn eeded 2137 2129 2134 2156 2199 2250 2302
Pay perteacher (JS)* 18950 20845 22929 25222 27744 30519 33571
Teacherc ost (MillionJ 5) 40.5 44.4 48.9 54.4 61.0 68.7 77.3
Non-teacherc ost (Million, J$)*" 2.0 2.2 2.4 2.7 3.1 3.4 3.9
Costf or grades7 -11 students 42.5 46.6 51.4 57.1 64.1 72.1 81.1
(3) For g rades I -11
Teacherc ost (Million J$) 96.0 106.7 118.9 132.4 147.4 163.7 181.4
Non-teacherc ost (Million.J $)*' 4,8 5.3 5,9 6.6 7.4 8.2 9.1
Total cost of weekendp rogram( Million,J $) 100,8 112.0 124,9 139.0 154.8 171.9 190.4
Cost of Summer Program
(1) For grades 1-6 students
Student/teacher atio 30 30 30 30 30 30 30
Numbert eachersn eeded 3571 3647 3724 3775 3799 3801 3783
Pay per teacher (J$)* 15532 17085 18794 20673 22740 25014 27516
Teacherc ost (MillionJ $) 55.5 62.3 70.0 78.0 86.4 95.1 104.1
Non-teacherc ost (Million,J $)** 2.8 3.1 3.5 3.9 4.3 4.8 5.2
Cost for grades 1-6 students 58.2 65.4 73.5 82.0 90.7 99.8 109.3
(2) For grades7 -10 students
Student/teacher atio 20 20 20 20 20 20 20
Numberteachersn eeded 1810 1811 1826 1852 1890 1933 1985
Pay per teacher (J$)* 18950 20845 22929 25222 27744 30519 33571
Teacher cost (MillionJ $) 34.3 37.7 41.9 46.7 52.4 59.0 66.6
Non-teacherc ost (Million,J $)- 1.7 1.9 2.1 2.3 2.6 2.9 3.3
Cost for grades7 -10 students ,36.0 39.6 44.0 49.0 55.1 61.9 70.0
(3) For grades1 -10
Teacherc ost (MillionJ $) 89.8 100.0 111.9 124.8 138.8 154.1 170.7
Non-teacherc ost (Million,J $)*' 4.5 5.0 5.6 6.2 6.9 7.7 8.5
Total cost of summerp rogram (Million,J $) 94.2 105.0 117.5 131.0 145.8 161.8 179.3
110 A Study of Secondary Education in Jamaica
Scenario 1: No change in repetition rates (Continued)
12000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07
Total Cost of Compensatory Program
(1) For grades 1-6
In Million J$ 116.5 130.8 147.0 163.9 181.4 199.7 218.6
In Miilion US$*** 2.91 3.27 3.67 4.10 4.54 4.99 5.46
(2) For grades 7-11
In Million J$ 78.5 86.2 95.3 106.1 119.1 134.0 151.1
In Million US$- 1.96 2.16 2.38 2.65 2.98 3.35 3.78
(3) For grades 1-11
In Million J$ 195.0 217.1 242.3 270.0 300.5 333.7 369.7
In Million US$*** 4.87 5.43 6.06 6.75 7.51 8.34 9.24
Change in Recurrent Cost due to Program
None (no change in enrollment by grade) 0.0 0.0 0.0 0.0 0.0 0.0 0.0
Net Financial Impact of Program
In Million J$ 195.0 217.1 242.3 270.0 300.5 333.7 369.7
In Million US$*- 4.87 5.43 6.06 6.75 7.51 8.34 9.24
Scenario 2: Repietitionr ates at 5% in grades 1-5 & 7-10
2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07
Projected enrollment
Grades 1-6 324616 331514 338429 344533 348528 350633 350634
Grades 7-9 145286 146687 147965 148448 149417 151492 155630
Grades 10-11 68415 66259 62940 61922 62834 63649 63205
Grade 10 35690 34383 33168 33221 34128 34198 33667
Students in Weekend Program
Proportion of Grades 1-6 attending program 0.33 0.33 0.33 0.33 0.33 0.33 0.33
Proportion of Grades 7-9 atending program 0.2 0.2 0.2 0.2 0.2 0.2 0.2
Propcrtion of Grades 10-11 attending procgram 0.2 0.2 0.2 0.2 0.2 0.2 0.2
Grades 1-6 107123 109399 111682 113696 115014 115709 115709
Grades 7-9 29057 29337 29593 29690 29883 30298 31126
Grades 10-11 13683 13252 12588 12384 12567 12730 12641
Students in Summer Program
Proportion of Grades 1-6 attending program 0.33 0.33 0.33 0.33 0.33 0.33 0.33
Proportion of Grades 7-9 attending program 0.2 0.2 0.2 0.2 0.2 0.2 0.2
Proportion of Grade 10 attending program 0.2 0.2 0.2 0.2 0.2 0.2 0.2
Grades 1-6 107123 109399 111682 113696 115014 115709 115709
Grades 7-9 29057 29337 29593 29690 29883 30298 31126
Grades 10 7138 6877 6634 6644 6826 6840 6733
Cost of Weekend Program
(1) For grades1 -6 students
Student/teacher atio 30 30 30 30 30 30 30
Numbert eachers needed 3571 3647 3723 3790 3834 3857 3857
Pay perteacher (J$)* 15532 17085 18794 20673 22740 25014 27516
Teacherc ost (MillionJ $) 55.5 62.3 70.0 78.3 87.2 96.5 106.1
Non-teacherc ost (Million.J $)** 2.8 3.1 3.5 3.9 4.4 4.8 5.3
Cost for grades 1-6 students 58.2 65.4 73.5 82.3 91.5 101.3 111.4
(2) For grades 7-11 students
Student/teacher atio 20 20 20 20 20 20 20
Numberteachersn eeded 2137 2129 2109 2104 2123 2151 2188
Pay perteacher (J$)* 18950 20845 22930 25222 27745 30519 33571
Teacherc ost (MillionJ $) 40.5 44.4 48.4 53.1 58.9 65.7 73.5
Non-teacherc ost (Million,J $)** 2.0 2.2 2.4 2.7 2.9 3.3 3.7
Cost for grades 7-11 students 42.5 46.6 50.8 55.7 61.8 68.9 77.1
(3) For grades 1-11
Teacherc ost (Million J$) 96.0 106.7 118.3 131.4 146.1 162.1 179.6
Non-teacherc ost (Million,J $)** 4.8 5.3 5.9 6.6 7.3 8.1 9.0
Total cost of weekendp rogram (Million,J 9) 100.8 112.0 124.2 138.0 153.4 170.2 188.6
Appendix 8 Projected Cost of Compensatory Program 111
Scenario 2: Repetition rates at 5% in grades 1-5 & 7-1O(Continued)
2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07
(1) For grades 1-6 students
Student/teacher ratio 30 30 30 30 30 30 30
Number teachers needed 3571 3647 3723 3790 3834 3857 3857
Pay perteacher(J$)* 15532 17085 18794 20673 22740 25014 27516
Teacher cost (Million J$) 555 62.3 700 78.3 87.2 96.5 106.1
Non-teacher cost (Million, J$)** 2.8 3 1 3.5 3.9 4.4 4.8 5.3
Cost for grades 1-6 students 58.2 65.4 73.5 82.3 91.5 101.3 111.4
(2) For grades 7-10 students
Student/teacher ratio 20 20 20. 20 20 20 20
Numberteachers needed 1810 1811 1811 1817 1835 1857 1893
Pay per teacher (J$)* 18950 20845 22930 25222 27745 30519 33571
Teacher cost (Million J$) 34.3 37.7 41.5 45.8 50.9 56.7 63.5
Non-teacher cost (Million, J$)** 1.7 1.9 2.1 2.3 2.5 2.8 3.2
Cost for grades 7-10 students 36.0 39.6 43.6 48.1 53.5 59.5 66.7
(3) For grades 1 -10
Teachercost(MillionJ$) 89.8 100.0 111.5 124.2 138.1 153.2 169.7
Non-teacher cost (Million, J$)** 4.5 5.0 5.6 6.2 6.9 7.7 8.5
Total cost of summer program (Million, J$) 94.2 105.1 117.1 130.4 145.0 160.8 178.2
Total Cost of Compensatory Program
(1) For grades 1-6
In MillionJ$ 116.5 130.8 146.9 164.5 183.1 202.6 222.9
In Million US$*** 2.91 3.27 3.67 4.11 4.58 5.07 5.57
(2) For grades 7-11
In Million J$ 78.5 86.2 94.4 103.8 115.3 128.4 143.9
In Million US$*** 1.96 2.16 2.36 2.60 2.88 3.21 3.60
(3) For grades 1 -11
In Million J$ 195.0 217.1 241.3 268.4 298.4 331.1 366.7
In Million US$*** 4.87 5.43 6.03 6.71 7.46 8.28 9.17
Change in Recurrent Cost due to Program
Primary & secondary education, before program, 11152.3 12373.0 13744.3 15259.3 16947.5 18788.4 20769.6
MJ$
Primary&secondary education. after program, 11152.3 12373.0 13666.8 15106.3 16732.4 18513.4 20442.9
MJ$
Change in recurrent cost, MJ$ 0.0 0.0 -77.4 -153.0 -215.1 -274.9 -326.7
Net Financial Impact of Program
In Million J$ 195.0 217.1 163.9 115.4 83.3 56.1 40.0
In Million US$*** 4.87 5.43 4.10 2.88 2.08 1.40 1.00
Scenario 3: Repetition rates at 10% in grades 1-5 & 7-10
2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07
Projected enrollment
Grades 1-6 324616 331514 335497 340683 344445 346530 346711
Grades 7-9 145286 146687 147929 146348 144901 144229 146876
Grades 10-11 68415 66259 59452 57052 57855 58693 57242
Grade 10 35690 34383 31422 31450 32336 32495 30900
Students in Weekend Program
Proportion of Grades 1-6 attending program 0.33 0.33 0.33 0.33 0.33 0.33 0.33
Proportion of Grades 7-9 attending program 0.2 0.2 0.2 0.2 0.2 0.2 0.2
Proportion of Grades 10-11 attending program 0.2 0.2 0.2 0.2 0.2 0.2 0.2
Grades 1-6 107123 109399 110714 112425 113667 114355 114415
Grades 7-9 29057 29337 29586 29270 28980 28846 29375
Grades 10-11 13683 13252 11890 11410 11571 11739 11448
Students in Summer Program
Proportion of Grades 1-6 attending program 0.33 0.33 0.33 0.33 0.33 0.33 0.33
Proportion of Grades 7-9 attending program 0.2 0.2 0.2 0.2 0.2 0.2 0.2
Proportion of Grade 10 attending program 0.2 0.2 0.2 0.2 0.2 0.2 0.2
Grades 1-6 107123 109399 110714 112425 113667 114355 114415
112 A Study of Secondary Education in Jamaica
Scenario3 : Repetitionr atesa t 10% in grades1 -5 & 7-10 (Continued)
_ ~~~~~~20~01~-0~2~ 2~0~02~-023 020003--041  2004-05 2005-06 2006-07
Grades 7-9 29057 29337 29586 29270 28980 28846 29375
Grades1 0 73 6877 6284 6290 6467 6499 6180
Cost of Weekend Program
(1) For grades1 -6 students
Student/teacher atio 30 30 30 30 30 30 30
Nurnberteachersn eeded 3571 3647 3690 3748 3789 3812 3814
Pay perteacher (JS)* 15532 17085 18794 20673 22740 25014 27516
Teacherc ost (Million J$) 55.5 62.3 69.4 77.5 86.2 95.4 104.9
Non-teacherc ost (Million,J S)** 2.8 3.1 3.5 3.9 4.3 4.8 5.2
Cost for grades 1-6 students 58.2 65.4 72.8 81.3 90.5 100.1 110.2
(2) For grades7 -11s tudents
Student/teacher atio 20 20 20 20 20 20 20
Numnberteachernse eded 2137 2129 2074 2034 2028 2029 2041
Pay per teacher (J$)* 18950 20845 22930 25222 27745 30519 33571
Teacher cost (Million J$) 40.5 44.4 47.6 51.3 56.3 61.9 68.5
Non-teacherc ost (Million,J $)** 2.0 2.2 2.4 2.6 2.8 3.1 3.4
Cost for grades7 -11 students 42.5 46.6 49.9 53.9 59.1 65.0 72.0
(3) For grades1 -11
Teacherc ost (Million J$) 96.0 106.7 116.9 128.8 142.4 157.3 173.5
Non-teacherc ost (Million,J $)*" 4.8 5.3 5.8 6.4 7.1 7.9 8.7
Total cost of weekendp rogram (Million,J $) 100.8 112.0 122.8 135.2 149.5 165.1 182.1
Cost of Summer Program
(1) For grades 1-6 students
Studentiteacher atio 30 30 30 30 30 30 30
Numbert eachersn eeded 3571 3647 3690 3748 3789 3812 3814
Pay per teacher (J$)* 15532 17085 18794 20673 22740 25014 27516
Teacherc ost (MillionJ $) 55.5 62.3 69.4 77.5 86.2 95.4 104.9
Non-teacherc ost (Million, J$)** 2.8 3.1 3.5 3.9 4.3 4.8 5.2
Costf or grades 1-6 students 58.2 65.4 72.8 81.3 90.5 100.1 110.2
(2) For grades7 -10 students
Student/teacherr atio 20 20 20 20 20 20 20
Numberteachersneeded 1810 1811 1794 1778 1772 1767 1778
Pay per teacher (J$)* 18950 20845 22930 25222 27745 30519 33571
Teacher cost (Million J$) 34.3 37.7 41.1 44.8 49.2 53.9 59.7
Non-teacherc ost (Million, J$)** 1.7 1.9 2.1 2.2 2.5 2.7 3.0
Cosaf or grades 7-10s tudents 36.0 39.6 43.2 47.1 51.6 56.6 62.7
(3) For grades I- 10
Teacherc ost (MillionJ $) 89.8 100.0 110.5 122.3 135.3 149.3 164.6
Non-teacherc ost (Million, J$)** 4.5 5.0 5.5 6.1 6.8 7.5 8.2
Total cost of summerp rogram (Million.J $) 94.2 105.1 116.0 128.4 142.1 156.7 172.9
Total Cost of Compensatory Program
(1) For grades1 -6
In Million JS 116.5 130.8 145.7 162.7 180.9 200.2 220.4
In Million US$*** 2.91 3.27 3.64 4.07 4.52 5.01 5.51
(2) For grades 7-11
In Million JS 78.5 86.2 93.1 101.0 110.7 121.7 134.6
In Million USS*- 1.96 2.16 2.33 2.52 2.77 3.04 3.37
(3) 'Forg rades1 - 11
In Million JS 195.0 217.1 238.8 263.6 291.6 321.9 355.0
In Million US5*** 4.87 5.43 5.97 6.59 7.29 8.05 8.87
(B) Changei n RecurrentC ost due to Program
Primary & secondary education, before program, 11152.3 12373.0 13744.3 15259.3 16947.5 18788.4 20769.6
MJ$
Primary & secondary education, afterprogram, 11152.3 12373.0 13496.4 14778.4 16269.5 17898.0 19663.5
MJ$
Change in recurrent cost, MJ$ 0.0 0.0 -247.9 -480.9 -678.1 -890.4 -1106.1
Appendix 8 Projected Cost of Comnpensatory Progr-am 1 l3
Scenario 3: Repetition rates at 10% in grades 1-5 & 7-10 (Continued)
12000-01 2001-02 2002-03 .3003-04 2004-05 2005-06 2006-07
(C) Net Financial Impact of Program
In Million J$ 195.0 217.1 -9.1 -217 2 -386.4 -568.5 -751.2
In MillionU S$- 4.87 5.43 -0.23 -5.43 -9.66 -14.21 -18 78
* Teacher cost: 1 month basic salary of trained teacher. with 10%i ncrease annually in nominal terms
Non-teacher cost is set to be 5% of teacher cost
Based on an exchange rate of 40J$/IUS$
114 A Study of Secondary Education in Jamaica
Appendix 9. External Finance for Education 115
Appendix9 : ExternalF inancef or Education
116 A Study of Secondary Education in Jamaica
Appendix 9. External Financef or Education 117
External Finance for Education
Early Childhood Education (ECE) Programs
Objectives Strategies International and Bilateral Agencies
and Funding Amount
To build the capacity of regional The grant supports four major Early Childhood Development Project
Caribbean countries to develop components: - Institutional Development Fund
integrated approaches to early child * Developing a policy framework based Grant (1996-98). Funded by IBRD
development on the case of Jamaica; ($200,000 grant).
* Revising and piloting curricula for
training the relevant personnel and
developing an accreditation system;
* Developing service delivery models;
* Establishing a regional information
and resource network.
To improve the learning achievement of To strengthen national capacities for the Basic Education/Early Childhood
primary school-age children. planning, implementation, and Education Program (1997-2001).
monitoring of innovative techniques Estimated program cooperation. Funded
designed to improve the quality of basic by UNICEF (estimated program
education; and budget: $3.135.000).
* To develop gender aspects of the
socialization and developmental needs
of young children.
PrimaryE ducationP rograms
Objectives Strategies International and Bilateral Agencies
and Funding Amount
To encourage children of the primary To integrate Child Health in the Child Health Education and
grades to cultivate good health habits curriculum of primary schools by: Development Project (1979-2001).
and be a strong influence for healthy * Designing health lessons as Originally ajoint effort of the
living for their peers and members of extensions of specific lessons in the Ministries of Youth and Community
their households. Social Studies, Science, and Language Development, Health and Education.
Arts sections of the General The project was strengthened by
Curriculum; UNICEF support fromn1 989 on.
. DSetuvdeelotWpinogrk booksfor ($721,000 for the 1990-96 period).
* Developing Student Workbooks for
each grade;
* Designing a Health Reader as further
lesson support material;
* Training teachers.
To improve the quality of primary To support the constructiona nd civil works Social Sector Development Project
education and reduce inequalities in its on schools,t eachert raining and professional (SSDP, 1989-96) funded by
provision. developmentt,e achers alarys ubsidies, GOJ/IBRD.
recognitiong rants, instructionalm aterials,
equipment,f urniture and other goods for this
educational evel thirough:
* Providingt extbookst o 350,000 primary
school students:
* Upgradinga nd expanding1 9 Primarya nd
All-Ages chlools;
118 A Study of Secondary Education in Jamaica
PrimaryE ducationP rograms( Continued)
Objectives Strategies Internationaal nd BilateralA gencies
and FundingA mount
To improvet he effectivenessa nd The program-which covers childreni n Primary EducationI mprovement
efficiencyo f the primary education Grades 1-6 and Grades7 -9 in Project (PEIPI I, 1993-97)f unded by
system. participatingA ll-AgeS chools-will: IDB( $28M)./U SAID( $4.5M)/  ODEC
-Establisha  systemt o monitorp upil & NDF ($5.7M).
performancei n key primaryg rades;
-Update contenta nd performance
objectivesa nd primaryc urriculum
guides;
* Equipp rimaryt eachersw iths kills and
resourcest o ensuret hat primarys chool
leaversc an read, write, and speak
standardE nglish;
* Ensuret hat all childrenh ave accesst o
schooll ibrary books.
* Provides ecure,s anitaryc onditionsi n
some of the country's least adequate
primarys chools;
* Providei nstitutionals upportt o the
MOE;
Provides upportf or administration,
managementa, nd designa ctivities.
To improvet he effectivenessa nd Specificp rojecto bjectivesa re: Primary EducationA ssistanceP roject
efficiency of the primarye ducation * Fosteringo f greater community' (PEAPI II, 1990-96).F unded by
systemw iths pecial referencet o: policy involvementi n educationt hrough the GOJ/USAID( $5,600,000).
analysisa nd educationalm anagement SchoolC ommunityO utreachP rogram
informations ystem,d ecentralizationo f for Education( SCOPE);
schoolm anagementa nd mathematics
education. * Upgradingt he MOEC's policy
analysisc apabilitiesb y establishinga n
EducationaMl anagementI nformation
System( EMIS);a nd
* Improvingt he teaching/ learning of
mathematics.
1991 study on JamaicaP rimary
Textbooks- Phase 11.C IDA funded
project.
OAS has provided3 0 primarys chools Textbooksa nd instructionalm aterials.
with equipmenta nd materials. OAS funded project.
To improvet he qualityo f primary Primary EducationI mprovement
educationa nd reduce inequalitiesi n its, Project1 1( duration:t o September
provision 1999).B udget:$ 38.6M( IDB: $28M).
Nationalp rogramw hich seeks broad ViolenceR eductiont hrough Education
supportt o reduce future levels of of Youth and Communityp roject
violencei n communitiesb y teaching (Peacea nd Love in Schools).D uration:
children, parents,a nd communitiesto  1994-?( on-going).F undedb y
resolvec onflict. PAHO/WHO.B udget:$ 157,539
(PAHO$ 43,000).
Analyticr eviewo f issues of teaching 1992 study on A Modelf or Assessing
and reading. Reading withP rimary School( Marvin
Irwin). Funded by UNESCO( $3,500).
Appendix 9. External Finance for Education 119
PrimaryE ducationP rograms( Continued)
Objectives Strategies International and Bilateral Agencies
and Funding Amount
Study was conducted to identify ways 1994 study on Accelerating Reading
of improving reading at the early Achievement (Elaine Carter). Funded
primary level. by UNESCO ($2,510).
Study aimed at identifying methods of 1995 study on Alternative Teaching
improving and making Methods, Assessing Early Learning
recommendations regarding curriculum Experiences of Children 0-6 years
and pupil achievement. (Carlos Brown). Funded by UNESCO
($2,489).
Study aimed at identification of priority 1995 study on Primary Education in the
areas where more research and Caribbean (Special Reference to
technical assistance needed. Jamaica) (Millicent White). Funded by
UNESCO ($600).
To encourage children of the primary Child Health Education and
grades to cultivate good health habits. Development Project (1989-2001).
Funded by UNICEF ($721,000).
To enhance the teaching capability and All Age/Primary School Rural Area
improve education standards and Education Prolect (1997-98). Funded
conditions at the primary level in by ODA ($4,670,715)
primary and all-age schools in rural and
disadvantaged areas.
To improve the literacy and numeracy New Horizons for Primary Schools (to
of "at risk" primary school students so be contracted in March 1998). Funded
that they can become more responsible by USAID ($10,200,000).
productive citizens,
SecondaryE ducationP rograms
Objectives Strategies International and Bilateral Agencies
and Funding Amount
To improve quality, efficiency and To effect qualitative improvements to Reform of Secondarv Education
equity of lower secondary education first cycle (Grades 7-9) secondary (ROSE, 1993-2000). Funded by
especially schools serving poorest education and to remove the inequities GOJ/IBRD. Budget: 40.7 million
students: to strengthen the capacity of in the current structure and provision of (IBRD $32.0, the Netherlands $2.7
the MOEC to plan and monitor the education at this level through: million, GOJ $6.0 million).
impact of the reform, to strengthen the * Physical upgrading of schools;
Government's capacity to undertake
sophisticated social policy analysis and - Developing and implementing
use the results in formulating more training for guidance counselors at 2
effective and targeted social programs. colleges:
* Implementing a common core
curriculum in 72 All-Age and New
Secondary schools;
* Rationalizing secondary level
examinations;
* Providing textbooks and support
materials;
* Improving local capability for policy.
To cover financing, implementation, 1998 study on Secondary Education in
and labor market issues. Jamaica. Funded by IBRD.
120 A Study of Secondary Education in Jamaica
Secondary Education Programs (Continued)
Objectives Strategies International and Bilateral Agencies
and Funding Amount
Objectives include: Education Program Preparation and
Developing and introducing common Student Loan.
core curriculum in 6 subject areas;
* Lpsrading facilities in 16 All-Age
Sclhools:
Consolidating Grades 7-9 of 16 small
All-Age Schools into 4 Junior High
Schools or Departments;
l * Strengtheninig of the management and
institutional capabilities of the MOEC.
To support the development and Thle project strategies are to: Secondary schools textbook proiect
publicationo f learning materials f * Provide textbooks on a rental basis to (SSTP, 1993-97). Phase III. Funded by
looer reading ability pupils. including l tudei inin pt-blic and private secondary GOJ/UK-ODA (2.56 million pounds).
|hose f om low ticotne ialnmilics. schools and in Grades 7-9 of All-Age Overall phases 1-III (1987-97): 8.0
Schools: million pounds.
, Provide textbooks for over 60,000
ow ability children in four core
subjects and writers workshops on text
development for these children;
- Provide trainiingf or 6,000 teachers in
tihe use of textbooks:
E Prepare stLdents for SSC and CXC
exams.
Thle project is extending its textbook Textbooks and instructional materials.
support activities to the primary schools CIDA funded project.
to lower secondary schools, through
additional provision of paper.
OAS has supported the development Textbooks and instructional materials.
and distributionio f teaching aids for OAS funded project.
Imathematics, language, science, and
social studies.
IT)i mprove and institutionalize Famirlv Family Planning Initiatives Project.
Life Fduca~ion in grades 1-9 in Funded by USAID (1996-98) $165,000
Primary. All-Age and Secondaiy
Schiools in Jamaica
To provide a better quality of technical TVET Improvement Project at
ard vocational education and training in Technical High Schools. Funded by the
the fieid of auto-mechanics. compute.: Japanese International Cooperation
assisted desians, electronics & ttaclh:ne Agency. (1997-2002) $4.1 million
shop at lose Marti Technical High
Sc heool
USAID has equipped technical high Textbooks and instructional materials.
schools with appropriate institutional Project funded by USAID.
technology, materials, and teaching
aids.
Appendix 9. External Finance for Edlucation 121
Youth Programs
Objectives Strategies International and Bilateral Agencies
and Funding Amount
To promote a better quality of life The project within the formal school Reduction of Teenage Pregnancy
among selected young women in school system will: Project (1992-96). Funded by UNICEF
and out of school by attempting to * Develop a program which will ($100.3) / the Netherlands Government
reduce the incidence of teenage provide information and skills and will ($443.00).
pregnancies, inculcate positive attitudes towards
humani sexuality among adolescents in
the 12-19-year-old age group in and out
of school;
* Develop a support system for girls at
r isk of becoming pregnant too early,
thus avoiding unwanted pregnancies;
* Strengthen the links between the
Women's Center, Operation Friendship,
and the formal school system to
iacilitate the re-entry of teenage
mothers into the public school system:
- Institutionalize Family Life activities
into the school curriculum.
To reduce the morbidity, mortality, and The project promotes behavior change AIDS/STDs Education ProJect (1994-
the social and economic costs in students by: 97). Funded by UNDP / UNFPA/
associated with HIV/AIDS/STD * Supporting the introduction of an UNICEF. Budget: $550,000.
infections. I IIV/AIDS education program in the
curriculum of Grades I-Il of the school
system: anid
- Building on the success of other
prqjects previously implemented by the
Ministry of Education and Culture and
local schools.
To reduce HIV transmission and the AIDS/STD Prevention and Control
incidence and prevalence of sexually Project. (1988-2001) Funded by
Lransmitted diseases (STDs) in Jamaica. USAID ($10.1 million)
To assist the GOJ to progressively The project, as part of the larger School Feeding Program (SFP).
improve the targeting of the school National Poverty Eradication Program, Component of the National Poverty
feeding program for poor children in was designed to: Eradication Program. Funded by
the early years of schooling and to * Provide nutritional subsidy to studeints GOJ/WFP.
broaden its scope to cover more in Pre-primary, Primary, All-Age, and
students. New Secondary schools. and
, Encourage regular school attendance.
122 A Study of Secondary Education in Jamaica
Youth Programs (Continued)
Objectives Strategies Internationala nd BilateralA gencies
and FundingA mount
To reflect a holisticv iew of chiLdren's The project includes: Profileso n the Statuso f Jamaicaa nd
developmentw ith informationa bout * A descriptiono f the extent and their LearningE nvironmentsa t point of
their physical,m ental, social,a nd dimensionso f debilitatedo r delayed entryt o Primary School( durationo f 3
emotionald evelopmenti n the context development years,i n pipeline).F unded by IDB
of theirh ome and schoole nvironments. , ' ($398,870).
*A description of the living and
learninge nvironmentso f young
children;
* An identificationo f particularg roups
most in need of assistance;
* The provisiono f data to guide the
developmento f policy and programst o
supporty oungc hildren;a nd
* Advocacyf or political,p arental,a nd
public attentiont o the importanceo f
qualitye arly childhoodc are and
education.
Basic up to tertiary. 1990s tudy on EducationS ectorR eview
(J. Boich).F unded by CIDA.
Coverse ducationalf inance, 1997 study on EducationS ector
governance,a nd management; Studies.E ducationl evel: Primary,
demographicp rqjections;a nd an Secondary,a nd Tertiary.F undedb y
assessmento f the performancea nd IDB.
efficiencyo f basic and primarys chool
education
To transforma nd improve educational The project includes: RegionalP rogram on Education,
systemsf or the integrationo f a * Strengtieningo f training programsa t Training and Awarenessf or the
consistenta nd positiveb ehavior the nationala nd regionall evels,a iming Managemenot f Marine and Coastal
towardst he environmenta, n at improvingt echnicala nd managerial Resources( ETA, 1994-96).F undedb y
understandingo f the value and skills of decisionmakersr esponsiblef or UNEP( $473,192f or 1995-96).
relevanceo f marine and coastal the managemento f marinea nd coastal
resources; resources;
* Supportingt he public awareness
efforts of the media,c ommunity-based,
and nongovernmentaol rganizations
geared towardst he economics ectors
and the generalp ublicf or a better
understandingo f and a positive
interactionw ith marinea nd coastal
resources.
A demographica nd ethnographic 1995 studyo n the ethnographic,
profile of the populationo f out of demographic,a nd institutionala nalysis
school youth ages 10-18 . for the UpliftingA dolescent.F unded by
USAID( $78,000).
Appendix 9. External Finance for Education 123
Youth Programs (Continued)
Objectives Strategies International and Bilateral Agencies
and Funding Amount
To introduce computers into the To identify and implement cost- Jamaica Partnership for Teclnology in
education system. effective anid instructionally sound Basic Education Project- InfoDev
models. establishing a WAN network Grant (1996). Funded by IBRD
among pilot schools, and experimenting ($500,000 grant).
with new software applications for
improving reading, math,
communication skills, higher level
thinking, and cooperative learning
techniques.
To contribute to the reduction of More specifically, the project is Jamaica Social Investment Fund (JSIF,
poverty and help create an environment designed to assist the Government in 1996-2001). Funded by IBRD ($20.0
for sustainable national development. responding to the needs of the most million) /GOJ ($10.0 million) /IDB
Preprimary and primary education vulnerable groups currently ($10.0 million) /Dutch ($3.0 million)
levels. underserved by existing programs and /Beneficiaries ($5.0 million) /Other
institutional mechanisms by: ($2.0 million). Budget: $50.0 million.
- Establishing an efficient, demand-
driven and complementary mechanism
to deliver basic services and
infrastructure to the poor;
* Mobilizing and channeling additional
resources to the areas of basic social
and economic infrastructure and social
services; and
* Increasing national institutional
capacity to identify, design, implement,
manage, and sustain small-scale
community-based projects.
To review education and training in the 1993 study on Caribbean Region:
region; to compare the British-based Access, Quality, and Efficiency in
educational system in the English- Education. Funded by IBRD.
speaking islands with the French
system used in Haiti and the Dominican
Republic.
To analyze the experiences of 23 1996 study on Review and Analysis of
programs working with at-risk youth International Experience with Programs
around the world. Targeted on At-Risk Youth (Baker,
Fontes). Funded by IBRD.
To provide the basis for programmatic 1994 survey on Integration of
interventions. Population Education into the
Agricultural Extension Service. Funded
by UNFPA ($5,000).
124 A Study of Secondary Education in Jamaica
Youth Programs (Continued)
Objectives Strategies International and Bilateral Agencies
and Funding Amount
To enhance peer counseling skills of Adolescent Reproductive Health
young people and supervisory Education through NGO's
management training skills of youths in Collaboration Project (1994-96).
addition to providing resources, IEC Funded by UNFPA ($191,529).
material, and integrating reproductive
health education content into the
workplan of NGOs. (Expands the
foundation laid by the YES prQject,
which aims to contribute to the
improvement of the reproductive health
status of young people).
To facilitate training in community Health Education Course Project.
health with special emphasis on health Funded by UNFPA. Budget:
and family education. (fellowship Costs).
To improve the provision of education Development of activities and UNESCO funded projects (199 1-96).
for all. workshops, preparation, production,
and dissemination of education
material; Plans of Action, a pilot
training program in basic skills for out-
of-school youth; Education and
Vocational Guidance through theater;
training courses for teachers in science
and technology; organization of a
consultation on Conflict and Violence
and Basic Education: identification of
pockets of excellence in Basic
Education and Postprimary Education;
purchase of textbooks; development of
a program in Basic Education in one
prison under the Education for All;
Collaboration with the UWI, in the
development of a project for the
training of correctional officers in basic
education; development of activities in
connection with the promotion of basic
education in rural areas and with the
empowerment of girls and women by
strengthening their literacy and reading,
etc.
Tertiary Education Programs
Objectives Strategies International and Bilateral Agencies
and Funding Amount
1992 study on the Assessment of the
Impact of Assistance to the Ministry of
Education to prepare Implementation
Plan for Financing Education
(C. Gardner). Funded by CIDA.
1992 study on System Analysis of
CAST; Prepared for CAST Council
(J. Boich). Funded by CIDA.
Appendix 9. External Finance for Education 125
Tertiary Education Programs (Continued)
Objectives Strategies Internationala nd BilateralA gencies
and FundingA mount
Financingo f the constructiono f a InfrastructuralD evelopmentP roject
studenth ostelt o assist in easing the funded by the EEC undert he LOME III
accommodationd ifficultieso f students program, 1995-96.
and prospectives tudents.
Establish6  regionallyi ntegratedM aster Offer2 60 Graduates cholarshipst o be CaribbeanU niversityL evel
coursed to be offered regionally. offered at CaribbeanU niversities. Programme.F undedb y EU Regional
Constructiono f new buildingf or the Programme.( ECU 21 million)
CaribbeanS choolo f Architecturea t
UTECH.
Implementationo f a DevelopmentP lan DevelopmentP lanf or UWI funded by
for UWI. GOJ/IDB.
Connectiono f UWIt o Internet InformationS ystemD evelopmentp lan
providingm utuala ccessb etween its for UWI. Funded by the OAS.
own databasea nd that of librariesa nd
universitiesw orldwide.
The StudeniLt oan aspecto f the EducationP rogramP reparationa nd
EPP&SLP. rovidess upportf or StudentL oan (EPP&SL,1 988-19?)
strengtheningt he financialm echanisms funded by WorldB ank IV.
for studentl oans at this educational
level.
Provide Jamaicans tudents( especially Improvet argetingo f Subloans, StudentL oan Project (1996-01)
the neediest)w ith adequatef inancing injectiono f funds into an Education Fundedb y IBRD ($28.5m illion)
options to pay for their share of higher fund; the restructuringo f the Student
educationo n an ongoingb asis. Loan Bureaut o focus on improvedl oan
targetingt he improvementi n
administrativee fficiencya nd financial
sustainabilityo f the SLB.
1991E ducationa nd Training for
Productivity( CAST) (Associationo f
CanadianC ommunityC olleges).
Funded by CIDA.
HumanR esourceD evelopment HR subcomponentto  facilitatea  CaribbeanR egionalT ourismS ector
RegionalD istanceL earning ProgrammeF undedb y the EU
Programmea t UWI and a Post (ECU12.8m illiont otal) Sub-
GraduateT rainingP rogrammea t UWI componentd ealingw ith HR
includinga  Master Coursea nd 20 subcomponent: Regionald istance
Scholarships.P rogrammei s active in 8 LearningP rog- ECU 408,000; Post
CARIFORUMc ountriesi ncluding Grad training at UWI - ECU668,000.
Jamaica,t he DominicanR epublic,
Haiti, Suriname,T rinidad&  Tobago,
and Barbados.
To improve the access and qualityo f Developmento f summert raining UNESCOf unded projects( 1991-96).
higher education. courses in sciencea nd technology;
workshopsf or the executiona nd
implementationo f training;t raining of
teachers; conferencesf or administrators
and lecturers;p re-servicea nd in-service
training of teachers;a n educational
networka mongt eacher-training
institutionse, tc.
126 A Study of Secondary Education in Jamaica
Adult Education Programs
Objectives Strategies International and Bilateral Agencies
and Funding Amount
The program is aimed at: Human Resources Development
- Developing a numeracy curriculum to Program funded by JAMAL/CIDA.
complement the literacy curriculum,
and
_ _ _ _ _ _ _ Focusing on the teaching of life skills.
Training Programs
Objectives Strategies International and Bilateral Agencies
and Funding Amount
To upgrading and reform the
educational and training systems.
To produce and maintain a competent
workforce responsive to the needs arid
dynamics of the labor market.
Regional shipping Diploma Course
introduced in 1994. This modular
program, offered in conjunction with
the Vancouver based Pacific Marine
Training Institute (PMTI), is funded by
CIDA.
Result of the increased demand by It provides technical assistance in areas Workforce Improvement Program
organizations for training beyond entry such as human resources development, introduced in 1996. HEART/NTA in
level competence, this program aims at industrial safety, workforce needs collaboration with the national
increasing the efficiency and assessment and analysis, skills industrial training agency of Brazil,
productivity of Jamaican organizations upgrading, and the brokering and SENAL.
through skill upgrading and other monitoring of training programs.
interventions. During the year, contacts were made
with 20 organizations, 6 programs
introduced, and 72 persons trained.
Basic Skills Training Project funded by
USAID.
To equip the PubLicS ervice of Jamaica To upgrade or create capacity within Public Sector Training (1993-96).
with the qualified human resources specifically identified ministries and Funded by UNDP ($440,000).
necessary for sound economic agencies in their provision of services
development. to the public.
Postgraduates studies (Masters) for staff Public Sector Training (1995-98).
from PIOJ and Ministrv of Finance. Funded by UNDP (add-on funds,
S40,000).
To establish a regional antinarcotics Subregional Antinarcotics Law
law enforcement training center which Enforcement Training Center Project
will serve the English-speaking (1995-99). Funded by UNDCP
Caribbean countries; and ($879,750).
- to develop a training program that
will meet the region's need for efficient
and effective antinarcoties operations.
Appendix 9. External Finance for Education 127
Training Programs (Continued)
Objectives Strategies International and Bilateral Agencies
and Funding Amount
To consolidate and further * To improve the capacity of national Consortium Graduate School in
institutionalize graduate training in and regional development planning and Applied Social Sciences Project (1994-
social science studies in the Caribbean policy-making institutions to research 96). Funded by UNDP ($220,500).
region, economic and social conditions, analyze
and predict trends; and
- To formulate development objectives;
to design, monitor and evaluate
development programs within a multi-
disciplinary framework and a Caribbean
context.
To strengthen the competitiveness of X To upgrade technical and Strengthening the Competitiveness of
the Jamaica manufacturing sector and management skills in small enterprises; the Jamaica Manufacturing Sector and
subsectors with special emphasis on and Subsectors with Special Emphasis on
small and medium enterprises. i To reinforce links between training Small and Medium Enterprises (on-
institutions and the manufacturing going in 1996). Funded by UNDP.
sector.
To contribute to the improvement of the The project will: Computer Aided Technology and
educational preparedness of youth and * Help youth improve their Training Project (2 years duration).
adults in Jamaica by accelerating the preparedness for the world of work by Funded by GOJ ($630,000) / IDB
introduction of education and training upgrading their basic literacy numeracy. ($I M).
systems. problem solving, and computer literacy
skills through Computer Aided
Instruction (CAI):
* Help adult workers supplement
specialized technical and on-the-job
training, by increasing the availability
of computer aided instructional
facilities and tutorial packages;
* Contribute to the expansion and
strengthening of public-private
partnerships to support educational
improvement and expand training.
To consolidate and institutionalize Consortium Graduate School in
graduate training in social science Applied Social Sciences Project (2
studies in the Caribbean. placing years duration, terminated) UNDP
emphasis on national and regional ($220,500).
developing planning and policy-making
institutions.
To provide suitable. cost-effective To provide opportunities for Cooperative Association of States for
education and training programs for academically able students who are Scholars (CASS, 1989-98). Funded by
disadvantaged Jamaican youths. community leaders to attend USAID ($4,258,625).
community colleges and pursue courses
leading to an Associate Degree.
To provide in-service training through In-service Training of Family Planning
the Ministry of Health to several Personnel 1988-91). Funded by
categories of personnel who are UNFPA ($656,000).
engaged in the provision of FP services,
information, education, and
communication services, contraceptive
social marketing, etc.
128 A Study of Secondary Education in Jamaica
Training Programs (Continued)
Objectives Strategies International and Bilateral Agencies
and Funding Amount
To facilitate south-soutlh cooperation Umbrella Technical and Managerial
through the technical cooperation Education and Training (1989-1997).
among developing countries. Funded by UNDP ($100,000)
To equip a broad base of leaders and Caribbean and Latin America
potential leaders in Latin America and Scholarship Program I (1990-98).
the Caribbean with technical skills, Funded by USAID ($5.5 million)
training and academic education.
lTop rovide support to UWI (Advanced The strategy involves distance training Strengthening Democratic/Population
Training and Research in Fertility and via teleconferencing supported by the Health in the Caribbean (1994-96).
Ma nagement Unit) to train health and use of training manuals. Funded by UNFPA ($390,000).
allied personnel in reproductive health
programs with emphasis on coverage
and quality of care.
Technical and Vocational Education and Training Programs
Objectives Strategies International and Bilateral Agencies
and Funding Amount
ITo develop a structural development The project includes the following Development of the Vocational
plan for Jamaican vocational training, strategies: Training System, joint effort between
oriented to the demands of the labor * Improving the organizational Human Employment and Resource
market and the priorities of the framework of vocational training; Training (HEART) / National Training
country's policy on economics. and Agency (NTA) / the German Agency
taking into account prevailing social * Formulating and implementing a for Technical Cooperation (GTZ). Total
conditions, structural development plan for the funding for the first project phase
system of vocational training in the (3 years out of 9): DEM 4,800,000.
couontry;
Putting into operation concrete
vocational training measures in priority
training sectors and training facilities,
taking i.1toa ccount the experience
gained from the earlier project, JAGAS;
and
Promoting a deeper and more socio-
politically oriented involvement,
especially in the informal sector, on
behalf of tinder-privileged groups of
women.
To strengthen the institutional capacity *:T o redefine the FD's mandate and Trees for Tomorrow (1992-99). Funded
of the Forestry Department (FD) to plan organization; by CIDA (Cdn$ 10.0 mil., training
and implement sustainable forest * To update the National Forestry component Cdn$ 187.000 to date).
management and other soil and water Action I'lan and five-year management
conservation measures in Jamaica s plan;
watersheds, and to increase awareness
of the importance of environmental * To train FD staff;
issues throughouit the country. * To equip FD's Resources
NManagemenDt ivision to deliver
program;
_Toc onduct biophysical inventories.
Appendix 9. External Finance fbr Education 129
Technical and Vocational Education and Training Programs (Continued)
Objectives Strategies Internationala nd BilateralA gencies
and FundingA mount
To assist in developing human To improve the availability and quality Canada/Jamaica Training Project
resources and in institutional of skilled professionals, managers, (1990-97). Funded by CIDA (Cdn$ 5.0
strengthening to increase productivity technicians, administrators, and small mil).
for the public and private sectors. business people.
To contribute to the economic growth a To strengthen the capability of the Entrepreneurial Extension Center at
of Jamaica by stimulating small College of Arts, Science, and CAST - Education and Training for
business creation and by improving Technology (CAST) to provide relevant Productivity Project (1990-96). Funded
viability of both new businesses and formal education in small business in by CIDA (Cdn$ 3.0 mil).
existing ones. general and specifically in
hospitality/tourism and computers;
a To provide skills to CAST's graduates
to stimulate them to establish small
businesses.
To increase the region's capacity to * To develop critical skills to meet the 1996 Caribbean Regional Human
compete in the global economy supply/demand gaps in a wide range of Resource Development Project for
through human resources and nontraditional skills in various sectors Economic Competitiveness (in
institutional development: and and levels (agriculture, tourism etc.); pipeline). Funded by CIDA (estimated
To strengthen the region's capacity in - Management training in diverse areas budget of Cnd$ 25 mil.).
environmental management. including: planning, accounting,
marketing, etc., targeted to the private
sector;
* Entrepreneurial and small business
development;
-Targeted vocational/skills training
through the formal and nonformal
systems to facilitate the participation of
less advantaged women, youth and the
semiskilled in the labor market.
To improve the social and job skills of To support the work of Jamaican NGOs Uplifting Adolescents Project (1996-
lamaica's at-risk youth (ages 10-14) in delivering multimodal packages of 2000). Funded by USAID
on a sustainable basis so they may interventions that have demonstrated ($7,000,000).
become responsible and productive successful impact in promoting self-
citizens. esteem and socialization, reducing
teenage pregnancy and HIV/STDs,
increasing literacy, reintegrating
"dropouts" into schools, and teaching
marketable skills to the target group.
To equip a broad base of leaders and Clasp 1I provides scholarships to allow Caribbean and Latin American
potential leaders with technical skills, these Jaamaicanst o pursue training and Scholarship Program II (CLASP 11,
training, and academic education, and academic education at institutions in the 1990-97). Funded by USAID
an appreciation and understanding of United States. It also focuses on critical ($5,500,000).
the workings of a free enterprise areas in education for which training is
economy in a democratic society. not available in Jamaica.
130 A Study of Secondary Education in Jamaica
Technical and V'ocatiional] Educationa nd Training Programs (Continued)
Objectives Strategies International and Bilateral Agencies
and Funding Amount
To providei nformals killst raining I )To provides tipendst o needys tudents PovertyR eductiona nd Food Security
opportunitiesf or disadvantaged attendingv ocationalt raining institutions through the Developmento f Human
persons, in particularr ecipientso f food rnanagedb y the HumanE mploymenat nd Resources( 3-year program).F unded
stamps: ResourcesT raining( HEART/NTA)T rust by GOJ ($69,947,822)/W FP
I) * To help reduce dropoutr ates, and selectedN GOs servicep roviders. (S14,941,952).
increaset he enrollmento f poor
trainees,a nd improvet raining
programsa nd facilities;a nd
- To enable HEARTa nd the NGOs to
increaset heir outreachc apacitiesa nd
their commitmento  community-based
training targetedt o the most
disadvantaged.
2) WFPa ssistancet o the Food Stamp
Program:T o increaseo pportunitieso f
food stamp recipientsw ho have not
had accesst o trainingt o achieve
greater self-reliancea nd to lessen their
dependenceo n public assistanace.
To pilot a new form of collaboration The project includes: HumanC apitalD evelopmentP ilot
between organizedl abor and - Pilot innovativel abor market services Project (4 year duration).F undedb y
employersi n order to expand private to provide3 ,6000a dultw orkersw ith GOJ ($1,029,800)!I DB ($3,523,300).
sector capacityt o improvel abor placement,s elf-employmenta,n d related
market exchangem echanisms,t raining training and retrainingi n technical,
and retrainingc apability,a nd labor supervisoryl evela nd /or entrepreneurial
market information,a nd to expand the astivitieso
private sector role in promotingh uman
resourced evelopmentc apital on a * To examninteh e feasibilityo f
national level. establishinga n institutionali nfrastructure
and a rotatingf und;
To improvea  private and public sector
collaborationt o develop a strategyt o
initiatea  necessaryL abor Market
InformationS ystem( LMIS)t o improve
planningh umanr esourcec apabilitya nd
enhancet he future compatibilityb etween
training deliverya nd credentialing
systemsa nd labor market demand
in:formation.
To strengthent he institutionalc apacity *To developt rainingp rogramsf or the InstitutionalS trengtheningo f the
of the Beneficiary,s o as to enable it to WWC staff,t rainers,a nd beneficiaries; Women's ConstructionC ollective
maintaina s well as expand its services *To design and implemenst trategic (WCC, 1996-98).F unded by IDB
to underprivilegedy oung women in planningm easurest o address issues of ($150,000).
low-income urban and rural cost recovery and sustainability.
communities. The goal is to restore
educational opportunities forfeited due:
to pregnancy and to reduce subsequent:
pregnancies.
A longitudinal study of the 1994 study on Pockets for Excellence
effectiveness of individual schools (Dennis Minnott). Funded by
(Grammar and Technical High UNESCO ($1,500).
Schools) in preparing students for
external examinations.
Appendix 9. External Financef or Education 131
To equip a broad base of leaders and Caribbean and Latin American
potential leaders with technical skills, Scholarship Program (1990-97).
training and academic education. Funded by USAID ($5,500,000).
Assessment of.1amaica's Workforce 1994 study on the Jamaican Labor
skills, needs. and training capacity in Force Survey. Funded by USAID.
four leading export sectors.
Managemento f the EducationS ystem
Objectives Strategies International and Bilateral Agencies
and Funding Amount
To strengthen general education To assist the MOEC's Projects Division Education Sector Management Project
management and administration. to improve its project management funded by UNDP ($500,000).
capability.
As part of the Government's national . Education Sector Management Project
strategy for social sector development (4 years duration). Funded by UNDP
under the Human Resources ($791,450).
Development Program, the project
ains at strengthening basic education
and education sector management.
To help the MOE improve its capacity To improve MOE's capabilities in Education Program Preparation and
to plan, implement, manage, and education planning and administration Student Loan (EPP&SL, 1988-19?)
evaluate projects and to support the by providing training and fellowships funded by World Bank IV.
institutionalization of an on-going for education and managerial staff of
program of in-service training for the MOE.
professional development of education
personnel.
The project provides for Education Sector Management Project
* Establishment of a Project (ESMP) funded by UNDP.
Implementation Unit;
* Establishment of a management audit
and proposal for rationalizing the
Projects, Construction, and
Maintenance Division;
* Establishment of systems and
procedures for collecting, updating,
storing, retrieving, and disseminating
data:
x Procurement of communication
equipment for the decentralization
process;
- Production of instruments to record
the impact of prinary education (the
National Assessment Program); and
* Development of terms of reference
and program documents for the
Professional Development Unit and for
identifying materials for the Education
Media Services Unit.
To strengthen the management capacity Institutional strengthening of PIOJ
of the PIOJ to increase its operating (pipeline). Funded by IUNDP (add-on
efficiency and to better equip it to funds, $500,000).
achieve its policy mandate.
132 A Study of Secondary Education in Jamaica
Managemento f the EducationS ystem( Continued)
Objectives Strategies International and Bilateral Agencies
and Funding Amount
To rebuild and reform the social sectors - To strengthen basic education, Education Sector Management Project
and to ensure increased investment including rehabilitation and upgrading (1990-94). Funded by UNDP
flows with emphasis on health, of preprimary and primary schools, ($791,450).
education, nutrition, and employment. * To improve the efficiency and
effectiveness in education sector
management; and
- To provide a more effective and
equitable system of secondary
education.
To equip "The Public Service of Public Sector Training project (3 years
Jamaica" with qualified human duration, terminated)). Funded by
resources necessary for sound economic UNDP ($440,000).
development by upgrading or creatin,g
the capacity to improve the services to
the public.
To strengthen the management The focus of this project is on UWI Management Education Project
education and training capability of the institutional enhancement of the DOMS (1987-97). Funded by USAID
Department of Management Studies and the Institute of Business through ($5,600,000).
(DOMS) at the University of the West the development of relevant
Indies and to establish an Institute of undergraduate, graduate, and executive
Business. management programs to meet the
needs of the business community.
To enhance the university's capacity to The program seeks to: UWI Development Program (4 years
respond to the region's higher " Expand and improve the development duration, in execution). Funded by IDB
eclucation needs in the fields of science of human resources needed for the ($80,000).
and technology. economic growth of the English-
speaking Caribbean;
Strengthen research and development
capacity relating to the region's needs
and problems; and
* Increase, diversify, and improve the
outreach services of the UWI.
To enhance educational management at T he program will assist the MOEY&C Improving the Quality and
the regional level. in the design and pilot implementation Sustainability of Decentralized
of an action learning management Education (in pipeline), Funded by IDB
development program for regional and (proposed funding: $675,000).
local management, including school
principals, based on the current and
emerging corporate management
practices of the Ministry.
To examine the process and effects of 1994 study on Education
managerial decentralization in Decentralization in Jamaica (Lorraine
education in order to improve Blank). Funded by IBRD.
implementation effectiveness.
Study on Education Financing funded
by IBRD (in pipeline).
Appendix 9. External Finance for Education 133
Managemenot f the EducationS ystem( Continued)
Objectives Strategies International and Bilateral Agencies
and Funding Amount
To help strengthen UWI's capacity to -To assist with the development of the Canada/UWI Institutional strengthening
respond to critical regional HRD needs. strategic planning, financial Project (1990-97). Funded by CIDA
management, and regional coordination (Cdn $10.0 miu).
capacities of the University Center;
- To contribute to a sustainable
development program focusing initially
on regional environmentaL issues;
- To assist witlh the upgrading of
regional HRD planning capacities and
matter teaching skills.
Canada/UWI Institutional
Strengthening Project. Inception Report
(S. Griffith). Funded by CIDA.
To provide information for 1996 study on Jamaica Public
policymakers to evaluate the quality Expenditure Review. Funded by IBRD.
and efficiency of spending and to
improve allocation of resources.
To emphasize approaches and ways of 1995 study on Priorities and Strategies
determining education policies, for Education (Education and Social
priorities, and strategies. Policy Department). Funded by IBRD.
To undertake a detailed review of the 1997 study on Educational Finance and
financing of the entire education sector Policy Implications. Funded by IDB.
and the policy implications of resource
allocation strategies.
To explore options for the enhanced In order to assist the MEC in 1997 study on Educational Governance
performance of the education sector diagnosing the strengths and and Management. Funded by IDB.
through decentralized management. weaknesses of the existing system and
in identifying options for improved
sector governance and management, the
study will review the administrative
operation of the current decentralized
structure, as well as the degree of
autonomy enjoyed by educational
institutions.
To provide a detailed diagnostic of the 1997 study on Assessment of the
current state of basic and primary Performance and Efficiency of Basic
education, including issues related to and Primary School Education. Funded
system performance such as equity, by IDB.
access, coverage, quality, and internal
efficiency, as well as existing
mechanisms for assessing performance
(learning, teaching, and administration).
134 A Study of Secondary Education in Jamaica
Appendix 10. Summary of a Literature Review of Financing Strategiesf or 135
Equalization in Basic Education in Selected Countries
Appendix 10: Summary of a Literature Review of Financing
Strategies for Equalization in Basic Education in Selected
Countries
136 A Study of Secondary Education in Jamaica
Appendix 10. Summary of a Literature Review of Financing Strategiesf or 137
Equalization in Basic Education in Selected Countries
Summary of a Literature Review of Financing Strategies for Equalization in
Basic Education in Selected Countries
This literature review of financing strategies for equalization in basic education was
commissioned6 in order to provide the Jamaican Ministry of Education and Culture
international experience in financing the extension of educational access and the
promotion of equity and quality. The review examines a wide range of financing
strategies actually implemented in a number of countries in recent years. For each
financing strategy, the review attempts to explain how it works, assess its equalization
impacts, identify outstanding issues, and summarize key lessons learned in its
implementation. The major objective is to identify promising strategies and facilitating
conditions for promoting equalization in basic education. The review is based on
published studies in the English literature. These studies cover low-income countries
such as Sub-Saharan African nations, Tanzania, Kenya, and China; middle-income
countries such as Malaysia, Chile, Colombia, Trinidad and Tobago, Barbados, Cote
d'Ivoire, Thailand, and Zimbabwe, as well as high-income countries such as the United
States, Great Britain, France, Sweden, and Japan. This summary provides a synopsis of
the findings.
Equalizationi n Basic Education. Conceptually, equalization in basic education
involves interventions to achieve two objectives: interventions to expand access to basic
education, and interventions to promote equality in the basic-education experience. To
the extent that individuals without prior access are provided the opportunity to enroll in
basic education, expansion of access will contribute to equalization among individuals
from different backgrounds. However, interventions to achieve the first objective alone
may be problematic in at least two aspects. First, the quality of the basic-education
experience may be so poor that graduates from basic education do not have the requisite
skills, knowledge, and dispositions to perform productively in the workplace and to
function properly in society. Thus, expansion of access to basic education should be
based on the provision of a minimally accepted level of quality for all individuals. This
in turn calls for the mobilization of an adequate level of resources from different sources,
and an efficient utilization of such resources to achieve access to quality basic education
for all. The second potential problem is that, despite universal access to basic education
with a minimally acceptable level of quality, there can still be a substantial disparity in
the quality of basic education for individuals from different socio-economic backgrounds.
To the extent that individuals from disadvantaged backgrounds are invariably provided a
lower quality of education and consequently a smaller opportunity for social
advancement, such educational inequality may be deemed highly unjust or unfair, thus
6 This literature review was undertaken by Magane Koshimura and Mun C. Tsang.
The full length report, "Financing Strategies for Equalization in Basic Education" is
published in the World Bank's Latin America and the Caribbean Region's Department of
Human Development Paper Series, No. 51.
138 A Study of Secondary Education in Jamaica
requiring interventions to achieve the second objective. In the literature, equality of
education is distinguished into four dimensions: equality in educational resources,
equality in educational process, equality in educational output (such as learning
achievement), and equality of educational outcome (such as employment and earnings
prospects). Educational policymakers generally think that they can design interventions
to promote equality in educational resources, process, and output; and they have much
less influence on equality in educational outcome.
Classification of Financing Strategies. To facilitate discussion, the financing
strategies reviewed in this paper are classified in the following table according to the
financing sources and approaches to equalization. Financing sources consist of education
resources from government and non-government sources. Government education
resources refer to government allocation for the education sector, and such allocation is
generally supported by domestic tax and non-tax revenues and/or from external resources
managed by the government. Non-government education resources refer to resources for
the education sector that are not allocated or managed by the government; they general
include educational spending by individuals and households, educational contributions by
households, community organizations, and externally-based organizations. Four
approaches to equalization in basic education across countries are given in the following
table.
Financing strategies for promoting equalization in basic education
Financing sources Government resources Non-government resources
Approaches to expand accesslpromote
equality
1. Equalization in the allocation of existing Education equalization aid (funding
educational resources formulas)
Targeting of existing resources
2.Mobilization and targeting of additioilal Reallocation from other subsectors External Community financing
edsLcational resources resources School fees
3. Reducing the private cost of access to Tax credit for education Private vouchers
quality schooling Government education vouchers Capitation grants
Funding for charter schools
Capitation grants
4. Improved Lutilizationoif  existing resources Muiltiple shifting
School-based management
Choice and market mechanism (tax credit,
vouchers, & charter schools)
The first approach is equalization in the allocation of existing education resources.
A prominent example is state education aid to local schools in the United States, based on
a variety of funding formulas. Such education aid is often used to ensure an adequate
level of funding on a per-student basis and to equalize per-student spending across local
schools. Another example is to set aside some fund from the existing budget to target
basic-education services at the educationally disadvantaged, such as students from
disadvantaged backgrounds and girls in some countries.
Appendix 10. Summary of a Literature Review of Financing Strategiesfor 139
Equalization in Basic Education in Selected Countries
Mobilization and targeting of additional educational resources from both
government and non-government sources is the second approach. Additional government
resources may come from a reallocation of government resources from other education
subsectors to basic education, and from external resources managed by the government.
Community financing and the charging of school fees are two strategies for mobilizing
additional education resources from non-government sources. To the extent that such
strategies result in relatively more basic-education resources or services to the
educationally disadvantaged, they can be equalizing.
Most of the strategies under the third approach seek to increase access to
alternatives to public schools (such as private schools and charter schools) by providing
financial support to such alternative schools. Such support may be in the form of a
tuition tax credit, an education voucher, or a capitation grant. By increasing parental
choice in schooling and promoting market mechanism in education, proponents argue
that these strategies will increase competition among different types of schools, raise
school quality, and thus the efficiency in the utilization of educational resources. To the
extent that these strategies may increase access to quality schooling for the educationally
disadvantaged, they can promote equalization in basic education. To the extent that the
market-oriented strategies raise school quality at a given cost, they can also be put under
the fourth approach.
The fourth approach also includes strategies such as school-based management and
multiple shifting. Depending on the focus of policy, the use of school-based management
to improve efficiency may or may not promote equalization. Multiple shifting is aimed at
increasing the number of student places by having double or triple shifts in existing
schools. The increase in capacity may increase access to basic education for those not
previously in school.
Summaryo f Findings
Strategies Expanded Access for Eqtualization in inpilt Equalization in output Issues in implementation
Eduicationally (per-stuident speniding) (Qutality/learning)
disadvasltaged
Equalization Aid froin Not focuts of strategy Can promote substantial Not primary concem of Public demand/political suipport needed;
Goveminent equalization flanding iuost reforms; no adequacy of fuinding is an emerging issue;
fonusulas address evidence yet extent of equalization depends on capping
liorizoistal and vertical biglb-spending districts
equity
Targeting of Existing Access cals be expanded May result in some No evidence yet Targeting is superior to uiniversal
Govermnent Resoairces redaiction in disparity provision in directing benefits at the
disadvantaged; need to define target
grossps carefully to make intervention
operational
Mobilizatiots & tsrgetitig Access caunb e expatided May result in sotne No evidence yet Need proper balance in investtnent atnong
of additional govenstnetit reduction in disparity subsectors of education
resoutrces
Cosnsnussity finaiscing Access cas be expanded Can reinforce social Not prismsaryc oncem of Strategy can be disequalizing: need to be
ineqisality asid inequity strateby; not an effective accomnpanied by government resouirces
strntegy targeted at the poor
Educatiossal fees Access can be expanded: Not focuis of strategy Not foctis of strategy Ediscational fees need to be accompanied
bstt steedt o provide by student assistance programs
assistaiice to the poor (sclholarshipsA/loans)t o target poor
stuidents
140 A Study of Secondary Education in Jamaica
Taiition tax credits Not focnis of strategy Not foctis of strategy Not effective. Used Access to infonnation abouit school
mainly by upper-iniddle qaliity is important; transportation cost
income families can be a problem for the poor. An
iniequitable strategy
Goveniment educational Not foctis of strategy Not focuis of strategy Reinforce existing Access to infornation about scliool
volichers ineqtialities in countres quiality is important; transportation cost
in Europe & Southi can be a problem for the poor. Debate
Amnerica. Limited scale persists in US abotit relative effectiveness
in US of psiblic and private scliools
Private educational Not focius of strategy Not focsis of strategy Relatively more poor Access to infonration about sclhool
vouchers stiadents enrolled in quality is itnportant; tranisportation cost
private sclhools. New can be a problem for the poor. Need more
strategy, need fairtlier study
assessment
Capitation grants Access can be expanded Not focus of strategy Not foctis of strategy Can be a prompt way to add stuident
places; need regulations to ensure quality
of private schools
Scltool-based Not focus of strategy Can promote equalization No evidence yet. Need to strengthen decision-miaking
tnaiagetnent if equal ftiuding is a key capacitv at the sclsool level; need to
objective of refonn resolve potential conflicts among schiool
staff; rieed to assist disadvantaged schools
to promote eqiialization. Need inore stidy
Multiple-shift scliooling Access cait be expanded Not focuts of strategy Not foctis of strategy Strategy may lower scliool qutality; can
actually reinforce existing inequaalities
The table above sumrmarizes the equalization impacts of financing strategies
actually implemented in a number of developed and developing countries. Three
dimensions of equalization are considered: whether there is expanded access to basic
education for individuals previously not in basic education, whether there is increased
equality in educational input (in terms of per-student educational spending), and whether
there is increased equality in educational output (in terms of quality or student
achievement). The table also indicates the key issues encountered in the implementation
of these strategies.
This review indicates that, in terms of expanding access to basic education, a
number of strategies have been found to be effective. Strategies based on government
resources include: targeting of existing and additional government resources for basic
education, the use of capitation grants to purchase student places from existing private
schools, and the more intensive use of government schools through multiple shifts.
Community financing and the imposition of educational fees (accompanied by some
student assistance programs) are strategies based on non-government resources.
The review also shows that government resources can be explicitly and forcibly
used to promote equalization in per-student spending on basic education, particularly
through some kind of equalization aid, and targeting of government resources at the
educationally disadvantaged. And disparities in per-student educational spending across
schools and districts can actually be reduced. Private financing generally contribute to,
and not reduce, disparities in per-student spending across schools and localities. School-
based management and financing is the most direct and potentially most effective form of
financial equalization if it is adopted. The 1988 Educational Reform Act for England and
Wales is a prominent example. However, in the United States, none of the school-based
management reforms have a school-level financial-equalization component. There is
insufficient popular support to equalize spending at the school level.
Appendix 10. Summary of a Literature Review of Financing Strategies for 141
Equalization in Basic Education in Selected Countries
A key issue in the design of equalization aid is the extent of equalization to be
achieved. To ensure adequacy in educational funding, increased equalization in per-
student spending often requires additional government resources. Stakeholders of
education have to determine what level of equalization they are willing to pay for. The
new state education aid system in Kentucky illustrates features that accommodate several
policy objectives. First, an adjusted foundational amount of funding, consistent with the
principles of vertical and horizontal equity, is guaranteed to schools in all the districts
within the state. Second, local governments have the discretion to spend money from
their own resources and the state also guarantees the tax yield at the rate of a reference
district. Third, the state puts a cap on the amount of discretionary spending to effectively
define the extent of disparity (and thus the extent of equalization) in total spending per
student. A looming issue is the pressure from high-spending districts to relax the
spending cap.
Equalization of educational output is a desirable but illusive goal. So far, there is
little or no evidence at all that any of these financing strategies are effective in achieving
such an educational objective. This is partly because educational output is dependent on
both school and non-school factors. Equalization of per-student government spending
alone does not ensure equality because of substantial differences in family and
community economic resources, in cultural capital, and in other factors. Also,
equalization of educational output is not the primary objective or even an objective of
many of these financing strategies. Some of the strategies, such as targeting of
government resources and school-based management, have the potential of promoting
such equalization. But they have to be properly hamessed to achieve such a goal. Other
strategies, such as community financing, generally tend to reinforce existing inequality
rather than reducing it. Still other strategies, such as privately-funded vouchers and
charter schools, need additional time and evaluation to properly assess their impacts. To
some educators, equalization of educational output is not the most urgent goal in basic
education. The more immediate concern is that children from all backgrounds can
achieve a minimally acceptable level of learning.
Finally, this review is based on studies from a rather wide range of countries. It
recognizes that educational inequalities and inequities are a common problem among
countries; and it implicitly assumes that countries can learn from one another in devising
financing strategies to address this problem. However, as already pointed out in some of
these studies, each country has also to search for strategies that work best in its own
context.
142 A Study of Secondary Education in Jamaica
Appendix ]]: Summaty of a Literature Review ofjStandard Setting in Education 143
Improvement in the United States
Appendix1 1: Summaryo f a LiteratureR eviewo f Standard
Settingi n EducationI mprovemenitn  the UnitedS tates
144 A Study of Secondary Education in Jamaica
Appendix 11: Summary of a Literature Review of Standard Setting in Education 145
Improvement in the United States
Summary of a Literature Review of Standard Setting in Education
Improvement in the United States
This literature review was conducted7 in order to provide the Jamaican Ministry
of Education and Culture an overview of the objective, process and results of a major
initiative in educational improvement in the United States -- the "standards" movement.
It is hoped that the findings would be informative to the formulation of education policy
to improve educational outcomes in Jamaica. This summary provides a synopsis of the
review.
National standards movement. Since late 1980s and early 1990s along the
movement of national educational goals in the United States (now called Goals 2000),
high standards reforms movement has been adopted at national, state and local levels.
Although the idea was started by conservative political leaders and education thinkers,
mostly in response to the findings of low academic achievement among American
students in comparison with those in other countries, 49 of 50 states have implemented
some or all of the ideas. The major objectives of high standards reforms are: (i) to raise
American students' academic achievement to be economically competitive in a global
society and a critical decision-maker in a democratic society, and (ii) to give high quality
education to all students. The first objective is expected to meet the goal of "excellence"
while the latter, to meet the concern for "equity ".
Three different types of standards were introduced by Ravitch (1995):
i. Content standards which describe what teachers are supposed to teach and
students are expected to learn;
ii. Performance standards which set the degree of educational proficiency; and
iii. Opportunity-to-learn standards which define the availability of programs, staff
and other resources in order to meet challenging high standards.
The last one, opportunity-to-learn (school delivery) standards were meant to
equalize the access/quality of educational services, but they were dropped out from the
national educational agenda. There still remain great financial disparities among districts
across the nation, which affects the delivery of services to meet challenging high
standards. Furthermore, inclusion of special education students in a high standards
reform system is not systematized yet. Garms, Guthrie, and Pierce (1978) described
equality, efficiency and liberty were three major values influencing the U.S. education
system, and when one value was stressed, other values were restricted or eliminated.
7 This literature review was undertaken by Magane Koshimura. The full length report,
"High Standardsf or All Studen-tsE: xcellenceo r Equity?I n the Context of the United States" is
published in the WorldB ank's LatinA merica and the CaribbeanR egion's Departmento f Human
DevelopmentP aper Series,N o. 52.
146 A Study of Secondary Education in Jamaica
Therefore, in theory, there is a tension in implementing the goals of excellence and equity
simultaneously. In practice, high standards reforms movement tends to pursue excellence
of education rather than equity of education, which might exacerbate the division around
class and race.
Policy alignment. High standards reforms movement tries to align policy
instruments such as curriculum, assessments, accountability programs such as incentives,
teacher preparation and professional development, resources, and governance (such as
site-based management). Curriculum provides teachers with guidance for developing
lessons linked to the standards. Assessments determine whether students are meeting the
standards, accountability systems impose consequences for students and schools that do
not meet expectations. Professional development helps teachers to teach students more
effective. Resource allocation determines program funding. One of key objectives of the
reform was to create compatible, linked policy instruments. In this regard, the movement
is regarded as systemic reform (Sykes and Plastrik, 1993).
Reflecting the strong local control, there is a great variance in these policy
instruments across states, districts and schools in the nation. The variance also must
derive from different definitions of standards in the areas of specificity, knowledge
framework, quality, and connection among content, teaching and descriptions of student
performance. Thus, how they are aligned depends on how they are interpreted and
implemented in each local context
What states have accomplished. Even though there is a great variance, as of 1998,
49 states set the standards, and 48 states have tests measuring student achievement. 36
states have a report card for each of its schools. 14 states provide monetary rewards to
successful schools while 19 states provide assistance/sanctions to schools it names low-
performing. 19 states require students to pass tests to receive a high school diploma, and
9 states have a promotion policy. In 19 states, the intervention is required, funded, and
based on the standards.
Student Assessment., After developing and implementing curriculum based on
standards, assessments are made for different reasons. For examples, assessments are
made in order to (i) understand the level of student achievement, (ii) identify students
and/or schools that need special help, and (iii) award high school diplomas. There are
five major types of assessments: norm-referenced, criterion-referenced, customized
norm-referenced tests, portfolio and performance-based assessments. Many states are
moving toward performance-based assessments, but some educational, political and
financial objectives make the transition from norm-referenced to performance-based
assessments rather difficulty. In the case of portfolio assessment which Kentucky and
Vermont have, the problems are cost, time, and stress of teachers.
Accountability. How students and schools are held accountable vary across
states. Based on motivaticin theory, in order to give teachers extrinsic incentives for
better performance, team-based rewards for school improvement are currently exercised
in 14 states. Team-based rewards have emerged from the failure of individual merit pay
plans to motivate teachers. Team competency-based pay and performance pay appear to
Appendix II: Summary of a Literature Review of Standard Setting in Education 147
Improvement in the United States
be the cornerstones to a new compensation system that better reflects the needs of
standards-based education reform and the type of new school organization it required
(Odden and Kelly 1997). Team rewards foster norms that favor good performance and
encourage cooperation performance and worker satisfaction. As for rewards, non-
monetary recognition such as certificates is also provided to high performing schools.
In many states and districts, those teachers who earn certificates from the National
Board for Professional Teaching Standards are provided bonuses. And, in some states,
students who perform on or above the standards, are given high school diplomas (i.e.,
Maryland and New Jersey). In New York, students who pass Regular Regents
Examinations will have this noted on their diplomas and New York's state university
system gives preference to students who score well on Regents exams.
There are also many interventions and sanctions for schools and students when
they do not meet the standards. Those include: (i) technical assistance by "qualified"
staff (from state and local schools. For example, in Illinois, a "support team" consists of a
veteran distinguished educator, a state board facilitator, and community team of higher
education, community and business representatives); (ii) technical assistance may come
with funding; and (iii) replacement of school's administration and/or staff. In some
states, students who fail to meet the standards at the end of the academic year, may be
retained at the same grade for the next year.
Teacher preparation and professional development. The standards-based
education reform movement, in which teachers play leading roles, is identifying
curriculum content standards and student performance standards that require a greater
level of teacher professional competence to implement (Odden and Kelly 1997). An
important element of standards-based reform and of developing notions of teacher
professionalism is the need to link teacher training and compensation to the knowledge
and skills required by new curriculum standards (Darling-Hammond et al, 1995; National
Board for Professional Teaching Standards, 1995; Smith & O'Day 1991).
There are two broad ways in which states influence development of teacher's
skills. The first is teacher certification and licensure, which is the process for the
beginning teacher that include having a mentor and undergoing an assessment of on-the-
job skills. After completing this program, a teacher usually receives a professional
certificate that is renewed on a regular basis for the teacher completes additional course
work or other professional development. The second support for professional
development for teachers, which is the chance for practicing teachers to increase skills,
mainly through attending workshops or courses.
In nine states (California, Connecticut, Florida, Georgia, Kentucky, Minnesota,
New Jersey, South Carolina, Texas) in the Consortium for Policy Research in Education
(CPRE) study, networks were becoming an important tool for building professional
capacity tied to reform. For example, in California, the university system in conjunction
with the state department of education began to develop Subject Matter Projects inl987,
which are summer institutes focused on specific content areas and pedagogy. As of 1995,
148 A Study of Secondary Education in Jamaica
there were projects in 11 curricular areas in 90 sites. Schools were also involved in
subject-specific networks such as Math Renaissance, a middle school initiative funded by
the National Science Foundation. Similarly, California established a pilot network of
schools focused on literacy that targets children performing below grade level and
incorporates professional development and parental involvement.
Despite these many positive initiatives, state financial support for professional
development activities was typically weak. Most professional development for teachers
is set up and funded at the local level. Thus, many of these states left primary
responsibility and decision-making about professional development to districts, which
create further discrepancies among those who have and who do not.
Finance and resources. Adequate funding is needed to bring about any real
changes in the education system, including obtaining higher student achievement. But
providing the funding for public education is always a challenge. For high expectations
to have an impact on achievement, there must be a system in place for detecting which
students are struggling to meet the standards and for providing them with extra help
before they fail too far behind. Extra help or academic intervention can come in a variety
of forms, including one-on-one instruction during school hours, after school tutoring,
Saturday school, and summer school. The issue is whether extra funding is provided by
the state to support such assistance. Furthernore, there still remains large disparities of
educational finance among districts and schools.
Governance. At the heart of site-based reform is shared decision making that
engages teachers and staff, parents, students, and the community in basic decisions about
curriculum and programs. T.hesed ecisions typically extend to budget allocations within
the school, staff hiring decisions, and the professional development needs of the school.
In order to make site-based management successful, each school must have the authority,
responsibility and capacity to produce excellent outcomes for all students.
Market-based reforms. Market-based reforms advocates argues that schools
would be more responsive to the needs of poor or in other ways disadvantaged students if
the system operated more as a marketplace than a public monopoly. In some states,
charter schools, school of choice, and voucher system have been implemented. In Texas,
students in a low performing school are allowed to transfer to a better performing school.
Districts receiving these transfer students get additional state and local funds to educate
them. While it was certainly true that efforts targeting the educational opportunity of
poor and disadvantaged students continued to be made, the initiatives were not high-
profile and did not appear to be comprehensive or thoroughly integrated into standards
initiatives, particularly those at the state level (Massell 1997).
Issues on high standards reform movement. Sykes and Plastrik (1993) pointed
out five normative and conceptual issues such as (i) cultural conflicts as in ideology,
religion and racial multiculturalism, (ii) a mismatch that has emerged from the different
goals of learning as in basic skills and more advanced knowledge and skills, (iii) the
content of the curriculum as in disagreement of the content in social studies and language
arts, (iv) the curriculum's structure and differentiation which contradicts with an
Appendix 11 : Summary of a Literature Review of Standard Setting in Education 149
Improvement in the United States
egalitarian objective of high standards setting, and (v) interstate variation in the
categories for teacher licensure.
There are unintended effects of state testing on curriculum and instruction,
particularly when performance is closely monitored. The emphasis on test scores
narrowed the curriculum. Some teachers teach to the test to raise test scores. In order to
meet the expectations, unethical and illegal behaviors and actions are observed among
some school personnel. Additionally, high-stakes accountability creates unnecessary
divisions, undermines morale, and inhibits leadership in ways that work against reform
goals. Another concern related to the amount of money devoted to performance-based
accountability is with potential inequities. Lastly, there may not be strong relationship
between national standards, academic achievement and economic productivity.
On the other hand, some states (such as Minnesota) have been successful in
assisting the vast majority of students meet certain academic standards within just a few
years by focusing on learning outcomes. Realization of the issues in high standards
movement means that implementation should be not be conducted mechanically; instead,
it should be reflective, flexible, and allowing opportunity for corrective actions.