Doemit aof The World Bank FOR OMCL4AL USE ONLY Report No. 5905-BAR STAFF APPRAISAL REPORT BARBADOS SECONDE DUCATIONA ND TRAINING PROJECT April 17, 1986 Projects Department Latin America and the Caribbean Regional Office IThis document has a restrictedd istribution and may be used by recipients only in the performance l |Of their officiald uties. Its contents may not otherwise be disclosed without World Bank authorization. Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized BARBADOS SECONDE DUCATIONA ND TRAINING PROJECT BASIC DATA 1/ Land Area: 431 sq. km. Population: 2/ Total Population (mid 1984) 252,000 Density 580 per sq. Km. Average Annual Growth (1974-84) 0.3% Literacy 99% Academic Year: September to June Enrollment (1984/85) Total Primary Enrollment 30,780 Of which Male: 50.4% Female: 49.62 As percentage of age group (5-11): 98.0X Total Secondary Enrollment 28,162 Of which Male: 50.4% Female: 49.6% As percentage of age group (12-16): 95.0% GNP Per Capita (1984) US$ 4,340 Fiscal Year: April 1 to March 31 Government Recurrent Expenditures on Education: As Percentage of Government Expenditures (1984) 20% As Percentage of GDP 8% Currency Exchange Rate: US$1.00 = BD$2.00 1/ See Annex I for comparative educational data. 2/ Source: Barbados Statistical Service. wO OFFmAL USE ONLY SECONDE DUCATIOANN DT RAININGP ROJECT STAFFA PPRAISALR EPORT Table of Contents Page No. BASIC DATA LOAN AND PROJECTS UMMARY * ................... see....... i-iii I. THE EDUCATION AND TRAINING SECTOR ............................. 1 Overall Development Context ............ ............ ........ 1 Overview of Education and Training ........ ..... e 1I.... Primary and Secondary Education. ............................. 2 Vocational and Technical Training ..... o......eeeeeee. 2 Issues In Primary and Secondary Education.o.................. 3 Issuesi n Vocational and Technical Education ..e...so...oooos 5 GovernmentS trategy in the Sectoroo oeeoe..e.................. 6 BankS trategy in the Sector......o. .........* .... ..... .....e. 6 Previous BankE xperienceo........................ 656 6 -I. THE PROJECT ..... eeee.s.es.se.ee.S.ees....eee.ee.S.e.eseS 7 Project Origin .. eeo. .....se.S.e.....ecs.Sseece....... . 7 Project Objectives and Content oo.o. . o00.0896..e............ 8 Objectiv1e0 ...........c.e ...... e...ec00. . e e.e.c........ 8 Objective 2 ........o.s.e...c........................ 9 Objective 3o.....o..o....o.. ...o.o.....................1.0...... Project Costs and Financing.......0ee...ec0..SS.c0e0s..... -s.. 11 Project Cost ........ ........ o...Sc. e.... ............. 11 Basis of Cost Estimates .co.o...... c... . c.. .....eS..@e 11 Financing Plan o.o..o......o...o.o.. ..o..o. o..oo.... .......l.l Incremental Recurrent Costs....... ... 0........e ....e cess 12 Status of Project Preparation...........oo.ooo..............1.2 Project Execution ..o....S.e.c......o.........................1.3 ImplementatiAogne ncy ....o... .................. .. ..... 13 ImplementationS chedule ........... o.c-S.ee. ....e.o.e .e 13 Disbursements........................................1.3. Special Account ......o oo...... e... es 14 Bank Procurement Procedures...........................1.4 IDB Procurement Procedures............................1.4 Monitoring and Evaluation ...o..0......... .. e.......... 14 Accounting and Auditing ....0..0.0..0 0e...s.e...... .. 15 This report is based on the findings of an appraisal mission which visited Barbados in May/June 1985. The appraisal mission comprised Messrs. Leonardo N. Concepcion (Architect, mission leader), Wesley W. Hobbs (Technical Educator, consultant), Christopher Dougherty (Economist, consultant) and Ms. Hicelda Martinez (General Educator). Wmd ocumn hsa a esukid dtlbuYtin and ma bem d by nip*nuo nlyi n the pefrme | cthe offloi dutl It, contsn, mayS oftn"e be dbdcnd wthut Wod Oatk iradkionuX Table of Contents (Continued) Page No. III. BENEFITS AND RISKS .......................................... 15 Benefits ...................... 15 Assessment of Risks ......... moe.........eee see..... 16 IV * ACTIONS TAKEN AND AGSREIENTS REACHED ........ ................. 16 ANNEXES 1. Comparative Education Indicators 2. Structure and Organization of the Formal Education System 3. Student Teacher Ratios in Government Schools from 1973-1983 and School Enrollments by Grade 4. Impact of the Project on Public Recurrent Expenditures 5. Employment and Manpower De-and 6. Primary Schools to be Amalgamated 7. Unit Costs in Primary School Education 8. Technical Assistance and Training Requirements 9. Schedule of Accomodations: Secondary Schools 10. Samuel Jackman Prescod Polytechnic 11. Barbados Community College 12. National Training Board 13. Strengthening of the Manpower Research and Statltics Unit 14. Training Administration 15. Summary Account by Project Component 16. Financing of Project Costs 17. Project Implementation Schedule 18. Allocation of Loan Procceeds and Dlsbursement Schedule 19. Procurement Arrangements 20. Monitoring Indicators 21. Independent Audit Situation 22. List of Documents in the Project File MAP BARBADOS SECOND EDUCATION AND TRAINING PROJECT GLOSSARY BCC - Barbados Community College BDS$ - Barbados Dollar BIMAP - Barbados Institute of Mauagement and Productivity CXC - Caribbean Examination Council ETTC - Erdiston Teacher Training College FTE - Full Time Equivalent ICB - International Competitive Bidding IDB - Inter-American Development Bank LCB - Local Competitive Bidding MOE - Ministry of Education and Culture MOL - Ministry of Labor MRSU - Manpower Research and StatisticsU nit NTB - National Training Board FIU - Project Implementation Unit SJPP - Samuel Jackman Prescod Polytechnic SOE - Statement of Expenditure TA - Technical Assistance UNESCO/CP - United Nations Educational, Scientifica nd Cultural Organization/CooperativeP rogram USAID - United States Agency for InternationalD evelopment UWI - ITniversityo f the West Indies BARBADOS SECONDE DUCATIONA ND TRAINING PROJECT LOAN AND PRGJECT SUMMARY Borrower : Government of Barbados Beneficiaries: Ministry of Education and Culture National Training Board/Ministry of Labor Training Administration Loan Amount US$10.0 million equivalent Terms 15 years including 3 years of grace, at the standard variable interest rate. Project The Project covers 90 percent of the Government's five-year Description : investment plan in the education and training sector and is financed on a parallel basis by the Bank and the IDB. The objectives of the Project are to: (1) Improve the quality and cost effectiveness of primary and secondary education by: (a) amalgamating 21 small, uneconomic primary schools into 10 larger schools to obtain higher student-teacherr atios; (b) upgrading two existing secondary schools, equipping of a third existing secondary school and establishingo ne new secondary school with 1,200 student places; (c) providing technical assistance (44 staff months of fellowships and 36 staff months of specialist services) and training of about 1,500 teachers to improve (i) teaching of reading and writing in primary schools, (ii) textbook procurementa nd distributions ystems, and (iii) testing and measurement practices; and (d) supporting a study to rationalize the teaching of special subjects in secondary schools; (2) Improve the efficiency,q uality, and industrial relevance of technical and vocational training by: (a) expanding the operations of the National Training Board through the construction, equipping and furnishing of two new skills training centers and upgrading one existing center; (b) upgrading and expanding of training facilities at the Samuel Jackman Prescod Polytechnic and the Barbados Community College and improving efficiency in the use of existing facilities; (c) improving the data processing capability of the Manpower Research and Statistics Unit; (d) upgrading the training programs of the Training Administration; and (e) providing technical assistance (39 staff months of specialist services and 188 staff months of fellowships)f or the upgrading of course syllabi, improvements in administrative and financial management procedures, strengthening of the industrial advisory committees, industrial job analysis and follow up of on-the-job performance of graduates. -ii- (3) Strengthen the institutional capacity to manage and plan the education and training system by financing: (a) technical assistance (26 staff months of specialist services and 26 staff months of fellowships) and training of 150 managers and 500 school teachers for improvementi n (i) education planning and educational management, (ii) budgeting processes, (iii) school supervision practices, (iv) curriculum implementation strategies, and (v) educational materials production; (b) a study on the formulation of measures to achieve cost savings and greater efficiency in the utilization of education facilities and resources, as well as to address the issue of the additional recurrent costs that are expected to be generated under the Project; and (c) the provision of adequate pedagogical and administrative facilities for the Ministry of Education and Culture. Risks: No significant risks are associated with the technical implementation of the Project. There are, however, potential risks: (a) economies in primary and secondary education may not be achieved unless the Government maintains a freeze on the hiring of new teachers in the light of the decreasing population growth rate; and (b) difficulties may be encountered in meeting the incremental recurrent costs of the Project. The latter risk would be minimized by the introduction of cost reduction measures brought out by the study financed by the Project, the sharing of expensive facilitiesa mong schools and the adoption of measures to rationalize the selection of optional subjects taught in secondary schools. Estimated Cost a/ US$ Million Project Component Local Foreign Total Primary Schools 4.29 3.57 7.86 Secondary Schools 3.51 3.31 6.82 S. J. P. Polytechnic 0.03 0.23 0.26 Barbados Community College 2.14 2.79 4.93 InstitutionalS trengthening of MOE 1.84 1.82 3.66 NTB Skills Training Centers 1.52 1.76 3.28 Manpower Research Unit 0.03 0.09 0.12 Training Administration 0.05 0.18 0.23 Project ImplementationU nit 1.82 0.12 1.94 Base Cost (March 1986 Prices) 15.23 13.87 29.10 PhysicfalC ontingencies 0.84 0.71 1.55 Price Contingencies 4.38 2.67 7.05 Total Project Cost 20.45 17.25 37.70 a/ Net of Taxes and Duties estimated at US$3.4 million. Financing Plan USS Million Z of Local Foreign Total Total Government 10.70 0.00 10.70 28.4% IDB 8.25 8.75 17.00 45.1% IBRD 1.50 8.50 10.00 26.5% Total 20.45 17.25 37.70 100.0% Z of Total 54.2Z 45.8% 100.0% Disbursements: Bank Fiscal Year (US$ Million) 1986 1987 1988 1989 1990 1991 1992 1993 Annual 0.15 0.81 2.06 2.79 2.24 1.21 0.53 0.21 Cummulative 0.15 0.96 3.02 5.81 8.05 9.26 9.79 10.00 % of Total 1.5Z 9.6Z 30.22 58.1% 80.5% 92.6Z 97.9% 100.0% Rate of Return: Not applicable CHAPTER I. THE EDUCATION AND TRAINING SECTOR Overall Development Context 1.01 During the 1960s and 1970s Barbados made substantialp rogress in expanding its economy and diversifying its economic base. Growth averaged 5% a year, with tourism, manufacturing and agriculturec omprising the major sources of that growth. With its low rate of populationi ncrease, Barbados saw its living standards rise as per capita income advanced at thLe satisfactoryr ate of 2X a year. The country enjoyed high levels of literacy, a relatively equitable pattern of income distribution,a nd generally good standards of health, education, and social services. 1.02 In the early 1980s, the economy encountered serious difficultiesa s a result of the 1981-83w orld recession,m arketing and payment difficulties within the Caribbean Common Market, and the accelerated strengthening (1983-84) of the US dollar to which the Barbados dollar (BDS$) is pegged at the fixed rate of 2:1. GDP declined by 2.6% in 1981 and 4.3% in 1982. Overall unemployment rose from 11% in 1981 to 18% in 1984, with unemployment for women averaging 23% in all sectors. 1.03 The Bank's most recent analysis of the economy (Barbados Development Challenges, April 1985) concludes that although the economy has now begun to recover and in 1984 demonstrateda positive growth rate of 2.4%, the serious difficulties of the early 1980s revealed structural problems whose correction will require new policies and programs. Specifically, the report states that Barbados must adjust to a changed development environment. The steady growth of the 1960s and 1970s was the result of a demand-led environment, with tourist facilities filling as fast as they can on-stream, with agricultural products (specifically sugar) sold largely under protected markets, and with manufactured goods protected within the Caribbean Common Market. Now, with greater competition from all parts of the world for tourists, increased costs and decreased prices for sugar and erection of protectionistb arriers between trading partners in the Caribbean, Barbados must adjust to a different environment. The country must formulate policies and programs to address the multiple challengeso f restructuringp roductive activities, restoring internationalc ompetitivenessa nd reorienting manufacturing to extraregionalm arkets. Overview of Education and Training 1.04 Among Latin Americaiia nd Caribbean countriesB arbados has one of the most highly developed educational systems (Annex 2) which is competently staffed and managed. A literacy rate of about 99% is the result of easy access to schooling. Over 90% of the labor force has had at least six years of formal education, about 75% has had nine years of schooling. Primary, secondary and higher education institutions were established early in the 1700s, and during the colonial period coverage was gradually increased. After independencei n 1966, the school leaving age was raised from 14 to 16 and at present all children between the ages of 5 and 16 are enrolled in school. Vocational and technical training is still at an early developments tage and is being established at the post-secondaryl evel. Efforts are being made to provide adequate training opportunitiest o ali youngsters who do not enroll in the university. - 2- Primary and Secondary Education 1.05 Reaching universal coverage in primary and secondary education has been a major achievement, indicating the great importance the Barbados society accords to education. In 1984-85 about 31,000 children were enrolled in some 130 primary schools; and some 24,000 children were enrolled in 21 government secondary schools. In addition, about 4,400 children were enrolled in 15 private secondary schools. The net enrollmentr ates of 982 at the primary level and 95% at the secondary level are comparablet o those of the highly developed countries. A policy of automatic promotion is exercised, and consequently repetitionr ates are almost negligible. 1.06 In terms of quality, efforts are being made to adapt the original British curriculum to the Caribbean context. New syllabi for primary and secondary schools are being developed and are gradually being introduced in schools. The English school leaving examinationsa t secondary level have been replaced by those of the Caribbean Examination Council (CXC), which is now in charge of certifyingk nowledge and skills of secondaryg raduates both for universitye ntrance and direct employmentp urposes. These curriculum and examination reforms started after 1966 and have been financed through USAID loans. 1.07 Teachers are well trained. The Erdiston Teacher Training College (ETTC) trains primary and secondary school teachers and the University of the West Indies provides graduate level courses for school managers, offering certificatest o university graduates who want to become secondary school teachers. In addition, the Barbados Community College (BCC) collaborates with the ETTC to provide training of industrial arts teachers. In 1983/84 there were about 2,500 government school teachers. All primary school teachers and 70% of secondary school teachers were classifieda s 'trained- (i.e., they had attended the ETTC courses or they had a University Certificate). The "untrained" 30% (about 200) of secondary school teachers are mostly those approaching retirement age, thus, the MOE does not see a great need to train them given the high training costs involved. Vocational and Technical Training. 1.08 Formal vocational and technical training is still in an early development stage in Barbados, with two institutionsu nder the MOE having clearly defined responsibilities for such training. The Samuel Jackman Prescod Polytechnic (SJPP) provides skills level training for both lower and upper secondary school graduates. The BCC provides post-secondary (grades 12-13) technician level education and training in industrialt echnology, tourism, health, commerce and applied arts. It also conducts the non-pedagogical training for secondary teacher trainees in cooperation with the ETTC. The teachers in both the BCC and the SJPP are well qualified and generally have industrial experience. 1.09 Non-formal vocational and technical training is provided mainly by the National Training Board (NTB), which was founded in 1979 under the Ministry of Labor (HOL). The NTB is responsible for planning and implementings hort and intensive training schemes for unemployed youths and adults, upgrading programs for employed workers, the formal apprenticeship training system, and on-the-job training programs. The recurrent costs of NTB are financed largely (60% in 1984) from a national payroll levy (0.5%) on private sector wages; the remainder is provided by annual budget appropriations. The SJPP cooperates with the NTB in provid'ng formal skills and technical theory training. In 1983, the skills training program for young people (16-25 years of age), was transferred from the MOL to the NTB. This modular curricula program, with courses ranging from 3-9 months duration, is conductedm ostly in temporary and poorly equipped facilities. Issues in Primary and Secondary Education 1.10 Low studeitc-teachera tios, high costs, low achievement,u nequal access to adequate school facilitiesa nd managerial deficienciesa re recognized by the Government as problems which should be overcome in the next five years. 1.11 Due to the decline in populationg rowth, school enrollmentsh ave been decreasing and are projected to continue to do so in the coming years. By 1990 there would be about 25,600 primary school age children (excluding reception age, that is, children below the school starting age of 5 years), down from 31,000 at present; and 23,600 secondary school age children, as opposed to 25,000 at present. Student-teacherr atios have gone down from 24:1 in 1973 to 21:1 in 1983 (Annex 3) as a result of the declining population growth rate coincidingw ith the appointmento f new teachers in the late 1970s when new vocational courses were introducedi n secondary schools. Although there is now a de facto freeze on the hiring of new teachers, student-teacherr atios are not expected to rise immediately,a s the young age of the teaching force and the lack of alternate employment opportunities would not increase the attrition rate (about 12 per year) of teachers. 1.12 As public education is free, the high coverage of the formal education system places a high recurrent cost burden on the government budget (Annex 4). The Government subsidizes school meals, textbooks,s chool uniforms and transportation to primary schools, and provides bursaries to students in private secondary schools. In 1984, public education expendituresa ccounted for about 8% of GDP and about 20% of public sector expenditures. Public education's share of public sector expendituresi s expected to remain at the 18% to 20% level during the coming years. The high level of these expenditures,h owever, underlinest he need to reduce costs and improve the efficiency of the system. 1.13 About 30% of primary school children perform poorly in the secondary school entrance examinations,a nd about 50% of students fail the secondary school leaving examinations. Failure at the end of primary school is attributablet o automatic promotion of students, even when they cannot satisfactorilyp erform at grade level. No remedial instruction programs are now available for slow learners, particularlyi n basic reading and writing skills. This issue is especially severe when children who have not learned to read and write adequatelya re promoted to higher levels, for they cannot then benefit from further attendance either in secondary schools or in vocational training programs. 1.14 Causes of failure in secondary schools need to be further researched. The CXC is beginning to correlate school achievement scores with other variables, but results are not conclusive. It is believed that one of the main causes of failure is that students are not provided the time and the instructionalm aterials needed to learn. There are great differences between the instruction times recommended in the syllabi and the instruction times that students actually experience in classrooms. Moreover, secondary school -4- students are unable to benefit from the recently revised curriculum because of delays in implementation. 1.15 Another problem is that access to secondary education is inequitably distributed: (a) due to lack of public secondary school places, some 2,200 children (8% of the secondary school age group) are taught in primary school facilities (primary tops), where they receive an inadequate education;( b) some 1,800 others (6x) are taught in small, inadequately staffed and poorly housed private secondarys chools, which are closing down because they are not economically viable 1/; and (c) some 1,500 others (5Z) attend public secondary schools built more than one hundred years ago, wildch are currently in unsatisfactory condition. It is estimated that, in addition to upgrading the old, dilapidated facilities, about 1,200 new secondary school places would be needed to enroll all school age children in adequate conditions. 1.16 Although there are good syllabi for secondarys chools, the Curriculum Development Council has not set policies for defining which courses are to be offered in each school. Subjects are selected by independent School Boards, apparently without sufficiently analyzing the appropriate balance between curriculum requirements and instruction time in key subject areas. Moreover, due to the lack of clear guidelines on the teaching of vocational subjects, there are attempts by each school to acquire expensive, sophisticated equipment for the various vocational subjects offered. The need for a rational use of facilitiesi s recognizedi n the DevelopmentP lan for 1983-88,b ut a formal plan to introducet he sharing of workshops among schools in order to promote effectiveu se of scarce qualified staff in technical subjects and eliminate the unnecessary duplication of plant and equipment has not yet been defined and little sharing has actually taken place. 1.17 Education management problems are compounded by the inappropriate and congested premises occupied by the Ministry of Education and Culture (MOE). These premises were originallyd esigneda s an outpatientc linic, are owned and also partly occupied by the Ministry of Health, and do not permit room for expansion to accommodateb oth Ministsies. Adequate rentable spaces are unavailable. Records and files arespread about on desktops and in boxes due to lack of storage space, and there are no rooms for meetings among staff from differentd epartments. Under these circumstances,r outine administrativep roceduresb ecome cumbersomea nd inefficient,s taff motivation is low, and productivityi s greatly impaired. 1/ There are 15 private -assisted-s econdarys chools in Barbados. These receive bursaries amounting to about US$470 per year per 3tudent (of US$696 recurrent costs in the newer public secondary schools). About half these schools are small (less than 400 students),h ave no room for expansion,l ack good teachersa nd are of a much poorer standard than public schools. Some of these poor quality schoolsa re already in the process of closing down due to lack of students,a s the increase in fees to enable the schools to raise teachers'p ay, improve f?cilitiesa nd expand in order to be economicallyv iable are nor commensuratew ith the improvementi n quality; hence they become unaffordablea nd therefore, unattractive to parents in apite of the bursaries. As the school owners have no resources to replace these schools, the cost to the Government of providingt he necessary resourcesw ould equal or exceed those of buildinga new public school. In addition.t he Govermentw ould have to continue providing the bursaries. from different departments. Under these circumstances,r outine administrative procedures become cumbersome and inefficient, staff motivation is low, and productivity is greatly impaired. 1.18 Issues in Vocational and Technical Education. Vocational and technical training is still in an early development stage in Barbados, and must overcome major constraints if it is to effectively contribute to the attainment of the country's development objectives. There is a lack of reliable labor market information. Training programs in the formal sector for semi-skilled and skilled workers and technicians, and in the informal sector for production and services entrepreneurs are of low quality and of little relevance to sectoral needs; hence, they offer little motivation to trainees. In addition, the existing training resources are not fully utilized because they are located in inappropriate,i ncompletelye quipped facilities, randomly dispersed around Barbados. 1.19 Although the Manpower Research and StatisticsU nit (MRSU) of the MOLu ndertakes periodic household surveys to determine employment levels, and some information on available manpower and job placement opportunities (Annex 5) is available from official sources such as the Barbados Institute of Management and Productivity (BIMAP) and the StatisticalS ervice of the Ministry of Finance and Planning, there is a lack of labor market information in a form which can be used to systematically plan the country's training efforts to meet market demand. There is likewise a lack of information feedback from tracer studies on graduates of the system to determine the appropriateness of the training programs being offered. These inadequacies contribute to imbalances in available skills and result in missed opportunities when foreign investors interested in setting up operations in the country do not encounter the trained manpower they need. 1.20 The low quality of vocational and technical training is due primarily to inappropriate and/or obsolete equipment, lack of appropriate course syllabi and methodology (which are partly due to poor equipment) and the limited relevance of training programs to labor market needs. Although the qualifications of trainers are generally good, curricula need to be improved and defined in accordancew ith standards derived from occupational analyses. In addition, trainers have to be given the opportunity to keep up to date with constantly changing technological developmentsa nd their corresponding pedagogical techniques. Student motivation could be increased by improving the quality of instruction and making available the training options that would enable them to more easily obtain employment. 1.21 Training resources (teachers and those adequate facilitiesw hich are available) are inefficiently util'zed. The existing small NTB skills training units are scattered around Barbados, and except for the facility in St. Lucy are generally housed in makeshift workshops offering training in one or two skills with inadequate equipment. Consequently, programs are difficult to tailor to market needs, the number and quality of outputs are low, and administration of such a system cannot avoid being inefficient. Therefore, the consolidation of these efforts into a few strategically located facilities would increase performance levels and result in a more economic use of available resources. A similar situation exists with respect to the BCC: its training programs are also scattered in a number of inadequate locations outside the main campus, which has room for expansion. This penalizes students in the outside locations who have no (or more difficult) access to campus facilities (i.e., library, demonstration rooms, etc.), leads to duplicationo f personnel services, and contributes to a lower - 6 - utilization of campus facilities. The SJPP on the other hand has workshops in eight areas of training, which are either uused or underutilized,d ue primarily to the lack of or incompletee quipment. These workshops could accommodate up to 700 secondary school students for vocationalc ourses, and their more efficient use would avoid the duplication of facilitiesa nd resources. Government Strategy in the Sector 1.22 The Government'sp olicy objectives include the equalizationo f educational opportunity, the modernizationo f educationalc ontent in order to make education a meaningful tool for development through greater emphasis on vocational and technical training, and the realization of these objectives without increasingt he relativelyh igh cost of the system. The Government has put into action strategiesd esigned to address the deficiencieso f the system. In pursuit of these objectives, the Governmenth as obtained bilateral and multilaterala ssistance as follows: (a) the Bank's First Education Project (Loan 1642-BAR) improved student-teacherr atios in project schools, increased access and achieved economies of scale in amalgamating primary schools and upgrading secondary schools. Teacher quality was improved through support for the ETTC; BIMAP's capacity to improve productivity through in plant training for workers and supervisors was strengthened;a nd key MOE officials were trained in school administration; (b) the Inter-AmericanD evelopment Bank (IDB) has supported training programs at the techniciana nd skilled worker levels and financed the constructiono f facilities for the BCC and the SJPP; and (c) other agencies (i.e. USAID, OAS, CIDA, and the British Government) have provided assistance in curriculum development,p roject execution aid to small enterprises and higher education. The Government has taken steps on its own to address the deficiencieso f the system: (a) it has effected a de facto freeze on the hiring of new teachers to prevent the decrease of student-teacherr atios which would otherwise occur due to the falling population growth rate; (b) it has converted teacher training institutionst o provide cnly inservice training of public school teachers and stopped financing and training of new teachers; (c) it is taking steps to reduce Government subsidies for school meals and student transportation;( d) it continues to support the amalgamationo f primary schools to increase cost-effectiveness;a nd (e) it has introduced measures to reduce subject options offered to secondary school students to increase class sizes and reduce ti.' need for specialized facilities. The Government, however, faces the task of consolidating the initial successes in attaining its goals, and must overcome the adverse effects of the world recession on its economic performance. Accordingly the Government's plans for improvements in efficiency, increase in vocational skills and opening new areas of training in modern technologies in order to provide the requisite manpower for its output diversification objectives, are deserving of external support. Bank Strategy in the Sector 1.23 Previous Bank Experience. The Bank agrees with the Government's strategy and the proposed Project would be the second Bank operation in the sector in Barbados. The First Education Project (Loan 1642-BAR of US$9.0 million equivalent)a ssisted the Government strategy of combiningm easures to assure equity and relevant general education and skills trainingw ith measures to enhance the cost effectiveness of the system. The project also assisted the improvement of private sector management training by financing the BIMAP component. Specifically, the project comprised: (a) construction, furnishinga nd equipping of ten primary schools to replace obsolescent schools; (b) expansion of six existing secondary schools; (c) expansion of the ETTC; (d) expansion of the facilities of BIMAP; and (e) provision of architecturala nd engineering services to the project unit and 30 staff/monthso f fellowships to BIMAP. Early implementationd elays caused by site acquisition problems contributed to a 35% increase in project costs. The Government'sd ifficulty in filling the increased funding gap with counterpart resources exacerbated the delay as well as the cost increases. A supplementall oan of US$3.0 million was approved by the Bank on November 8, 1983, under a Special Action Program, to finance the foreign exchange component of the project cost increase, and has brought implementationu p to the planned pace with reasonable efficiency. The project has satisfactorily attained its objectives, all facilities are operational and the loan has already been substantially disbursed. 1.24 To enable Barbados to overcome the adverse effects of the world recession (and its particular repercussionsw ithin the Caribbean regional market) on its economic performance, the Bank supports its plans to diversify its markets, improve efficiency and increase vocational skills. In the specific area of hotel management, one of the development priorities, BIMAP is currently planning the training programs for managers and entrepreneurs of small and medium sized hotels, in consultation with the Barbados Hotel Association and the Barbados Development Bank. BIMAP has the qualified staff and facilities to carry out this training program effectively. The training needs in the agriculturals ector, another priority area for development,a re being addressed in a proposed agriculturald evelopment project whi_h would be a follow-up to earlier Bank-financedT echnical Assistance Project (Loan 2115-BAR). The Bank also supports the efforts being made by the Government to increase the skills and competitivenesso f its labor force, and to streamline and increase efficiency in the education sector. To this end, the Bank would continue its collaboration with other bilateral and multilateral development institutions. The Bank's involvement in this Project is necessary because beyond consolidatingt he benefits realized under Loan 1642-BAR, it would (a) provide the requisite incentives to implement quality and cost effectivenessm easures such as the improvement of student-teacher ratios, the rationalizationo f vocational subjects in secondary schools and the formulation of measures to achieve cost savings and greater efficiency in the utilization of educational facilities and resources;a nd (b) it would contribute significantly to institutionals trengthenings o as to enable Barbados to acquire the necessary foundationf or human resources development for a competitive modern economy. CHAPTER II. THE PROJECT Project Origin 2.01 The proposed Project was first presented to the Bank in September 1984 and reviewed by a Bank mission in October 1984. It was identifiedb y a Bank mission that visited Barbados in February 1985. The proposed Project was prepared by the MOE, assisted by consultantsu nder the UNESCO/CP and Bank staff and was appraised in June 1985. - 8- Project Objectives and Content 2.02 The proposed Project would be a follow up on Loan 1642-BAR and would cover 90% 2/ of the five-year investment plan for the whole sector in order to address a broad range of critical issues. The Project therefore comprises the following items: (a) the institutional strengthening of the MOE; (b) the BCC component; (c) the NTB component; (d) the MRSUc omponent; (e) the Training Administrationc omponent; (f) the primary school component; (g) the secondary school component;a nd (h) the SJPP component. The Bank would finance items (a) to (e), and IDB would finance items (f) to (h). The Bank would finance the administrativec osts of implementingi tems (a) to (e). 2.03 The proposed Project aims to further develop Barbados' educational and training system and improve the capacity to manage it through a combination of policies and actions that would enhance the internal efficiency of education while improving the quality and relevance of instruction. These effic±encya nd quality improvementsw ould enable the MOE to optimize previous investments and manage the system without further substantial financial assistance. Because of its small size, there are no significantd ifferences between the urban and rural populations of Barbados, thus the Project would equally benefit all populations ectors. The NTB component particularly addresses the improvement of the skills of the unemployed and thus the relativelyp oorer segment of society. 2.04 Objective 1: The Project would support improvementsi n the quality and cost-effectivenesso f primary and secondary education,t hrough: (a) the financing by IDB of the amalgamationo f 21 small, unecomomic primary schools into ten larger schools by providing construction, equipment and furniture (Annex 6). The actual condition of the 22 schools only permit two out of the five amalgamationo ptions (Annex 7): Ci) full replacementw ith new facilities,o r (ii) remodellinga nd expansion of one school. Option (i) is necessary in nine out of the ten amalgamations. By amalgamatingt hese schools, operational costs would be reduced by about 20%, representing a 5% reduction in the operational costs of primary schools in the country. Expected savings in recurrent costs would recover the investment costs within a five-year period after Project completion provided that the current freeze on the hiring of new teachers is maintained. The Government has provided assurances that the current student-teacher ratios would not be allowed to decrease from the levels prevailing during school year 1983 of 23:1 in primary schools and 19:1 in secondary schools. These ratios would not be increased beyond 35:1 at the primary level and 30:1 at the secondary level. (b) the financing by the Bank for improvementsi n the teaching of reading and writing in primary schools. The curriculumu nit of the MOE would establish a system for diagnosing problems in reading and writing, and, once 2/ The areas not covered under this Project include: (a) agricultural training (para. 1.24); (b) private sector management training (para. 1.24); (c) the student Revolving Loan Fund (US$3.0 million) financed by IDB Loan 722/SE-BA; and (d) repair and remodelling of other existing secondary schools financed entirely by the Government. - 9 - the system is in place, train one remedial education teacher in each school. Technical assistance (10 staff months (s1/) of fellowships and 12 s/m of specialist services) would be provided to the curriculum unit and about 1,500 teachers would be trained in diagnostic techniques (Annex 8). (c) the re-establishment of the National Curriculum Committee and financing the by the Bank of the following tasks to be carried out by the Committee: Ci) conduct a study to provide the basis for a policy on the teaching of vocational subjects in secondary schools and the reduction of recurrent expenditure at this level and; (ii) analyze results of CXC examinations to determine the revisions needed to make the existing syllabi more responsive to the country's development needs. The study on vocational subjects in secondary schools would consider, among other things, the cost of offering each optional subject, the minimum number of students required to offer a specific course, the minimum number of hours required per subject and the maximum number of subjects that a student should take in a year. Technical assistance (34 s/m of fellowships and 18 s/m. of specialist services) and training (300 teachers and 22 administrators) would be provided to the MOE to support the above activi'ties as well as to improve the teaching of special subjects in secondary schools (Annex 8). A draft plan prepared by the Government for the sharing of workshop facilities among secondary schools and the SJPP was reviewed during negotiations. This plan would be finalized during the first year of Implementation and put into effect by September 1988. Cd) the financing by the Bank of improvements in the textbook procurement and distribution system. The Project would finance six s/m of specialist services (Annex 8) to assist the Supply Management Section of the MOE. A draft revised policy for textbook procurement and distribution would be prepared by July 1987, and would be reviewed by the Bank. Procurement of books for schools under the Project would proceed only after the policy is agreed upon with the Bank and the IDB. Ce) the financing by the IDB of the upgrading as well as acquisition of supplementary and replacement equipment and furniture for two existing secondary schools, the furnishing and equipping of a third existing secondary school and the building, equipping and furnishing of new 1,200 place school (Annex 9). The additional number of places provided to the secondary school system would accommodate the existing -primary tops". The MOE is expected to eliminate these 'primary tops' by the start of operations of the new Wotton/Kingsland secondary school in December 1990. 2.05 Objective 2: The Project would foster improvementsi n the efficiency, quality and industrialr elevance of technical and vocational training, through: (a) the financing by the IDB of supplementarye quipment in the Samuel J. Prescod Polytechnic to replace obsolete equipment; peripheral equipment to maximize the existing training capacity in the skilled worker level programs of radio-stereo-TV repair, electrical installations and welding, the print shop and the food preparation laboratory (Annex 10). The provision of supplementary equipment would increase the utilization of four existing shops by about 25%, by accomodating up to 700 students in the secondary school day-release program and help formalize better coordination of training programs among the cooperating schools. It would also increase enrollment capacity by up to 70 full-time students. About 30% of enrollments would be women. - 10 - (b) the financing by the Bank of the construction,f urnishing and equipping of -purpose designed- technician level training facilities in the Barbados Community College (Annex 11). This would include the relocation of the Division of Applied Arts from its inadequatea nd desintegratingp remises and the re-equipping and relocation of the health sciences training facilities from the Ministry of Health to the BCC main campus thus making the library and other teaching/learning services more easily available to students in these disciplines and increase their use factor. Additionally, laboratory facilitiesw ould be provided for the new computer science division, the new industrial electronics program and two additional shops for the mechanical and civil constructionp rograms. These facilitiesw ould altogether annually accommodate about 400 full-time and 420 part-time trainees (an increase of about 200) of which about 60X would be women. (c) the financing by the Bank of the construction,f urnishing and equipping of three new skills training centers and equipping and furnishing of one existing center in the National Training Board (Annex 12). A total of 288 trainee places would be equipped to provide modular training to about 1,000 trainees annually in 24 skills programs of 3-9 nine months duration. The centers would cater to entry level skills training for unemployed youth and adults (ages 16 to 30),apprenticeshipt raining on a day-release basis in cooperationw ith local industry, and skills upgrading training for about 500 unemployedw orkers annually. About 20% of basic training enrollmentsw ould be women. (d) the financing by the Bank of supplementarye quipment to improve the data processing capability of the Manpower Research and Statistics Unit (Annex 13); and books and supplementarye quipment to upgrade the facilities of the Training Administration (Annex 14). (e) the financing by the Bank of technicala ssistance (188 s/m of fellowshipsa nd 39 s/m of specialist services) (Annex 8) for the vocational and technical training system for: improving instructor capabilitiesi n planning and upgrading course syllabi and laboratory/shop activities; improving administrative,f inancial management, accounting proceduresa nd information gathering and processing;i mproving and expanding the existing industrial advisorv committee systems of the SJPP and the BCC; formalizingo n-the-job follow-up of graduates; improving and institutionalizing the industrial job analysis efforts of the NTB and the MRSU( Annex 13); and assessing the needs in public sector management training and upgrading the training programs and materials of the Training Administration (Annex 14). 2.06 Objective 3: The Project would seek to strengthen the institutionalc apacity to plan and manage the education and training system, through: (a) the financing by the Bank of technical assistance (26 s/m of fellowships,2 6 s/m of specialist services and local training of 150 managers and 500 school teachers) (Annex 8) to improve education planning, educational management, curriculum implementationp ractices in primary and secondary schools and school supervision,w ith emphasis being given to improve the budgeting process of ME. In addition, the Project would assist the MOE in improving the production of printed materials. - 11 - (b) the financing by the Bank of a study on the formulation of measures to achieve cost savings and greater efficiency in the utilization of facilities and resources, as well as to address the issue of the additional recurrent costs that are expected to be generated under the Project. The study would include inter alia: (i) the selection procedures for public examinations; (ii) the marketing output of the technical/vocationals ystem; (iii) maintenance costs; and (iv) areas of post-secondarye ducation where savings may be realized. MOE would prepare Terms of Reference in consultationw ith the Ministry of Finance and present these to the Bank by December 1986. (c) the financing by the Bank of the construction,e quipping and furnishing of appropriate facilities to house the MOE Pedagogical and AdministrationB uilding. Project Costs and Financing 2.07 Project Cost. The total cost of the Project is estimated at about US$37.7 million equivalent net of taxes and duties. 3/ The foreign exchange cost is estimated at US$17.3 million or 46% of total Project cost, and the local cost at US$20.4 million or 54% of total cost. Detailed cost estimates are presented in Annex 15. 2.08 Basis of Cost Estimates. The baseline cost (in March 1986 prices) is about US$29.1 million calculated on the basis of unit prices described in Annex 15. Aggregate physical contingencies (5.3% over baseline costs) comprise 10% for site development and 5% for all other categories of expenditure (building designs are adapted from standard plans developed under Loan 1642-BAR, equipment and furniture lists are complete, and the technical assistance package contract has been awarded). Aggregate price contingencies (23% over baseline costs including physical contingencies)a re based on the following price escalation rates: (a) foreign: (i) 7.2% in 1986, 6.8% in 1987-88, 7% in 1989, 7.1% in 1990, and 4% in 1991-92 for civil works, furniture, equipment and educational materials; (ii) 5% in 1986-92 for technical assistance (T.A.), professionals ervices, project administration, studies and training; (b) local: (i) 10% in 1986, 11% in 1987-88, 12% in 1989-90, and 102 in 1991-92 for civil works and furniture; (ii) 8.5% in 1986, 9% in 1987-90, and 8% in 1991-92 for equipment and educational materials; and (iii) 6% in 1986-90, and 5% in 1991-92 for T.A., professionals ervices, project administration,t raining and sLudies. The total foreign exchange cost including contingenciesi s estimrateda t US$17.3 million equivalent or about 46% of total Project cost net of taxes, based on foreign exchange components of 46% for civil works (building and site development),6 0% for furniture, 90% for equipment, 75% for expatriatet echnical assistance and fellowships,5 2 for local training, project administrationa nd studies and 20% for professionals ervices. 2.09 Financing Plan. The total Project cost of about US$37.7 million would be financed, on a parallel basis, by the Bank and the IDB. The proposed Bank loan of US$10.0 million equivalentw ould finance 27% of the 3/ Taxes and duties are estimated at US$3.4 million. - 12 - total Project cost and would cover 49% of the foreign cost and 7% of the local cost. In addition to the Bank loan, 45% of the total Project cost would be financed on a parallel basis by the IDB with a loan of US$17.0 million which would cover 51% of the foreign cost and 40% of the local cost. The Government would provide US$10.7 million to finance the remaining 28% of total cost and cover 60% of the local cost. In the context of this financing plan, the costs of the Project would be shared by the Bank, the IDB and the Government as shown in Annex 16. The total cost of the Bank financed items would be US$17.8 million, and the IDB financed items US$19.9 million. 2.10 Assurances have been obtained that the Governmentw ould provide its share of counterpart funds under the proposed Project in a timely fashion. To facilitate the early execution of the Bank financed components, retroactive financing up to an amount of US$250,000 is proposed to cover expenditures incurred (for construction, procurement and technical assistance) after October 1, 1985. It is expected that during the same period the entire Project would have acquired commitments of about US$1.0 million (of which US$0.4m correspond to Bank financed items and US$0.6m under IDB). IncrementalR ecurrent Costs 2.11 When in full operation by 1992, the Project is expected to generate additional annual operating costs (in March 1986 prices) of about US$0.66 million for the MOE and US$0.63 million for the MOL/NTB (Annex 4). These amounts represent an increase of 1.1% above the MOE's approved 1984/85 recurrent budget, and 26% above that of NTB's 1984/85 budget. About 82% (US$0.54) of the MOE's additional recurrent budget is attributed to the BCC component. The increase on the MOE budget is not expected to pose an undue burden as 60% of the BCC incremental recurrent cost would continue to be funded out of the payroll levy. The substantial increase on the NTB recurrent expenditures is taken in comparisonw ith its 1985 budget which is low as it is based on NTB's currently limited operations. This budgetary increase is expected to be met without undue difficulty through the payroll levy. The Project would finance a study on (para. 2.06(b)) measures to achieve further reductions in recurrent costs. Status of Project Preparation 2.12 The Governmenth as demonstrated its commitment to the Project by providing in its 1985/86 budget, the initial outlays and manpower resources needed to proceed with early implementation. Preparation for project implementationw hich commenced in early 1986 is well advanced, with the use of funds allocated for this purpose under Loan 1642-BAR. Consultants have been contracted for the site surveys and design of the facilities to be built. Sites for all of the 18 Project componentsw hich require new or additional civil works are already owned by the Government. Bidding documents for the construction, furnishing and equipping of six institutions (3 primary, 2 secondary and 1 NTB skills center) are prepared for the calling of bids by June 1986. The final rrchitecturald esign for the BCC and sketch designs for the MOE building were reviewed during negotations. The Government has awarded the contract for the management of the Project's technical assistance package to an institution selected in accordance with Bank guidelines. The Governmentw as advised of the Bank's concurrencew ith the proposed contract award in February 1986. - 13 - Project Execution 2.13 ImplementationA gency. The existing Project Implementation, nit (PIU) of the MOE, which has demonstrateda satisfactoryp erformance in implementingL oan 1642-BAR, has been officiallyd esignated by the Government to manage the implementationo f the Project. In view of the increased responsibilitiesu nder the proposed Project, the current PIU comprisirg a project manager, accountant, procurement officer, architect, quantity surveyor, engineer and support staff, has been expanded to provide it with the capability of monitoring educational aspects of the proposed Project. The additional staff (a project educator, an administrativeo fficer, and a training officer of the NTB to coordinatet he execution of the NTB component) have been appointed. Costs of these additionals taff are included in the total Project cost. Key officers of the BCC, the SJPP, the MRSU and the Training Administrationh ave been designatedw ith the responsibilityo f maintaining liaison with the PIU to ensure the efficient execution of their respective components. The PIU also has in-house, under renewable fixed term contracts, expatriate consultants (an architect, two engineers and a quantity surveyor) who render professional services for the design of standard school plans as well as construction supervision. This in-house arrangement permits the PIU flexibility in its design work, and also, enables it to realize a 20-30X savings in professionalf ees. The PIU professionals taff are MOE regular personnel who are expected to be reintegrated into the Ministry after completion of the Project. Before completion of the Project, the MOE would review its needs for school constructiona nd maintenance and would consult with the Bank on the deployment of PIU staff. 2.14 ImplementationS chedule. The Project is expected to be implemented over a period of seven years from January 1986 to December 1992 (Annex 17), one year shorter than the relevant regional profile based on experiencew ith Loan 1642-BAR. However, it is possible that if the Project is implemented more efficiently and with fewer delays, the implementationp eriod could be reduced to five years. This would result in Project costs being reduced from US$37.7 million to US$36.4 million. While the Governmentw ould need to provide higher annual counterpart funds (by US$1.6 million in 1987 and US$0.9 million in 1988), the Project benefits would begin to be realized earlier. 2.15 Disbursements. The proceeds of the Bank loan would be disbursed over a period of 7.5 years (1986-93) (Annex 18) to pay 44% of civil works expenditures;1 OOZ of foreign expendituresf or directly imported items and 85% of total expenditures for locally procured items covering furniture, equipment and educationalm aterials; 100% of expendituresf or technical assistance, training and studies; and 50% of professionalf ees for architectural,e ngineering services and other services. For contracts valued at equivalentU S$10,000 or less, disbursementw ould be made on the basis of Statements of Expenditures (SOEs) for which documentationw ould be correlated with the relevant withdrawal application and retained by the PIU for periodic review upon request by the Bank in addition to being audited by auditors acceptable to the Bank. All other withdrawal applicationsw ould be fully documented. - 14 - 2.16 Special Account. In order to reduce the interval during which the Government would finance with its own resources the Bank's share of goods and services, a Special Account would be opened in U.S. dollars and US$500,000 would be initially deposited into it from the Loan Account. The Special Account would be replenished monthly on receipt and approval of the Government'sa pplicationsf or replenishmento f the Bank's share of eligible expenditures totalling not less than US$100,000. The Bank would require a monthly statement of the Special Account to reflect transactionsd uring the previous month. 2.17 Bank Procurement Procedures. Civil works contracts for the BCC and the MOE Pedagogical and Administration Buildingsw ould be awarded on the basis of internationalc ompetitive bidding (ICB) procedures. Because of the small size of the contracts (US$0.9 million base cost each) and the phasing of constructionw hich does not permit a larger package, civil works contracts for the NTB skills centers would be awarded on the basis of local competitive bidding (LCB) procedures which have been reviewed and found to be acceptable to the Bank. Interestedf oreign bidders would not be precluded from participating in such bids. Contracts for equipment, furniture and educational materials would be grouped, to the extent possible, to form attractive packages and would be awarded on the basis of ICB procedures in accordance with Bank guidelines when these packages total US$50,000 or more. Contracts below US$50,000 would be awarded on the basis of competitive bidding advertised locally in accordance with Government procurement practices which are acceptable to the Bank. In addition, miscellaneous items that cannot be grouped into packages exceeding US$20,000 would be procured through the Government'sC entral PurchasingD epartment on the basis of three price quotations. All consulting contractsw ould be procured in accordance with Bank Guidelines. Annex 19 summarizesp roposed procurement arrangements, the limits on the type of procurement applied and prior review thresholds for the IBRD financed items. With the thresholdse stablished for ICB, contracts awarded through ICB would account for about 61% of the cost of the Bank financed items. The limits for prior review of bidding documentationb y the Bank would result in a coverage of about 69% of the total estimated value of civil works contracts and 79% of goods contracts. 2.18 IDB Procurement Procedures. Procurement for the IDB financed items is expected to follow IDB's general procurement procedures and the clauses on tender procedures agreed with the Government, as well as the Government's local procurement proceduresw hen applicable. 2.19 Monitoring and Evaluation. Indicatorst o monitor progress in the implementationo f hardware as well as educationala nd other software components of the Project are shown in Annex 20. The PIU director would be responsible for preparing semiannual progress reports (due May 15 and November 15) which would provide information on the quantitativea s well as qualitative aspects of the Project, and measure implementation progress against the monitoring indicators. These progress reports would be provided to the Bank and the IDB. Assurances were obtained during negotiations that the Governmentw ould keep the Bank informed of progress being made in the attainment of its educational objectives, and furnish the Bank annually until after six months from the Closing Date, for the Bank's review, a statement on any major education policies or plans formulatedb y the Government. A completion report on the proposed Project would be prepared by the PIU and - 15 - submitted to the Bank no later than six months after the closing date of the Bank loan. The Evaluation Unit of the MOE would be responsiblef or assessing the impact of the efficiency and quality improvement measures developed under the Project on the education system, and in coordinationw ith the NTB and the MOL, on that of the training system. The NTB, also in coordinationw ith the MOL would be responsible for assessing the impact of the NTB training programs. Guidelines and criteria for evaluation were discussed and agreed with the Government during appraisal. Information and insights gathered from the evaluation process would be fed back into the system for the periodic upgrading of curricula and course syllabi. 2.20 Accounting and Auditing. The auditing and accounting procedures employed under Loan 1642-BAR are satisfactorya nd the reports are well prepared. This practice is expected to be carried on during the implementationo f the proposed Project. (Annex 21) The Government would maintain separate accounts for the Bank and IDB financed items in accordance with acceptable accounting practices. Assurances were obtained during negotiationst hat the Governmentw ould take steps to ensure that all accounts, financial statements,c ertified SOEs and the Special Account related to Bank financed items would be audited annually by independent auditors satisfactoryt o the Bank. The auditor's report would be sent to the Bank no later than four months after the close of each Fiscal Year (March 31). CHAPTER III. BENEFITS AND RISKS Benefits 3.01 The proposed Project would help to consolidate improvements in the education system initiated under the Loan 1642-BAR. By improving the cost effectiveness of the system, the Project would enable the Government to free resources earmarked for education and reallocatet hese resources towards more substantial quality improvementsi n the sector. By strengtheningt he institutionalf ramework to manage and plan the education and training system and providing the appropriate infrastructuref or the education central management and staff, the Project would also establish a sound basis for the continued pursuit of further efficiencyg ains. 3.02 In addition to providing more appropriate facilitiesf or about 8,000 students the major quantifiableb enefits of the Project would be an additional annual capacity to train/upgradea bout 1,000 semi-skilleda nd skilled workers and train about 200 technicians,o f which about 28% and 60% respectively would be women. The improvementsi n the quality and quantity of trained manpower would increase the competitiveness of local labor, attract investors to set up operations in the country due to the availability of skills and ultimately facilitate the entry of Barbados into extraregional markets for its products. The strengthening of industrial advisory committee systems, industrial job analysis and follow-up of on-the-job performance of graduates which would ensure that training programs are more relevant to industrial development efforts defined in the Development Plan, would contribute to this effort significantly. - 16 - Assessment of Risks 3.03 There are no significant risks associated with the technical implementationo f the Project, as it would be managed by an experienced PIU. The risk of not attaining the objectives of the vocational training component is real only to the extent that the economic strategy set out for Barbados fails to meet its objectives. However, the expected economies in operational costs resulting from the amalgamationo f primary schools may not be realized if the current freeze on the hiring of new teachers is relaxed and new teachers are appointed inspite of the decline in enrollments and therefore, the benefits expected from reinvesting tne savings for quality improvements in primary and secondary education would be lost. There could also be some difficulty in meeting the incremental recurrent budgets of the BCC and the NTB centers when these become operational by 1992 if the allocations from the payroll levy prove inadequate. However, as the Project would provide the capability to train the technicians badly needed for the success of the development strategy for Barbados, it is not expected that problems would arise in obtaining additional recurrent costs financing in the relatively modest amount (US$0.54 million) envisaged. These risks would be minimized, if not totally eliminated, by the Government: (a) taking measures not to decrease student-teacherr atios by maintaining the freeze on the hiring of new teachers; (b) putting into early operation the facilitiess haring program between secondary schools and the SJPP as well as implementinga rational policy for selecting subject options in the secondary curriculum (as a result of studies financed by the Project); and (c) studying and adapting measures to achieve cost savings and greater efficiency in the utilization of educational facilities and resources at all levels. CHAPTERI V. ACTIONS TAKEN AND AGREEMENTS REACHED 4.01 The Government has: (a) reconvened the National Curriculum Committee which will undertake a study on vocational subjects in seccndary schools (para. 2.04(c)); (b) acquired all the sites for eighteen new project schools/centers (para. 2.12); (c) officiallyd esignated the PIU of Loan 1642-BAR as the PIU of this proposed Project (para. 2.13). (d) prepared a draft plan of action for the sharing of workshop facilitiesa mong secondary schools -ad the SJPP (r-ra. 2.04(c)); (e) completed the final architecturala nd constructionp lans, for six project schools/centers( 3 primary, 2 secondary and I NTB skills training center); fin3l architecturald esigns of the BCC facilities;a nd preliminary sketch plans for the MOE building (para. 2.12); - 17 - (f) completed the final furniture and equipment lists, specifications and bidding documents (para. 2.12); (g) awarded the contract to the institutions elected to manage the Project's technical assistance package. The draft agreement for contracting this institution's services, and the draft terms of reference for the technical assistance requirementso f the Project were reviewed during negotiations (para. 2.12); and (h) reached agreement with the Bank during negotiations, on areas where a study would be undertaken to increase cost savings and achieve greater efficiencyi n the use of educational facilitiesa nd resources. Assurances were also obtained that the Goverrment would implement the measures recommended by the study on the basis of a timetable satisfactory to the Bank and the IDB. 4.02 The Government has agreed to include the following covenants: (a) that the student-teacher ratios would not be permitted to decrease from the levels prevailing during school year 1983 of 23:1 in primary schools and 19:1 in secondary schools (para. 2.04(a)). These student-teacherr atios would not be increased beyond 35:1 at the primary level and 30:1 at the secondary level; (b) that a draft revised policy for textbook procurement and distribution be prepared by July 1987, and that procurement of books for the Project proceed only after adoption of the policy as agreed with the Bank and the IDB (para. 2.04(d)); and (c) that the Bank be kept informed of progress made in the attainment of the Government's educational objectives and that the Bank be furnished annually until six months after the Closing Date for the Bank's review, a statement on any major education policies or plans formulated by the Government (para. 2.19). 4.03 Subject to the above conditions and assurances the Second Education and Training Project constitutes a suitable basis for a Bank loan of US$10.0 million to the Government of Barbados, repayable over a period of 15 years including a three year grace period. 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'll. top %lb 49 -12 17 - my 11 Zi.ncs RANAKLq 79 0.2 2.770 %.? 19.1 36 36 11 9-lb 99 97 24 - 97 75 Is --- SARJLVWK 78 ;:2X 2,;; 1-1 22.1- 41- 11- th- 94h morw 0- J..q. goo 74- "Y "'I 7 '10:2 711-1 - 23- I 4.jb 161. I" sv - 14-T 1I2.2fi2-bW SR ;r ;; I I'-.% 1.7741 $.A 4 11 76 CIIILF 76 In.* j.M9o 3.247 Ii.ah - - I lqb- - 34bv - -- 55b- Znb- II-eal- colimiA an 2%.7b 1.11job 11.3 21.0 3i 24 2n Sib 7a 16 32 6.6 - 47 Zn to-02-1 CMA RICA on 2.2b 1.0134b 4.4. 11.1 40 27 13 9n 9-1 77 VI S.% 77 4a 27 14-rWI C"" im 9.8 - 4.0 tI.0 -- -- - 9% I 12b- 94 iRby - 911 7lb- Is Iq.n2bV nougicAll R.". an %.I 1.*38 2.9 11.41 39 21 22 fAb Rn 31 54 3.2 94 'in '31 lb."O KWAVOR an MAN, I.jIn 4.np 36.7 4i 13 16 43 105 -- 16 12.& 86 47 1#6 ZO-00 AL SALWAMR 77 4.4 G" 3.4bv 2i. I b. R 27 62 42h" 32 19 - 41 Zfiby 27b- 7-90b. 'aTRM'J.a 7R &.4 Inlo I _"T Iz.sh - Gob- - .3sh, be lsb.7 lqby s-sn- GUTAIIA 7& 11.4 630 4.1by It.xbv -- "b- - 32by - Sob" - I.mb. KAITI so .Or.b 210 'I 4- 4. Anb in 2n 41 14.0 62. 4- 27 0-90 NnNDFRAS 78 'J $24 )Nle I :12- "I 21 Rgb-7 w &lb, 111.4. FA. Zi- 19 R-041 JAMUCA, no 2:: 1.110 41.5 11.7 37 41 in 9n 94 9R 40 1.3 05 RI 22 NXII PNMIIM so G$ 11 I am 4 7 17.11- to 1% 02 qn 53 44 9.% 46 Sh 17 10.10 ICICARACPA 74 2:fib ;gob 1:1) 14:nh -- --- 9Mh .0- 24 l7b - - zfib. 30b - FAKVU 7R I.Mb I.S50b S.'t, 2I Rhy 4z. 11- 11 A21, qsb. - 2ibv 11.06 as- SobT z7by m4nb- FPAMU, GUAT so 116..06 : :D'"no ":'G" JA:L 2 1 'I i is Sano :1I iz zImQ 91.14 r 7R69 22 12 4 4n. 34 1 TRINIBAOL Tol- 77 1:1. 1.410 JI-Aby 'A 12 ID 0% .4 91 3D io-ST 49 62 24 L,WWAT 713 2 2.soo 2 -1 O.Aft 94 insh- - 24h GAI- - 17.moy VEWZPrLA ym 14.4 1.440 -,:IT I4.9h RI I nah. - 28 lnb- 17 zi-iny aBMa. nacanan ANDT 3AIKIUCP SfCT £,, Pug. 2 OUIPA3ATIV MUICATINUI UICATO3s Apr33 I3. 3954i ESPUEtIZI'3I RIWCATKOM bigpLrlflI EttlqEStr ON EPPCArIIR RwrCSIeSr MaLMT RATE PCI P511r '733 PUnRen,3'ino 38EF 'NI. CAPrTA ruM'IX CP TOTAL WINSM. ALwnr.AII 'Mt RtATE 33133.L. RCOUS 311331UT roOCTM PRIMA%RY1 0 F.SROLL. 5W31131 315.3.. T3A5 MIL'S9. (I55) 333M1011T3aW CiWRIME PSI 3tC III (2) RATIO CYClE! PEE As 0300W SEIINSARY RATIO PER RATIO 1 (167' (1679) UWCATIMI aPO rUruI (23 (33176) (2) (2) TASER CUP/CAPITA (2) (2) TEACHWS (13 (3) (2) (42(1) (4) (7) (a) t6) (0 I) (2 I) (4 IROWUPSIA RI 3110.¶, S20 2.1 9.1 70 24 £6 12's on hi 17 33.0 PA 21 2' 1.In SOWAP 32 6. k I4fls 1.79 20.13 34 34 33 16 99 98 41 39e 95 44 15 21.90 1 1 PNAIYS1A AL 31.2' I~iob ,.3 14.7 lo- 41" In- l0ob 67% 67 24 13.S" - 72 22 4.011 PAPP'A MN.C. 31 I.43 32 S. 16.0 40 31 22 - ha 70 1ts 31.0 is ll 27' 3.50" PNILIPPIMFSq yo Am.31s *Ari3 2.11 14.0 44 14 -- 71's 34 4s it71 1. 3 9 Ss 14 71,n1 sVicAPOR an 2.4 4.420 2.7 4.1 16 40 3f. A1 32 52 13 5.A. oh SS 77 5.nn IOL. '4 3M1. *I o.2's 440 06*4P lu.i34 43 14 20 Is 2t -o 27 30.1 40 20 IN 7.1*1 THAILANDi 52 4964h amin 1.4 20.1 So 14 30 NO' 303 u.S 23 Q."~ 44 44. in 4.00 589Th ASIA aAW.AUIESM Fe 67.1l, go 3.3P 30.3w' I1 37 20 27's fil. - ¶ S.4 - 34 21 3.41 IPTAM -a 3.2 an 1.4 33I.0 -- -- 30 Ii - - - -- IMNDIA 17 414. 730 3.5? .0W- ----- j6 ?6. - i - m - 1' lEESI. 52 31%.0b 3113 3.4 - -- --- I3 10 inU - 23 21 j.7fl5 PAMtICTAS 52 37.3's 31101 2.0 7.0 In 2n 2 22 SO 4 1 10 1.6 '14 23I 31 1. AWTI EPA.NNI L u'IBM APRICA AWII3ASIW3AS 1~1 I1.1. - 3.7 1.7 41 13 Is 12 II"s h6 317' -- 42 M 77' 3.u, 4132IIIA 76 33.1 310 1. 5"" 3'I .1 14' 74' 21' is 31v a1" 17 7.01 I21 26' 7 1.70' WIT ~ 3Z 41.10 u 41*3 4.4 7.6 13' 1%' 296 44 71' 5533 14- 3,55. a 41- In 3I .005 1cxrAa 74 *.1 4,140 LJP 304"l 17 24 23 - giby - 4b ob2 - 1645 2770 3I 1.40's 3645 76 10.6 - 1.75" 34.3"' -- - 1 311w' - 32 - - 44.' 24' 4.600 tEAt I62. 4 7.130 &.1'm 6.4.6 … - 300' 25 - - 4W- 290 Q:10" sIss s to' 'so 4m. p' ums9 … s 6] Go 29 -In R3 14 33l.n0 zn-sN aml 1.zh 3*20 j.00 30.2 1 44 139 704. ST as 12z 31. -1 15 5.60 LP5MMUW 79 2.1 -114.4" -- … …-…- - - 90' -- 39 - 440 -- 27.110k' 3W34223 MA 23.5's 4283's 44n 22.9 -5 41 l3 IS 1570 9 13 1.M T 34' in M.6 0334 52 0I.3. 1.41f11s 2.10 32.7' - - lat.?h 713 G1 2-1 - 533 3 4 . POETICAL 79 6.5's 2.0.0 .1.4 22.2 1n 24 33 15i 97 20 I65 3 2.5 355 41' 11' 6.10' p019.51 73 22.3 2*301I )I9's 4.2w … … 6 30440 -- - 54'ssb 22s uns.n's IPAftN 74 17.8 4.620 2.3' I&.W - 6b. -- - - 6747 -- 23' S1334 ~78~ ~~N.7A46 1.370 4.4P I0.1 16 21 24 %a silb' so 'sk - 8 41%' 231s 32.40n105351* 4.4 1,310 7.04 36.0 42 19 I3a 42bs 3003. no -,b 12MR in .I' in o.oo TPSET 53 47.1 3 .2101 13. 2 10 22 24 71' 130it 77 13 4.0 I's2 n mnoo 7530 4.3. a0 0.-4 420 1-43" 37.0 64 7 7 It' 17b 32' 13' 47.0 as 1 20 1.10 VhSg P.O.q. 32 2.0's 4,83b 7.q 6.7 4$- 36' 54 11 GI 14 21 22JW3 44 17 20 2.1n MMMARWF OR 313WWW1.OP1a2 5'YRIER: MaahreFVCoomIrt..: PA 61 70 46 47 Al 62 45 65 45 71 63 MR 31 W-IN: ~~~~~~(I(.14.1- (23- (5- (5- (n- (32- (12- (17- (3.4- (in- (3- (51- (0.103- 30.01) 14.1) 34) 44) 13) 933I 3392 9 77) 37.0) 1n0) P43 453 MD~) 03.0183.11 Upper: 1.46 23.7 13 14 22 RI As me 41 20 57 41 24 I33.0 Meditan: 4.0 34.3 41 25 19 ¶1 5A3 l hi i 33 As 24 22 1.7 Lan.r: 1.0 33.0 35 23 3) 21 30 IS 2' 6 40 34 3 4 3.0 03artIIe Orsatlon: 3.1 1.4 4.1 1.1 4.1 28.04 19.0 22. 7.0 1.4 21.'6 34.1 1.1 1.0 M-a: 4.4 31.0 44 25 3n 53 14 so 14 14 62 13 21 4i.6 standard 0.i.ts: 0 5.1 32 30 7 29 27 24 33 31 2? 21 7 1.4 1s"Ino: 4.0 34.0 4l 25 36 A1l5 43 IS 31 41 73 22 1.7 S-oW:It FOOflThFl1: - 04111 VRAYAI3A5LE A- 31A7113P RIOR TO 3453 TERM 5 - NDIRISTS nr eIRCATIIIR ("DE) OeLT R532TIIU RILeO RNVLICIMILE 3a- 0410 IRt E BM4W TI3A5 IUE TMA T - 35w AM VTATS COVEI'PMI CML? 7 0111 ffESTOM4EZ I - 333wr P31Wr-I W9- 3Z PPI31PSRrC 03 * !C3S3335 PAWr-TIC ThSS MleT SUILPEN RATIO I1 CU3'3E OnER%-APCE 137 Pr- 0335 3333N.JWI 34r10 T I-N11358 55-MW 15303:= Cole. I and 2: hind naltA tlas or MAcaltn s.ceor ftied o.1..3n.. C.3..u' 3 to 34: arId Use' Vinat:ttop secttr s8.las b.n.rw .t nowrep and/cr elm Pusce. Statistical Toorboast. C.y-artiw IMastic. Dtea are warf"t in tic swalmatios of various .dursein aystse and analysis at roatlves stags, of sducsttiosl dsaswtht-. various countrIesm mom . s.cr ON tc 'msat of the prsasst date. cross-natItanal ensorison should 4. approached with groat cautio. 'nota pr.snwtod I. the aba. table ho-. bean collacItod larscly by Ran'sN insteen froa gowerose seress tic vonsIndar ar staff esftimte or data tros, Ithsnco. Efforts 'save bass ad. to standards., d.fIstot-ds mnd. Kttifo lisle., to eback tic meccoracya t chs. data. Rewerthelns. ouch data am sttil I.srfsct to sovoral respacto andt he Ran's Ls workIo to twos.a timep,r egrssatly an tic occeanic. of its oppatlsoal noct'. In ticanso f athtss dots. teb follotsu qalificsttoaa sIcId be 'sept in slot4: (82 E1dscattss - d0eflo od in ti.ctabin tocludos at! d-clatln and training, bath fotnI and non-f.rssl. (2) -Primarr aiscstian ratra ts o - 'mction at tmw ftint let and s.candarC a.Icattan refers to all sictla at tic ancniry Ion) rsgardleon of tp. (eI.g. on-mal. togisiesl. agrialoueral). (3) Literac rtaea (cot. 4) sarc oftan obtasind from, country cernanes. In -oy coaertan tic, arc mly approginatians, snt It is dosbtfoJ iliac. any 43orn dafti,ttLso of literatsC baa buss tolled contost"tyv. (42 'PmtlIc sspssdtt.re In education- (cotsi. 4 and 1) Watra to all capital sod recurrooe s Msaitrnad oyc.t.d ts adaration 4. -bhit. and qus-publIc agansciv. (5) 'gorolisst rstlot (Colo. 7. 12 MA 34) rater en scoo year,sod ac tic peresseage, of el1Igl ebBildroan, vanoII tsl-etie In tch sppropriats sChool, public and prIvate by level. hay eme oftens,a bisce to a odds margin, ot error iq tic dovelopinge mantrtes aise to varimttooo in tic secsrsev ot bugle data (i.e. * soc-smpcifc saep alatian ma ndvarllmanot). ftrotlonet figrate frtreaqesl arc btghur ties Elm oue ot otudan actually in schol . GMT,-sgaw swtbe aMy" Ibelfoci" is tbma FiEtas and can Inflate tic ratios. -20- ANNEX2 Page 1 of 2 BARBADOS SECOND EDUCATION AND TRAINING PROJECT Structure and Organization of the Formal Education System Modeled on the British school system, the structure and organization of Barbados educatonal system is similar to that of other English speaking Caribbean countries. A primary cycle of 6 years is preceded by one or two years of nursery education (see Annex 2, page 2). The primary cycle is divided in two grades of "infants" and four grades of 'juniors." Children are admitted to nursery school when they are 3 or 4 years old, and they start first grade (infant school) when they are 5 years old. About 35% of the children 3-4 years old attend nursery school and virtually all children 5 to 11 years old attend primary school. At age 11, all children take the Secondary School Entrance Examination (Common Entrance Examination). Good performers are assigned to schools of their choice. Poor performers are given bursaries to attend private schools. Children who fail stay in primary composite' schools which provide them with a mediocre secondary education, or they may attend a vocational school (now called senior school). In 1984-1985 about 95Z of the secondary school age population were attended the secondary school cycle of 5 years. About 73% was enrolled in government secondary schools, 17% attended private schools and 10% was enrolled in "tops' of the composite primary schools or in the vocational schools. Flow of students through the sytem is very regular because it is based on a policy of automatic promotion. About 98% of the children are promoted every year from one grade to the next and about 90% of the students reach the last year of secondary education at age 16. It is costumary,however, to hold weak students for one additional year in this last grade of secondary education so as to prepare them for the secondary school leaving examinations. At age 14 children may take the School Leaving Certificate and at age 16 students take the Ordinary Level Examinations ("0" levels) prepared by the Caribbean Examination Council or by the British Syndicate. These examinations certify the graduates for specific jobs and are necessary for admission to university programs. In addition, a few students (less than 1Z of each graduating class) continue their secondary education for two more years (up to the age of 18) in order to take the Cambridge Advanced Level Examinations ("A' level) valid for entry in European Universities. These two additional years of secondary education are provided by two government schools: Harrison College and Queens College, to a very select group of students who desire to continue their university education overseas. -21- ANNEX 2 BARBADOS Page 2 of 2 SEcoD EDUCATIONA ND TRAINING PROJkC Structure of the Formal Systm of Education 1985 Age:- 3e4 el5 5 617 7/8 819 9 jlO 1Ill1 11 L1 /12 11/13 1j/14 Ij/15 11/16 16 1J117 17/18 1UESq 3 E [q14 3 t61 Nursery Infants Juniors Seniors Sixth Foro Grades: Primary School Composite - Primary Top. Polytecuec a/ ~~~~~~~~~~~~~~ _E rIaston Teacher | ~~SenSicohoro l Trainlog Comumnity Collegeb/ Government Secondary {H University Private Secondary_ R Reception Class a/ It is not really post secondary in that it will accept tralnees Comon Entrance Examination -CEE by special examination who are IN~i 16 years of age and have c- IA - Infants A pleted only 9 years of sebool. IB - Infants B Ras skills level progre only. Cl - Class I b/ Technician level program. for Fl - Form I secondary sebool graduate. -22- a 3 P 1 Et 3 SoAb| w RI il CoGv u Sdu fn 1973t o 19 Nmb c71d f Um~gmaTedh R*tS U fmtlmy ry Bt1Y _ il O d S S , , a_ 1973 37,563 7,059 54,622 1,414 891 2, 2a 2D 24 1974 37,047 17,734 51,781 1.410 902 2.321 26 2D 24 1975 35,708 19,042 54,750 1,390 968 2,358 a 20 23 1976 35,992 19.064 55,056 1.453 997 2,450 25 19 22 1977 36,039 2D0.32 56.671 1,496 1.041 2,537 2 2D 22 L978 35,555 20.741 56,296 1,472 1,042 2,414 24 20 22 1979 34,672 21,014 55,686 1,469 1,019 2.48 23 21 22 198D 34,036 21,198 5524 1,483 1,034 2,517 23 21 22 1981 33,395 21.448 54.843 1.492 1,114 2,606 22 a9 2i 1982 32,061 21,696 53,757 1,3 1,115 253 23 19 21 1983 30,748 2,037 52,785 1,335 1,125 2,60 23 19 21 -23- AJNEX3 NATIL5M Page 2 of 3 SDCONDE DUCATIONIDI TUUNIG PROJECT Sehool Enrollents by Grade Ultuorical Figures (1980-1984) and Prolectlons (1985-1"90) 1985/86 1990 1980 Censs Bnrollments School Ae- Projected Projected Age Population 1981/82 1982/83 1983/84 1984/85 Populatn Enrollut Populatn Enrollat Reception 4-5 4,511 3,793 3,119 3,094 3,282 4,300 3,400 4,500 3,800 InfantsA 5-6 4,857 5,074 5,029 4,791 4,559 4,300 4,300 4,000 4,000 InfantsB 6-7 4.812 4,743 4,681 4,588 4.346 4,500 4,550 4,100 4,100 Total Infants and Reception 4-7 14.,iO 13,610 [2,829 12,473 12,186 13,100 12,250 12,600 11,900 Class 1 7-8 5,288 4,875 4,830 4,638 4,487 4,500 4,350 4,200 4,200 Class 2 8-9 5,293 5,161 4,853 4,768 4,545 4,500 4,450 4,200 4.250 Class 3 9-10 5,057 5,419 5,126 4,825 4,782 4,500 4,550 4,200 4,300 Clas 4 10-11 4,820 5,531 5,686 5,318 4,789 4,600 4,800 4,300 4,500 TotalJ uniors 7-11 20,458 20.986 20,495 19,549 18,594 18,000 18.150 [6,900 17,250 Infants & Juniors 4-11 34.638 34.596 33,324 32,022 30,780 31,200 30,400 29,500 29,400 Form 1 11-12 4,914 5,763 5,906 5,858 5,592 4,700 4,800 4,400 4,400 Form 2 12-13 5,150 5.053 5,203 5,466 5,560 5,000 5,300 4,600 4,500 Form 3 13-14 5,279 5,149 5,265 5,041 5,230 5,200 5,300 4,600 4,600 Forn 4 14-15 5,464 4,839 5,144 4,895 5,039 5,300 5,200 4,600 4,600 Form 5 15-16 5,613 5,754 5,993 6,053 6,247 5,400 5,300 4,700 4,800 Form 6 16-17 465 519 412 494 - 500 - 500 Total Seniors 11-17 26.420 27,023 28.030 27.715 28,162 25.200 25.900 22.900 23,600 Total 4-17 61,058 61.619 61,354 59,737 58,942 56,400 56,300 52,400 53,000 -24- ANNE3X Page 3 of 3 S EUATIO AD TRAX)RIPNW 1 Sdol nrllzmnts (1983/84) ay Type of Sclol and by le1l Gmrmnt Private Totail (Inc1udi Ser Le. Tops) Sedy (Vcational) Total Assisted Assisted Total Reception 2,356 _ a/ 2,356 _ 738 738 3,094 Infants A 4,250 _ _ 4,250 _ 541 541 4,791 Infants B 4,720 - - 4,072 - 516 516 4588. Subtotal (I) 10,678 - - 10,678 - 1,795 1,795 12,473 C-1s I 4,209 - - 4,209 - 429 429 4,638 Class 2 4,338 - - 4,338 - 430 430 4,778 lass 3 4,382 - - 4,382 - 443 443 4,825 Class 4 4,875 - - 4,875 - 443 443 5,318 Subtotal (J) 17,804 - - 17,804 - 1,745 1,745 19,549 _+J 28,482 - - 28,482 - 3,540 3,540 32,022 ForM 1 715 3,717 153 4,585 1,243 20 1,263 5,848 Form 2 669 3,604 172 4,445 1,006 15 1,021 5,466 Form 3 449 3,706 171 4,326 703 12 715 5,041 F-m. 4 287 3,953 67 4,307 563 25 588 4,895 Forn 5 89 5,062 112 5,263 727 63 790 6,053 Form 6L - 229 - 229 - - _ 229 Form6 U - 183 - 183 _ 183 Subtotals 2,209 20,454 675 23,338 4,242 135 4,377 27,715 Total 30,691 20,454 675 51,820 4,242 3,675 7,917 59,737 Sacur: Plannrg Office - Ministry of Education _ Pregocationl trainixg ony. -25- ANNEX4 Page I of 11 BARBADOS SECONDE DUCATIOANN DT RAININGP ROJECT Impacto f the Projecto n Public Recurrent Expenditures Outlookf or CurrentE xpenditureosn Education 1. RecentT rends. Two adjustmentsh ouldb e made to the recurrent cost estimates of the Ministry of Education and Culture( MOE)t o bringt hem into line with conventional estimates of education expenditure. The school Deals service, which absorbs about 8% of the budget, should be excluded, and expenditure on uniforms and secondary school textbooks, which appear as items of capital expenditure, should be included. During the past five years public recurrent expenditure on education, with these adjustments, has amounted to between 182 and 212 of total public recurrent expenditure, the lowest proportions occuring during FY 1981/82 and FY 1982/83. 2. Outlook for FY 1985/86. Adjustede xpenditurei s expectedt o increasei n nominalt erms by 16.6Zi n FY 1985/86,s ignificantlfya stert han total publicr ecurrente xpenditureb,u t this growthr eflects the combined effect of the large wage settlement and the labour-intensity of education, rather than any especially favorable treatment of the sector. 3. Medium term outlook. Both the MOEa nd the Ministry of Finance and Planning see education retaining Its present share of public recurrent expenditure for the foreseeable future. One argument is that the bulk of its expenditure is in the form of wages and there is therefore little scope for maneuvre. On closer inspection, however, three factors will have a major effect on education expenditure over the next five years and will introduce considerable scope for restructuring: falling primary and secondary school rolls, improvements in student-teacher ratios, and the partial absorption of the privates ector. (a) Fallings choolr olls 4. At presentt he averagea ge cohortf or primarys choolc hildreni s about 4,700 and that for secondarys choolc hildrena bout5 ,000. Over the next five years both will fall to about 4,300 (populationp rojectionisn Volume I of the Loan Request). This reductionr eflectsa fall in the birth rate from 33 per thousand in 1960 to 16 per thousand in 1980 caused partly by the emigration to Britain in the 1950s and 1960s of those who are now young adults, partly by the activities of the Barbados Family Planning Association, and partly by the effect of a rising standard of living. Taken in isolation, and as a rough approximation, the falling population of school children will permit a fall of 8X in recurrent expenditure on primary education, 15% in that on secondary education, and 8% in total recurrent expenditure on education. -26- ANNEX 4 Page 2 of 11 (b) Improvement in student-teacherr ations 5. At present the student-teacherr atio for government pre-primary and primary schools is 23:1 and for secondary schools 19:1. If the present process of rationalizingb oth levels of education led to class sizes of 35 and student-teacherr atios of, say, 29:1 in primary education and 23:1 in secondary education, there would be (again, as a rough approximation) a reduction of 20Z in expenditure on primary education, 16% in that on secondary education, and 12% overall. (c) Partial absorption of the private sector 6. At present 14% of pre-primary school children, 9Z of primary school children, and 16% of secondary school children attend private schools (data for the school year 1983/84). It is clear that a large proportion of those now attending private secondary schools do so because they have been unable to secure a place in a government school. The MOE recognizes that it is providing insufficient places and distributes bursaries to 2,900 students to attend the 'assisted'p rivate schools. It also pays the salaries of some of the teachers at these schools and provides further grantF, the total costs being 6% of total recurrent expenditure on secondary education. 7. Several of the assisted private schc,ls have a reputation for excellence, but the majority are of inferior quality. They have a much higher proportion of untrained teachers than government schools and inferior examination results. Only 36% of their graduates obtained the School Leaving Certificate or an 0-level, as opposed to 76% in government schools. (This last comparison is of course biased by the fact that many of the children attending the private schools do so solely because they were unsuccessful in the 11+ examination). 8. In the case of primary schools the position is less clear cut, all children having a right to a place in a government sclhool. However, it seems likely that the demand for private education will wane over the next few years if the quality of government schools improves and the real cost of private education increases as a result of the rise in real wages. 9. Assuming, somewhat arbitrarily, that half of pre-primary and primary school children, and two-thirds of secondary school children, who would otherwise have held places in private schools, transfer to the government schools as more places become available and quality improves, expenditures on primary education would increase by 5% and on secondary education by 8%, holding other factors constant. The secondary figure assumes that all bursary-holders will be absorbed by the government schools and the bursary program dtscontinued. The combined effect would be to increase total public recurrent expenditure on education by 4%. Taking the thrue factors together, expenditure on primary education would fall by 23%, expenditure on secondary education by 22%, and total recurrent expenditure on education by 15%. 10. The primary school calculations imply that there will be a demand for about 1,007 teachers in five years' time. In school year 1983/84 there were 1,335 teachers In post and a further 196 on leave, some being trained at Erdiston Teacher Training College, making a total of 1,531 in all. With only 120 teachers aged over 50 in 1983184, the attrition rate through retirement -27- ANNEX 4 Page 3 of 11 cannot be expected to be more than about 12 each year. The wastage rate for other causes also appears to be low, a total of 28, including those retiring, leaving the service in 1982/83. A reduction of the staff to 1,007 over a period of five years would require the wastage rate to be increased by about 75 teachers per year. From the point of view of the profession as a whole the situation will be aggravated by the loss of jobs in the private sector. The Barbados Union of Teachers, a strong body, is already aware of the threat to jobs and is proposing a number of measures which would sustain the demand for teachers: the creation of senior "departmental't eaching positions with partial teaching loads, a reduction in the number of teaching hours per day for all teachers, the introduction of special "remedial'c lasses, etc. 11. Similarly, the number of teachers in secondary education would have to be trimmed if the student-teacher ratio of 23:1 were to be attained. In 1983/84 there were, 1,085 teachers in post in government secondary schools and a further 76 on leave, making 1,161 in all. A 23:1 student-teacher ratio implies a requirement of only 874 in 1990. 12. The school meals service. There is one further opportunity for structural change in the MOE budget. Though not strictly speaking expenditure on education, the school meals service is counted as part of its current expenditure an represents 8% of it. Its budget amounts to approximatelyU S$160 per child in primary and pre-primary education,t hat is, US 85 cents per school day (schools function for 190 days each year). 13. The school meals program was originally introduced as a means of improving the nutrition of primary school children. It is not evident that is is still necessary for that objective,s ince nutrition in Barbados appears to be excellent,a nd the service is expensive in terms of its delivery costs; only 40X of the budget is actually spent on wages and materials, the bulk of the remainder going on wages. While a straight forward abolition is probably not a feasible option politically, it might be possible to find an acceptable compromise which would both satisfy parents and release resources for other purposes. For example, parents could be given a credit of US 50 cents per day per child for the materials for a packed lunch and a US 35 cents per day credit for purchasing books. The food credit would be 50% more than present expenditure on materials for the lunches, and the book credit would be worth US$66 per year. At present primary school children spend only about US$20 per year on textbooks,n otebooks, pencils, etc. 14. One qualification to this discussion: a large proportion of the wage cost of the school meals service is spent on the wages of persons who would otherwise probably have difficultyi n obtaining employment,g iven the current 172 rate of unemployment; accordingly the shadow cost of the service may be substantiallyl ess than the accountingc ost. 15. Conclusion. In summary, if the MOE retains its present share of public recurrent expenditure, there will in principle be ample scope for a reallocation of its resources from wages to materials. In primary schools, where textbooks and equipment are in short supply, this could have a significant effect on the quality of education without increasing its budget. The same is also true of secondary education, to a lesser extent. The reallocation is however likely to be frustrated by the difficulty in finding alternative employment for surplus teachers and inducing them to move. Indeed, the most likely outcome is that overmanning will increase -28- ANNEX4 Page 4 of 11 rather than decrease in the short term and that when these two levels are finally streamlined the resources released will not be reallocated to materials but will be transferred to tertiary education, for which there will inevitably be a growing social demand. It is therefore important that the Project should at least not exacerbate the overmanning problem, and ideally it should encourage a shift of resources within these two levels to materials before the appetite of tertiary education becomes voracious. Impact of the Project on Recurrent Expenditure on Primary Education 16. The rate of return to the type of amalgamations under consideration (complete replacement of the existing schools with new schools) was estimated at 13.5% in Annex 7, page 6. The annual return, all of which would be in the form of a reduction of recurrent expenditures, would therefore be of the order of US$540,000 per year, a figure which represents 3.3% of MOEr ecurrent expenditure on primary education and 1.1% of its total recurrent expenditure. The potential savings in recurrent expenditure would be of the same order of magnitude if the amalgamations took any of the other forms involving the re-use and/or expansion of existing schools. For example, the most obvious alternative, the expansion of an existing school to accommodate all the children, would yield the same saving in recurrent expenditure at a lower capital cost and a higher rate of return. In practice, however, it is unlikely that the full potential savings will be realized, for the reasons outlined above, and it is not possible to guess what kind of compromise might be achieved. Impact of the Project on Recurrent Expenditure on Secondary Education 17. Wotton/Kingsland School. In the short run, provided that it is built quick enough, the construction of Wotton School would increase MOE recurrent expenditure by about US$280,000. Taking the data for the newer government secondary schools as a guide, public recurrent expenditure per student would be of the order of US$696 per year, including a provision for textbooks. There would however be a saving in subsidies to the -assisted' schools. In 1985/80 the MOE is sponsoring 2,900 students at these schools, paying bursaries towardr. fees and making some direct grants to the schools. The total budget allocation for this purpose is US$1,354,000, that is, US$467 per student. Assuming that the direct payments are reduced in proportion to the number of sponsored students, the net increment in recurrent expenditure on transferring a student from an assisted school to Wotton will be US$229 per student. Total enrollment at Wotton is to be 1,225 students, and hence the total increment in recurrent expenditure would be US$280,525. This figure represents 1.6% of the recurrent expenditure of the MOEo n secondary education and 0.5% of its total recurrent expenditure. 18. In the longer run the net effect of public recurrent expenditure will be minimal. With falling school rolls it will be possible to provide places in the existing government schools for all students, sponsored or otherwise, who wish to take them up. The construction of Wotton will therefore have negligible effect on direct teaching costs. It will simply be responsible for the reallocation of teachers in the primary tops-. The chief additional cost will be overhead expenditure on new administrative and -29- ANNEX4 Page 5 of 11 maintenance staff. To some extent the additional overhead expenditure may be offset by reduced need for maintenance expenditure in the existing schools. 19. Harrison and Queens. The Project provides for the creation of 70 new places at Harrison College and 84 at Queen's College. The same remarks, on smaller scale, apply to these items. Impact of the Project on Recurrent Expenditure on VocationalT raining 20. Samuel J. Prescod Polythecnic (SJPP). The additional recurrent costs, when the Project component is fully operational with the additional equipment in the 1987/88 school year would be about BDS$163.000 (US$81,500) in constant 1985 prices (July 1, 1985). This represents an Increase of about 5% over the SJPP's recurrent budget allocation of BDS$3.48 million for the 1985/86 school year, which, in itself, represented an increase over 1984185 of 24% Recurrent costs per student in 1984/85 was BDS$3,125 (US$1,562) which in view of the types of programs is adequate. 21. Barbados Community College (BCC). The additional recurrent costs. when the BCC is fully operational in 1989/90 in the new and fully equipped facilities would be about BDS$1.28 million (US$0.64 million) in constant 1985 prices (July 1, 1985), this represents about 12$ of the projected 1989-90 budget: In view of the Government'sh igh priority for technician training out of the 'payroll levy" be inadequate. The incremental recurrent costs are estimated as follows: Projected Increase in Student Enrollment by Division Full-Time Part-Time b/ Total b/ Computer Science 30 25 Fine Arts/AppliedA rts 130 20 Health Science 90 a/ 20 Technology 100 45 Commerce 50 Total 400 + 110 510 a/ Of which costs for 80 have been budgeted under Ministry of Health and which would be transferred to the College. b/ In Full-Time Equivalent (FTE). Per capita cost of educating a student at the BCC: US$1,250 (1984-85) Projected additional recurrent cost due to increaseds tudent enrollment: US$1,250 x 510 FTE = US$ 637,500 in 1985 prices Less transfer of about BDS$200,000 (US$100,000)f rom Ministry of Health Budget to the BCC to cover cost of transfer of Health Sciences training. Net additional recurrent costs: US$637,500 - US$100,000= US$537,500 1984/85 Recurrent Cos; Budget - BDS$4,173,000 1989/90 Estimated Recurrent Budget- BDS$5,448,000 -30- ANNEX 4 Page 6 of 11 NTB Skills Training Centers 22. Finance. The financing of NTB's operations are from Government grants, allocations from the National Training Fund and very minor amounts from cost recovery training schemes. The latter will be expanded significantly when the new centers become operational. The National Training Fund is annually replenished by a training levy of one-half of one percent on all private sector payrolls (increased from one-fourth of one percent in June 1985). This increased levy is expected to generate about BDS$4 million in FY1986, of which 50-60% is expected to be allocated to NTB. In FY84 about 54% of NTB's total budget revenues of BDS$1.68 million was from the training levy. This revenue was for the recurrent costs of the NTB and included payments into an equipment depreciation fund to amortise capital investments in equipment over a period of 10 years (motor vehicles - 5 years). Any significant capital investment, however, requires a special capital allocation from the Ministry of Finance. 23. Recurrent costs of training in FY1985 (year ending March 31, 1985) per student was about BDS$645 for each apprenticeship trainee. The higher costs for the former is a result of the BDS$35/week/trainee stipend for the participants (who were all unemployed) and the fact that the NTB carried the entire costs. The major costs of apprenticeship training ir carried by the employer. 24. Marginal Recurrent Costs of the NTB Component. The additional recurrent costs resulting from the NTB component would be significant as they would be replacing existing small and inefficient training centers offering only one or two training programs in each. The new centers would offer a total of 24 training programs running simultaneously, and would result in a net increase of at least 10 instructors for day classes and as many as 18 (9 FTE) more for the evening classes. Based upon mid-1985 costs, the estimated additional recurrent costs of this component, when the four centers are operational in 1988/89, would be about BDS$1.26 million (US$0.63) representing about 24% of their projected total budget for that year and about 11% over the 1985-86 budget request. Detailed below are estimates (in 1985- prices) of the in:iemental recurrent expenditures of four centers (including the existing unit which would be provided supplementary equipment under the Project). -31- ANNEX4 age rof 11 Estimates of Annual Incremental Expenditureso f Four NTB Centers (1985 Prices) Trainee Allowances Costs in BDS$ 24 trades x 15 trainees x 42 weeks x BDS$35 per week 529,000 Training Materials 24 Trades x 3 Modules x BDS$3,000 per module 216,000 Boo&s and other Materials (2.5% of materials) 5,400 Supplies, Repairs, Replacementsa nd Cleaning (10% of materials) 21,600 In-Plant Training of Demonstrators 5,000 TOTAL 248,000 Utilities Water: 4 new centers at BLS$4,000 per year Electricity: 4 new centers at BDS$4,800 per year Telephones: 4 new centers at BDS$900 per year TOTAL 77,200 This estimate is based on the present cost of utilities which are paid by the NTB for its Skills Training Programs. 10 Demonstrators e $16,452 per year each c/ 164,520 10 Maids @ $9,744 per year each 97,440 4 Maintenance Supervisors@ $16,452 per year each 65,808 4 Gardeners @ $9,744 per year each 38,976 4 Security Officers e $9,888 per year each 39,552 TOTAL 406,296 GRAND TOTAL BDS$1,260.669 c/ Additional required above the 14 existing full-time instructors and varying numbers of part-time instructors. Summary of Incremental Recurrent Costs of the Project (Cost in US$ millions) Incremental Recurrent Budget Recurrent Cost of Project Institution 1984785i985J8 Amount of 84/85 Z of 85/86 MOE: Primary 19.00 22.32 -0.27 - 1.4 - 1.2 Secondary 19.97 24.44 +0.31 + 1.6 + 1.3 Vocational Training 1.86 2.30 10.08 + 4.3 + 3.5 BCC 2.00 2.41 +0.54 d/ +27.0 +22.4 Others 39.10 19.53 n.a. - - Subtotal/MOE 61.38 71.00 +0.66 + 1.07 +0.93 MOL/NTB: 0.50 +0.63 +26.0 d/ Net increase after taking into account transfer of operational budget for health sciences training from the Ministry of Health to MOE. -32- ANNEX 4 Page 8 of 11 Unit Costs in Secondary Education and the Cost of Vocationalization 25. Aggregate Estimates of Unit Costs (in US$, converted at BDS$2 - US$1) Table 1: Secondary Education Unit Costs Total Students Unit Cost Public recurrent costs Older government schools 6,337,000 6,989 906 Never Government schools 9,563,000 14,157 675 Textbooks 450,000 Subtotal, Public Costs 16,350,000 21,146 Private recurrent costs Uniforms 120 Textbooks, notebooks, etc. 40 Bus fares 135 Examinations 8 Opportunity cost of income foregone 0 Subtotal Private Cost M1Y3 TOTAL recurrent cost 1,076 Amortized capital costs Construction and civil works 292 Furniture 17 Equipment 54 TOTAL capital cost 363 TOTALr ecurrent and capital cost 1,439 26. Public recurrent costs. The data relate to the 21 gwovernwent secondary schools forFY1983/84. The older government schools incur greater public recurrent expenditure per student but this may largely be attributed to the fact that they employ a much higher proportion of graduate teachers (86%, as opposed to 46%), and graduate teachers are relatively highly paid. The student-teacher ratios are similar (older schools, 17.0:1: newer schools, 19.4:1). Graduate teachers are graduates of the Erdiston TeacAer Training College. The cost of textbooks was taken from the MOEo f Edueztion capital budget. 27. Private recurrent coste. For the same reasons as in the case of primary education, it is assumed that the opportunity cost of income foregone is zero. Of the 1,225 children who had left secondary school in 1983/84, who had not emigrated and whose current activity was known, only 241 were in employment and the great majority of these were aged 17 or more, that is, were graduates or close to graduation (Ministry of Education Digest of Statistics 1983/84, Table 28). The examinationsi tem is the US$40 charge for the school-leavinge xaminationsh eld at the end of the five years. -33- ANNEX 4 Page 9 of 11 28. Capital costs. The capital cost data are from appraisal estimates of the new Wotton secondary school. The estimates of the amortizationc osts assume a 25-year lifetime for construction and civil works, a 15-year lifetime for furniture, a 10-year lifetime for equipment, and a 10% interest rate per year. The correspondinga mortizationr ates are therefore 11%, '3Z and 16% per year, respectively. 29. The Cost of VocationalizingS econdary Education. The following paragraphs provide estimates of the incremental cost of increasing the vocational content of secondary education in Barbados. The estimates show the cost of replacing one student-hour per day of ordinary academic classroom teaching by one student-hour of vocational teaching, for the main types of vocational education. For reference, the incremental cost of a student-hour of science teaching is also calculated. No allowance has been made for repercussions on administrativec osts or other overheads. The calculations employ the following assumptions: (a) students spend seven hours per day in school; (b) the class size for ordinary lessons is 30 for workshops and laboratory work 15 (c) teachers, technical instructors, classrooms and workshops are fully utilized; (d) the capital costs (construction, furniture and equipment) are based on appraisal estimates of the new Wotton school. 30. Instructorc osts. The conversion of one hour per day of classroom teaching into one hour of workshop teaching requires one additional teacher for one-seventh of the day (two workshop instructors instead of one classroom teacher, for one hour per day). Since public recurrent expenditure per student in 1983/84 was US$773 (Table 1) and 90% of this was wage costs, the wage cost per student was US$696. The cost of an additional teacher, one-seventh time, is therefore approximately US$100 per student-year. This estimate is biased upwards because the public expenditure figure includes administrative and other non-reaching wage costs. The Barbados Estimates 1985/86 indicate that teachers' salaries account for approximately 85Z of the wage costs of the government secondary schools. The marginal teacher cost of increasing vocational teaching by one hour per day is therefore of the order of US$85 per student-year. 31. Capital costs. Table 2 presents the Wotton data for three types of vocational training, for science laboratory work and for classroam teaching. The cost of two other workshops (auto and electrical)a re based on these data. The science laboratory costing assumes that the students will work in pairs and makes provisions for storeroom space. Construction cost is estimated at US$536 per sq.m. for wzrkshops, US$714 per sq.m. for laboratory facilities and US$629 per sq.m. for classrooms (includingt he cost of buildings, site work, professional fees, and physical contingencieso f 10). Furniture is costed at 10% of building cost and the cost of equipment is based on standard kits. The amortization assumptions are as stated in para. 28. The capital cost per student-year of switching one hour per day of classroom time to workshop time is one-seventh of the amortized cost ner student-place of the workshop, less the corresponding figure for a clacsroom place. -34- ANNEX 4 Page 10 of 11 Table 2: Capital Costs of Workshop and Classroom Places (US$) Workshop Cost/ Amortized Cost Places Place Cost/Place Woodwork Construction (100 sq.m.) 53,604 20 2,680 295 Furniture 4,125 206 27 Equipment 20,000 1,000 160 Total 77,729 3,886 482 Metalwork Construction (100 sq.m.) 53,604 20 2,680 295 Furniture 4,125 206 27 Equipment 30,000 1,500 240 Total 87,729 4,386 562 Basic Auto Construction (120 sq.m.) 64,325 20 3,216 354 Furniture 4,950 248 33 Equipment 25,000 1 250 199 Total 94,275 4,714 586 Electric/Electronics Construction (80 sq.m.) 42,884 20 2,144 236 Furniture 3,300 165 22 Equipment 15 000 750 120 Total 61,184 3,059 378 Technical Drawing Construction (90 sq.m.) 56,606 30 1,887 208 Furniture 4,356 145 19 Equipment 9,000 300 48 Total 69,962 2,332 275 Science Construction (90 sq.m.) 64,325 30 2,144 236 Furniture 4,950 165 22 Equipment 20 000 667 107 Total 892340 2,976 364 Classroom Construction (54 sq.m.) 33,964 30 1,132 125 Furniture 3,530 118 15 Total 37,494 1,250 140 -35- ANNEX4 Page 11 of 11 Table 3: Cost of One Additional Workshop/Laboratory Hour per day, per student-year (USS) 1/7 Marginal Amortized Amortized Classroom Capital Instructor Total Workshop Cost/Place Cost Cost Cost Cost Cost Woodwork 482 69 20 49 85 134 Metalwork 562 80 20 60 85 145 Basic auto 586 84 20 64 85 149 Electricity/ 378 54 20 34 85 119 Electronics Tech. drawing 275 39 20 19 85 104 Science Lab 364 52 20 32 85 117 32. Incresental cost by workshop. Table 3 combines the estimates of marginal capItal cost and marginal instructor cost for each type of workshop and for science laboratory work. The marginal cost of converting one hour per day of classroo, teaching into, say, woodwork !nstruction is US$155 per student-year. Since the average cost of a student-yeari s US$1,439 (Table 1), this would represent an increase of 11%. The average cost of vocationalizing one hour per day is US$130 taking the options listed. The cost of converting one hour of classroom teaching to laboratory work is 10I lower than this figure. 33. Conclusion. It appears that the cost of converting one hour of teaching per day into vocational training is equivalent to 9% of the present average of secondary education. The cost of converting it into science laboratory work would be about 10 less than the cost of vocationalization. The estimates are subject to two qualifications. First, they assume efficient use of classrooms, workshops, teachers, vocational instructors and full-size teaching groups. In practice, efficient utilization is not the norm. Second, they make no provision for the cost of materials and power used in the workshops and science laboratory, w.Ahichm ay be 202 or more of the total cost. The estimates are therefore biased downwards and should be regarded as minimum flgures. -36- ANNEX5 Page 1 of 2 BARBADOS SECONDE DUCATIONA ND TRAINING PROJECT Employment and Manpower Demand 1. Despite very small changes in total industrial employment between 1983 and 1984, there was considerabler edistributiona mong sub-sr.ctors. While the garment sub-sectorh ad a loss of 370 jobs, there were increases of 246 in non-metallicm inerals, 124 in data processing and S8 in electronics. The job increasesw ere mainly in the higher skilled worker classifications, while the losses were mainly in the unskilled and semi-skilled classifications. Further evidence of this redistributiono f employment is seen in the decline of 7X in employment in the tourism sector even though the sector had a real growth rate in GDP of 7X. These and other such employment shifts carry implications for training, especially in light of the lower population groroth rate. The kinds and levels of skills required for entry level jobs in the modern sector enterprises are rapidly changing. As investment (both local and foreign) in export industriesi ncreases, the skill level requirements of both skilled workers and technicians are rapidly rising. Concurrent with this situation is a roughly corresponding increase in the levels of skills required in the service sectors, such as, transportation, communications, electricity, water, and others on which modern industry is increasingly dependent. Foreign investors in medium and higher technology industries demand relatively high levels of performance of craftsmen and technicians. They cannot and will not wait on the slow and ad hoc on-the-jobt raining system which has been traditionali n Barbados for these types of skilled manpower, nor can they afford to provide themselves the required levels of skills and still compete in international markets. If such entry level skills are not availaole, so that workers can be quickly upgraded on-the-job,t hen the potential iLn-estors will go elsewhere. 2. BIMAP's manpower projections a/ from 1980 to 2000 indicate a highly significant growth in demand for the more industriallyo riented and higher technological levels of trained manpower. While the study on which these data are based suffers from a number of deficiencies, among which are errors in classification between technician and professional levels (too many are classified higher than they should be), the orders of magnitude provided are helpful indicatorso f which areas of training need to be strengthened. Occupation 1980/85 1985/90 1990/95 1995/2000 ProfessionalT echnicians 1073 1926 2005 1968 Skilled Workers: Bookkeepers,C ashiers, etc. 246 524 578 583 Machine Fitters, Assemblers 261 536 553 605 ConstructionW orkers 683 1789 1841 1734 Plumbers,W elders, etc. 134 383 387 363 a/ A PreliminaryR eport on Professional and Technical Manpower Requirements in Barbados 1980-2000. BIMAP, September 1982. -37- ANNEX 5 Page 2 of 2 3. Mission discussions with high level officials of the Ministry of Planning and the Industrial Development Corporation, as well as visits with more than a dozen managers of major industries, resulted in verbal confirmation of the general validity of these projections. Moreover, it is expected that an 'establishments survey now under planning by the Ministry of Labor will show an even larger growth in demand for certain types of technicians and skilled workers. 4. The Government of Barbados is fully aware of the increasingly critical need for both entry level training for skilled workers and technicians and the upgrading of employed workers' technical skills. Both of these types of training require that the training take place either wholely or partly in well-equipped training centers. Consequently, the upgrading and expansion of the Samuel J. Prescod Polytechnic, the Barbados Community College (BCC), and the National Training Board (NTB) Centers are directed towards this end. -38- I 6 Pi I d 2 u-w - im ftkmry Sduols to be Am1Ena Ninud 9tmeu 1PofSh inwa Tae aJ 90eed 11mli 1990 Tm-n Rmta mat. oob _1 u _ imi ihl b . & Odu I ASNiMedWu Hd QMdt RPt JIdt km. Thal. Imd IMuqt:aF_f t. Ixs. a-S tafE Jam & .M. koft - P St. Ibt's 42D 60 IM 240 42 1 6 9 6 1:30 I:D I Tb adlqdfkleW: do a dp atAib.; -m ddldmaA thmfr tmdin (SE fra 'big (50) a bay (5D); rIndpI to do rLaw" imL. UyIl*b 360 40 100 190 330 1 6 8 5 1h23 1IM2 5 st. h mtX 42D 3D 13M 240 30 1 5 9 S 1:3 II 4 sc.- d 42D 20 123 240 311 1 5 9 5 1:5 I:D 2 habb 350 59 9D UO 32D 1 5 8 5 I*U 1 23 8 frupm1 to do raw" * Imap bdFl fr :t .r 360 40 110 210 360 1 5 8 5 1:30 1:31 7 %Ialf e afmlmut 1tbuad slhid be SMMMdAI. Pdndpd to do rAda uod. SpuI"tw 360 40 100 20 340 1 5 8 5 1:30 1:25 6 Ftfndr1 tdo raw SBy]s 423 50 110 220 30D 1 5 8 6 1:32 I:D 9 1dimlto do rmi mAck DM 360 2D 90 130 290 1 4 8 5 1:27 12 10 St. 9tom 8so SD0 2D 40 710 1 10 17 8 I:D 1:5S 3 ". , 23 70 10 75 _wjatd tiU 430 10 56 92 55 13 14 12 20 aC~mi_itm am *io a_bul mS of uaX a tat In sta*d a c3muum MIW. -39- 5AD08 AEX 6 U Dz DrArX hWWAUD Pau= Pp 2 of 2 Prim" Sdioob to be _I_ed Cqa- kStd_ Cfrmatk. Costirwtion city PdaY A _yomiNko- t Cst(lDOOO) COt(U)60) 15 Ttdal Wl1L hmlgmtsl oE Sdro1s to tion An Site CV.il Furnd- X Sdmol Mug. be RqldW AnJ In . pwr Sub D1rel Waft tore Sdioola sq. 6 sq. a. eq.6 TCA Ozt out Out SAIN MMY's 420 St. thy's lIfants A c 1013 359 355 0.78 1066.69 St. M9y's Pamy OCrd (ait 20D0( 0 0.40 80.00 Total 1213 355 1146.69 172.00 133.69 60.00 63.00 STAUTD's 420 St.MWnt1mS " Ac. adc 1013 352 355 0.78 1066.69 St.bxnetm Girls Osrd Cexut 200 CZ 0 0.40 8000 Total 1213 355 1146.69 172.00 131.69 60.00 63.00 sr. Snow's 840 St.Stq2pun JmIom Ade, 1768 3^ 619 0.78 16.70 St.Stqdmn infuz. OwrdC art 400 at 0 0.40 160.00 Total 2168 619 2021.70 3M.26 2324.96 136.00 63.00 Sr. WKTAS 4) St. Ihtthime Boys Ac 1013 3s 355 0.78 1066.69 St. lAtthiin Glrls COrdC ort 200 (O 0 0.40 MO.00 Total 1213 355 1146.69 172.00 13B3.69 60.00 63.00 SPEGRTSIW 360 St. Pter's lirls 11_ 8 3s 311 0.78 935.06 SpeightstDB oys Curd Cart 200 CZ 0 0.40 8.00 Total 1088 311 1015.06 152.26 1167.32 60.00 56.00 MT. MUM 360 Mt. Mhbor Acmdc 888 35Z 311 0.78 935.06 Quiy Grvwe Curd Cmrt 200 (K 0 0.40 0o. Total 108 311 1015.06 152.26 1167.32 60.00 56.00 BDAIEY'S 42D Bayley'e A8rndr 1013 35 355 0.78 1066.69 Skffrn1 CwrdO urt 200 0K 0 0.40 80.00 St.catheivI Total 1213 355 114669 172.00 1338.69 60.00 63.00 BLACKE SS 360 St. Bafard A-dc 888 35Z 311 0.78 935.06 :ackc Ban Curd Caurt 200 CZ 0 0.40 80.00 TOl 1088 311 1015.06 152.26 1167.32 60.00 56.00 SEL4{ 360 Selsh Acmdic 556 35 .195 0.78 585.47 St. dd.is Curd Cawt 200 (K 0 0.40 80.00 Total 756 195 665.47 99.82 76529 60.00 56.00 HIIABY 360 ULlaby Acede 88 35Z 311 0.78 935.06 Troes dlA Ourd Cart 200 (K 0 0.40 8D.00 Total 18 311 1015.06 152.26 1167.32 60.00 56.00 Alaemc 9928 3475 10454.18 TlL 4320 OnCldC out 2200 0 88D.00 Total 12128 3475 0.73 11334.18 1700.13 13034.31 676.00 595.00 Costper __5_2 _ 6 _ Ccst per Plabne (R~) 21iZ3.65 3017.201 56.48 13J.73 -40- ANNEX7 Page 1 of 6 BARBADOS SECONDE DUCATIONA ND TRAINING PROJECT Unit Costs in Primary Education aad the Rate of Return to Primary School Amalgamations Note: All estimates are in US$, converted at B$2 - US$1. I. Aggregate Estimates of Unit Costs Public Recurrent Costs 1. The calculations of public recurrent costs per student-year are based on 1983/84 aggregate data for all government schools providing pr'uary education (infants, juniors and composite). In 1983/84 public recurrent expenditure on primary education was US$15,700,000, of which US$14,694,000 was wages and national insurance and US$1,006,000 other recurrent expenditure (Barbados Estimates). total enrol,ment in that year in government primary schools, including seniors in the composite schools, was 30,691. These figures imply a unit cost of US$512 per student-year, US$479 for wages and salaries and US$33 for other recurrent expenditure. Table 1: Primary Education Unit costs Public Recurrent costs Wages and National Insurance 479 Other Recurrent Expenditure 33 Private Recurrent Costs Uniforms, Shoes, school Bags 90 Textbooks, Notebooks, and Pencils 20 Opportunity Cost of Income Foregone -0- Total Recurrent Cost 622 Amortized Capital Costs Construction and Civil Works 193 Furniture and Equipment 21 Total Capital Cost 214 Total Recurrent and Capital Cost 836 -41- ANNEX 7 Page 2 of 6 Private Recurrent Costs 2. The estimates of private recurrent costs are based on data obtained in school visits. No transportationc osts are included since most primary school children walk to school, but by the same token provision has been made for the purchase of shoes. the opportunity cost of income foregone has been assumed to be zero since primary education is compulsory and in any case, with unemployment at 17Z, it is doubtful whether a child of primary school age could command a significant wage. In this respect it is worth noting that agriculture accounts for only 8% of employment and there is therefore not even much scope for unpaid employment on family landholdings. Capital costs 3. Capital costs are derived from the estimated costs of a 360-student school: US$632,500 for construction and civil works, including circulation, walling, sunscreeninga nd site development,a nd US$30,028 for furniture, the corresponding costs per student place being US$1,757 and US$160, respectively. The estimates of the amortization costs assume a 25-year lifetime for constructiona nd civil works, a 15-year lifetime for furniture and equipment, and a 10% interest rate. (The amortizationr ates are therefore 11Z and 13% per year, respectively.) II. School Amalgamation and Unit Costs 4. Unit costs derived from aggregate data differ from those encountered in project work in two respects. Firsts, they take no account of the dispersal of the population and the fact thiat schools vary in size, and second they relate to the average rather than the marginal cost of a student-year. 5. The amalgamations in the project involve the combination of two or three (in one case, four) small schools into larger new schools of more efficient size. Discussions with head teachers on school visits revealed that the ideal size of a primary school would be between 400 and 420 places. This would permit the school to run two classes of 30 children in each of the three pre-primary grades and in each of the four primary grades. In practice the two classes in the first pre-primary grade ("reception") would be smaller than 30 since not all children eligible for admission to it (those who will reach the age of 5 during the school year) present themselves promptly at the beginning of September. Advantages of the Twin-Class,School 6. Although in principle a school could be designed on the basis of a single class in each grade, that is, with a total enrollment of 200, the twin class system has several significant advantages. 7. First, it permits children to be streamed by ability in each grade, allowing more careful attention to be given to the needs of both fast and slow learners. In some of the schools visited, slow learners were found to be unofficially repeating a year, being seated at the back of the class -42- ANNEX 7 Page 3 of 6 below. In one, they had been grouped into a "remedial" class and it was by no means evident that this isolation was to their advantage. 8. Second, the fluctuationsi n the enrollmenti n each grade caused by variations in the population of school age are in general less severe for a larger school with a wider catchment area. 9. Third, the fluctuations in enrollment caused by changes in parents' preferences between local schools are eliminated if the school is large enough to cater to its entire catchment area. 10. Fourth, the logistical problems caused by a teacher going on short-term leave or being absent sick are less severe in a school vwth twin classes.. 11. Although the optimal size of a school would appear to be at least 400, half of the schools in the proposed project are for only 360 children. In most of these cases (but not all), the catchment population projected for 1990 will not be large enough to support a full-size school. AmalgamationO ptions 12. In each of the 10 amalgamations in the project it is proposed that the existing schools should be replaced by one new school built from scratch. In some cases this may be the only practicable option, the sites and structures of the existing schools being unsuitable for re-use. But in others the re-use and expansion of one or perhaps even two of the existing schools may represent a more efficient alternative,s ecuring the same economies of scale with a smaller capital outlay. One of the objectives of the amalgamation is to reduce teacher salary costs by improving student-teacher ratios, and it can be achieved equally well by combining infants and juniors in one school or by teaching them in separate schools. Further economies in overheads (in particular, the salaries of a head teaeher and kitchen workers) can be achieved by having one school rather than two, but these savings are not necessarily as important. 13. While there is no single amalgamation pattern, the following example is representative and illustrates the range of options available and the costs involved. It also permits the calculationo f the rate of return to typical options. It will be assumed that two schools with enrollments of 120 and 240 exist in the catchment area and that the following options are being considered. (a) (for reference) to leave the two schools as they are; (b) to amalgamate them into a new school with 360 children; (c) to amalgamate the schools, teaching the pre-primary children in the larger of the two existing schools and building a new school for the primary schoolchildren;a nd (d) to expand the larger of the existing schools, retaining its existing premises and adding extra classrooms to furnish accomodationf or 360 children. -43- 7 S,= SM MAD GRIP TUbl 2L- Ainlgmtia Optims for PrInx Schw3s WPIG A 011DE B (WYlE C aff= D tmMB New d8tLig f Ek tstg zIstit &IM1z Sw W NiS bo S S Sdbol sd1o1 P1 2240 12D 360 215 145 360 215 145 Pkb1fr bewra -gaLtr BHd DTeahr 15,000 15,000 15,000 15,000 15,000 bawrst Reoreut Otber Tead1zu 158,400 92,400 184,800 105,600 79,200 cats - cots - Other 1 12,600 12,600 12,600 12,600 12,60D for 3 for C Otber Cut 9,120 5,700 10,500 6,360 4,98e Total by Sdmol 195M 125,700 222,900 09,WO 111,780 -ctalb y OPtim 320820 222,900 251I280 222,90D 251,280 Cm twoim, and Civil - 632,500 517,00 1,000 90,000 R,rdbire awd 1q.mt 59,600 48,700 18,000 9,000 TOTAL 692,100 565,700 19s.oo 99s.mo -44- ANNEX7 Page 5 of 6 Notes and Assumptions for Table 2. Private recurrent expenditure and expenditure on materials for meals have been excluded from the table because the per student cost is unaffected by the choice of option. Average monthly salary of head teacher is US$1,250 and of other teachers US$1,100. Each school requires 3 kitchen staff paid US$320 per month and a part-time gardener/handyman paid USS90 per month. Other costs are 5Z of public recurrent expenditure (average for this item for primary education as a whole). Option A. The existing 240-student school will in p-inciple be running twin ciasses for each grade and have 14 teacher posts, with undersize classes. However, it will have eliminated one reception class, since not all children attend promptly, and one class in another grade where a fluctuation in the local birthrate has been responsible for a small number of children. The existing 120 student school will have 7 teachers, one for each grade. Option B. The new 360 student school will require 14 teachers, one for each twin class in each grade. Capital costs are as in the Loan Proposal. Ottion C. The new 215-student school will require 8 teachers, two for each ot the four grades of primary school. The existing school being re-used will require 6 teachers, two for each pre-primary grade. The estimate o' the cost of construction and civil works for the 215-student school assumes the same configuration as the 360-student school, the number of classrooms being 8 instead of 12 and hence the total number of sq. m. 752 instead of 920. The cost of furniture and equipment is based on the estimate for the 360-student school and reduced in the same proportion as the construction costs. Option D. The capital costs assume the construction of 6 new classrooms on the site of the larger of the two existing schools (252 sp.m. at US$712 per sp. m. including circulation, sunscreening, civil works, etc.), and furniture and equipment at 102 of construction cost. Option E. The capital cost of the re-use of the existing schools - one now housing all the primary children and the other housing all the pr-primary children - assumes the construction of one new classroom on the larger site and two on the smaller one, with corresponding furniture and equipment. 14. Table 2 provides estimates of the recurrent costs and t;.' incremental capital costs of each of these options, making appropriate assumptions. For simplicity, expenditure which would be unaZfpct'pd by the choice of option (private recurrent expenditure and the cost of materials for meals) have been omitted from the calculations. 15. Table 3 presents (a) the rate of return to implementation Options B-D, in each case taking Option A as the alternative, assuming a 25-year lifetime for furniture and equipment as well as for construction; and (b) the net present value of each option, again relative to Option A, assuming a discount rate of 10% per year. -45- ANNEX7 Page 6 of 6 Table 3: Rate of return (Z) and Net Present Value o; Options B-D, relative to Option A Option B Option C Option D Option E Rate of Return 13.5 11.5 49.5 70.0 Net Present Value 196,700 65,500 690,800 532,200 16. The figures indicate that a development on the lines of Option D is likely to be the most efficient alternative,a chieving a substantial reduction in recurrent expenditure with a relativelys mall capital investment. The re-use of an existing school would eliminate the need to build new central facilities and the cost of the marginal classrooms is low. 17. Option E has an even higher rate of return, but on a smaller investments,a nd the net benefit (present discountedv alue of the reduction in current expenditure,l ess capital cost) is slightly lower. 18. In those cases where the existing schools occupy sites where expansion is impossible, Option B is likely to be preferred to Option D. If a new school has to be built at all, it is worthwhile incurring the extra cost of making it large enough to accomodate all the children. 19. Since many of the project schools are housed in old church halls or similar buildings in cramped, centre village sites, Option B may well be the typical outcome. It may be preferred even where Option D is a feasible alternat4ve if the quality of the education is likely to be significantly enhanced by the provision of new buildings. The amortized capital cost of a student place in primary educaiton represents only a quarter of the total cost per student year and hence the effect on the quality of schooling may be an overriding factor. -46- Pa 1 of 2 9!K 1E llJd AM 1RIM I Tedhcail Asuistw Ni 1Taididv hF&*ize FRWP dhy mu miz Ezatimi ad and Tmtiwtlmnl hwkpinE cc the PM TMIMLM scoimzri mrald Ar Oft4utb) Oiu Tcal mmw Educatlio Pmamirg ]Improutph e budgetfig and 5 5 aid NmIqtmE axmii roins of ME, fntrodud1* a loqp-tem hadWtIZI IIII data -ta tedmique ad Tq,rcwe adioli supervision 3 3 105 beal tee.hezo - (15 dgas) pi=alces (for HeadN atem). 20 swoidry sdDol heida nstern - (15 days) sdw~dg ~ ~ ~ ~ ~ ~ 0 Reviewt etLrg aid ue 12 12 32 udhmtlou f fkceu uMjiat ies usel by I,IE and 40 sdmol gutddce ccxmello - (1 das) Tqrcwe ddlis for u.ondr 12 6 32 educalboro ffkcezo (5 days) -ogI n ahzmtion (for educationEfi lters). Supply !hnamein Tuwea textbodk procaummet 6 3 suppIly steff aiddistribtion system. Teaddxt Practfm In 1ugrove curdoicluu 12 6 32 auzcmtloifofi car - (5 days) PrIn.ry WA semwxary me-aa strategies. 100 sdxuo1 temim - (10 days) Tl teghix LEs ubect 10 200 tedhern - (5 das) mrm (e.g. foze:gp ]azgusg, bzsi _s edpiuaartgiwong,e arts, rnthmtice aid sdenw. Tprawe teaobizg of reaIirg. 10 12 1500t eadhem - wrLtig. uimracy aid (3 wo.mbkp-B3 day. eadi) i- arts. IAudioV iminlA lids TIqirce producIon of printed 3 3 untedalss in ME. lipe educatilal tedng1a y 3 3 50 tea_be - tD be trdneld in prcgrnm - telelsvu aid the use cf libraxies.- (2 days) sdiool library iearvice. Rmorgdw ME Liwaxy - 6 iuThIS 70 62 10,445d -s * I 1 111 - S1 KX o g I oW o S I too -I I- o g 11# . t z ; F "~. I. [I. -48- BARBADOS AMX 9 Pap 1 of 2 S- =D ANAMD T W Sduchz* fA _d a : Seton Sdcaools Type of .N No Net Area Circulation Coxticn FurniwUe .ThL AcctSOdatlmSI Of of (sq. Dl.) & Walirg Cot (BC00D) aai lMllE unit Place Units - - Eq ut Cot Per Sub Z sq. . per Sub Costs Unit Total sq. m. Total Regular Clwaserccs 30 10 54 540 35% 189 0.88 641.52 Spcial clWssroams 30 2 75 150 35X 53 0.88 17&20 SdLence Lab Inc Prep. Arer 30 4 90 360 35% 126 1.00 486.00 Art and Crafts Inc Storage 30 2 90 180 35% 63 0.88 213.84 Ibrary 1 180 180 35% 63 0.88 213.84 Tedmlcul Drndg 30 1 75 75 35% 26 0.88 89.10 AhIdntteach Roams/Lounge 1 250 250 35% 88 0.88 297.00 Nafrite-a e/Storage/Utility 1 25 25 35% 9 0.88 29.70 Tbilets Loc.kers 1 200 200 35% 70 1.20 324.00 Subtotal 1960 686 2473.20 Add 15%S ite Develop 370.98 Add Repairs/Alteratious 1600 0.35 560.00 TOML Civil Workt 3404.18 Furniture Cost 185.60 Equlptnt Cost 292.00 TOML PRWJCr (DST 3404.18 477.60 3881.78 SPRfl(Z 1MUCA LIbrary 1 180 180 35% 63 0.88 213.84 Tedmica1D ndrg 30 1 75 75 35% 26 0.88 89.10 Abhint.FerShe'W RIoDS 1 250 250 35% 88 0.88 297.00 Science lab inc Prep Areas 30 i 90 180 35% 63 1.00 243.00 SHkk Bay 2 10 20 35% 7 0.88 23.76 Tbdlet/Lodems 1 100 100 35% 35 1.20 162.00 Covered HiltIpurpose Area 1 300 300 OX 0 0.75 225.00 Subtotal 1105 282 1253.70 Add 10% Site D1be1qu.nt 125.37 Add epairsm/Alteratlocs 700 0.35 245.00 TOMALC ivil Works 1624.07 Fumiture Cbst 133.50 EwqIn.ut Cost 200.00 TOTALP RCJEtCa wS_ 1624.07 333.50 1957.57 .49- HARBAOS alEX 9 Pip 2 d 2 SOND 1EATIACIN DT RhAThTP RD Schedule of hadatiu: Secondary ShboolsCAflICA NDT RAININPGF WECr T~ypeo f No No Net Area Circulation ConstuCtiol Fumibte IUl Arcanodatl01 of of (sq. m.) & Walliz Cost (3$000) aid PE)E ulit Places Units - - -mnt E*- Cosut Per Sub X sq. m. per Sub Cuts Unit Total sq. m. Total Regular Claseroccs 30 24 52 1248 35Z 437 0.88 1482.62 Special Clasroams 30 3 78 234 352 82 0.88 277.99 Scieno Labs w/ Frep area 30 4 90 360 352 126 1.00 486.00 Mbsic RoDn 20 1 80 80 35Z 28 0.88 95.04 Arts and Crafts 20 2 78 156 35% 55 0.88 185.33 Photo Iab 1 30 30 352 11 0.88 35.64 library 1 150 150 352 53 0.88 178.20 Temical Dawidg 30 1 78 78 352 27 0.88 92.66 Commerce/Typiqg Room 30 2 78 156 35Z 55 0.88 185.33 Coddig 20 2 78 156 352 55 0.88 185.33 5 .d mgj N #io l Y I a f t 20 1 60 60 352 21 0.88 71.28 Ahdcddtr rher/Roaus/LourAge 1 300 300 352 105 0.88 356.40 l4slntenanoe/Storage/Utfilty 1 120 120 352 42 0.88 142.56 j 8nteen I 100 100 35% 35 0.88 118.80 lbiliets/[DCkerw 1 240 240 35Z 84 1.20 388.80 Sirk B 2 10 20 32 7 0.88 23.76 CowvereMd ujt1pupse Area 1 300 300 0% 0 0.50 150.00 AgKrculture Shed 1 60 60 0( 0 0.88 48.00 WoNetal WorkssWs wJ8tor 20 2 120 240 252 60 0.75 225.00 Subtotal 3468 1214 4728.74 Add 15X Site Developzent 709.31 ITOALC ivil Wark8 543B.06 Furniture 300.00 Equipment Cost 600.00 ITOALP miaEr 26ST 5438.06 900.00 6338.06 1ARSI 0IU_ _ Civil. Waiks none Funiture Cost 115.40 EqulpmentC oste 160.00 70rLp PFJj C(S_T 275.40 275.40 -50- ANNEX1 0 Page 1 of 4 BARBADOS SECONDE DUCATIONA ND TRAINING PROJECT SAMUELJ . PRESCODP OLYTECHNIC: Proposed Upgrading and Expansion of Training and Strengtheningo f Administrative Procedures I. Proposed Program Development Objectives of Component 1. The proposed project component would directly assist the Government in implementingi ts new policies, as stated in its 1983-88 Development Plan, of ensuring that the education and training system can fully support the overall economic policy goal of diversificationo f the economy. It contributes directly to the attainment of four of the five stated objectives of the plan. Descriptiono f Component 2. The proposed project would provide the followingi nputs to facilitate the attainment of the stated objectives. 3. Improving AdministativeP rocedures. Improvementsi n practices and procedures in student enrollment and records keeping, financial management and accounting, inventory control, personnel management and institution general management would be assisted through the provision of: (a) a small computer, software, peripherala nd related related office equipment US$12,000 (b) staff training (mainly locally) 3,000 Sub-Total US$15,000 4. Improvementsi n instruction,i n internal efficiency and external effectivenesso f training programs and moderate increases in the outputs of trained manpower would be assisted through the provision of: (a) Supplementary equipment so as to make more efficient use of existing facilities: - Communicationse lectronics US$45,000 - Electrical installations 36,000 - Food preparation 25,000 - Printing 50,000 - Welding 5,000 - Mechanical programs 84,000 Sub-Total US$245,000 (b) Staff training-locala nd abroad 160,000 (c) Specialist assistance (curriculum) 100,000 Total Cost US$520,000 -51- ANNEX 10 Page 2 of 4 5. Quantitative improvementsr esulting from the above investments would be: (a) Increases in enrollments of full-time students: - Communications electronics 36 - Printing 15 56FTEl/ - Mechanical 5 (b) Increases in apprentices and secondary school trainees on one and two day-release training programs: - Communications electronics 36 - Electrical installations 54 - Welding 54 - Carpentry 144 702 (154 FTE) - Garment making 144 - Mechanical 144 - Food preparation 144 (c) Increases in evening class enrollments: - Electrical installations 36 - Printing 30 66 (11 FTE) Total Increased Capacity 824 (221 FTE) (d) Total enrollments: - Actual in 1984-85 schoolyear: * Full time day students 576 * Appentiship trainees 145 • Secondary cooperative students 347 * Evening cooperative students 473 Total Enrollment 1,541 (16% girls) - Projected as a result of supplementary equipment: 2 Increase • Full time day students 632 40 * Apprenticeship trainees 145 0 * Secondary cooperatives tudents 702 100 * Evening cooperative students 539 14 Total Enrollment 2,0182/ (30% girls) 1/ PTE - Full time Equivalent 2/ This increase could be attained with only a total additional investment of about US$310 per additional trainee (or US$1,100 per full timc equivalent trainee), all of which is for supplementary equipment. This contrasts very sharply with the approximately US$8,500 per full time trainee it would cost to build furnish and equip separate training programs in the above trades for this number of trainees. -52- ANNEX1 0 Page 3 of 4 6. Qualitative improvements resulting from this component would mainly be: (a) increased efficiency, in the utilization of existing capital investments; (b) enhancing the quality of instruction; (c) improving student motivation and retention as a result of improved equipment and course syllabi; (d) improving articulation and coordination of vocational and technical training effort among the secondary schools, the Polytechnic and the Comu-nity College (all under the Ministry of Education) on the one hand, and between- them and the National Training Board, on the other,; and (e) improving the relevan e of training prog-rams to the rapidly evolving needs of industry through, in addition to the above, strengthening and formalizing its relations with industry and follow-up of on-the-job performance of graduates. Marginal Recurrent Costs of Project 7. The additional recurrent costs, when the project component is fully operational with the additional equipment in the 1987-88 school year would be about B$163,000 (US$181,500) in constant 1985 prices (July 1, 1985). This represents an increase of about 5% over the Polytechnic's recurrent budget allocation of B$3.48 million for the 1985-86 school year, which, in itself represented an increase over 1984-85 of 25% (Annex 4). Instructor Recruitment and Training 8. The Polytechnic has consistently had considerable problems in the recruitment and retention of good technically qualified instructional staff for the full-time positions. However, through vigorous recruiting, partially abroad, they are able to keep staffed with fairly well qualifi3d instructors. Recruitment is complicated by the fact that the top of the instructor pay scale for the Polytechnic is about 10% less than that for vocational teacners in the secondary schools where the actual technical skills requirements are much lower. This was called to the attention of the Permanent Secretary of MOE who promised to look into an equitable solution. 9. In-service pedagogical training is provided under the project for upgrading instructional skills. The technical skills of key instructional staff would be upgraded through study tours abroad (72 staff months). -53- ANNEX 10 Page 4 of 4 InstitutionalM anagement 10. Short-term study tours to similar institutionsi n more advanced countries would be provided the principal and deputy principal of the Polytechnic to help them strengthen their planning and management capabilities. The second-levelm anagers -- registrar, accountant and guidance counsellor - would have their capabilitiesu pgraded through a combination of training locally and abroad (total 4 staff mo/hrs); for the registrar in improving and computerizing student enrollment ana performance records, through local training in improving and computerizing the management of financial records for the accountant; and a short internship in a similar institution in an advanced country for the guidance counselor to observe the organization and operation of successful guidance and counselling programs. -54- ANNEX 11 Page 1 of 3 BARBADOS SECONDE DUCATIONA ND TRAININGP ROJECT BARBADOSC OMMUNITCYO LLEGE: Proposed Upgrading and Expansion of Training Programs and Strengthening of AdministrativeP rocedures I. Proposed InstitutionalD evelopment Objectives and Component 1. The proposed project component would directly assist the government in implementingi ts new policies, as stated in its 1983-88 National Development Plan, of ensuring that the education and training system can fully support the overall economic policy goal of diversification of the economy. The component contributes directly to the attainment of four of the five stated objectives of the plan. Description of Component 2. The proposed project would provide the following inputs to facilitatet he attainmento f the above objectives. 3. Impovements in general administrativee fficiency and in the practices of financial management and accounting, student enrollment and records, inventory control and personnel management would be facilitated through: (a) expanded administration, student enrollment/records (registrar) and financial accounting spaces; (b) provision of modern accounting, student records and personnel management equipment, procedures and related training; and (c) consolidation of instruction (except of hotel training) all on the central campus where it can be more effectively supervised and administered which would permit sharing of facilities and an increase in their rise-factor. 4. Improvements in instruction, internal efficiency and external effectiveness of training programs, and expansions in the outputs of technicians in response to the needs of the growth sectors of the economy would be facilitated by the provision of: (a) 'purpose designed' instructional laboratories and shops (to replace the seriously inadequate spaces now widely scattered over the city) for training program in applied arts and crafts, allied health cccupations, and the new training programs in industrial electronics and computer science; (b) appropriate training equipment, furniture and training materials for the above programs, in the other industrial technologies and in the business and commerce programs; and (d) fellowships training to Improve course syllabi and methodology, program planning and instructional capabilities of key teachers: -55- ANNEX1 1 Page 2 of 3 5. Summary of Inputs and Estimated Base Costs (US$ million) Construction, furniture, equipment and related technical assistance: Construction US$ 3.06 Professional Fees 0.36 Furniture 0.25 Equipment 1.25 Fellowships 0.18 Total Base Cost US$ 5.10 Summary of Equipment and Furniture Costs (US$ millions CIF) Estimated Division Base Costs Computer Science US$ 0.26 Technology: (Industrial) Mechanical ard others US$ 0.12 0.28 Electronic 0.16 Applied Arts 0.34 Allied Health Sciences 0.45 Administration 0.15 Total Base Costs (March 1986 prices) US$ 1.48 Say US$ 1.50 6. Quantitative Improvements of this component would be: (a) Increases in the enrollments and additional annual outputs: (Full-time and Part-time) Additional Division Full-time Part-time Total Annual Outputs Applied Arts 130 70 200 65 Industrial Technology 100 174 274 75 Allied Health Sciences 90 a/ 78 168 15 Commerce/Tourism 50 50 20 Computer Science 30 100 130 30 Estimated Totals 400 422 822 205 a/ These are mostly resulting from the nursing program which is being transferred from the Ministry of Health to the Community College and are not real increases in 7.Arses training. -56- ANNEX1 1 Page 3 of 3 7. Qualitative improvements resulting from this component would mainly be: (a) Increasing efficiency and effectiveness in the administration of the instructional process and in financial management (pIra. 3); (b) Enhancing the quality of instruction, student motivation and retention as a result of the project inputs; (c) Upgrading the technologicala nd pedagogical expertise of instructors and consequently the quality of instruction; and (d) Improving the relevance of training programs to the rapidly evolving needs of industry, strengthening and formalizing relationships with industry and follow-up of on-the-job performance of its graduates. Instructor Recruitment and Training 8. Instructor recruitment and retention has not been a problem at the Community College except for the industrial technology division. Consequently extensive use has been made of part-time instructors during the 4-9 p.m. evening hours. This has its strengths in that instructors are more fully up-to-date on industry requirements; however, the utilization of laboratories and shops during the morning hours is relatively low. As the supply of industrial technicians becomes more in line with demand, the recruitment of full-time instructors will be much easier. Marginal Recurrent Costs of Project 9. The additional recurrent costs, when the component is fully operational in 1989-90 in the new and fully equipped facilities would be about B$1.36 million (US$0.64 million) in constant 1985 prices (July 1, 1985). This represents about 12X of the projected 1989-90 budget: In view of the governments'h igh priority for techniciant raining, these a-4iLtional costs are not expected to present any problem. Details are shown in Annex 4. -57- ANNEX 12 Page 1 of 6 BARBADOS SECONDE DUCATIONA ND TRAINING PROJECT NATIONALT RAINING BOARD: Proposed Upgrading of Skills Training Program I. Proposed Program Development Objectives of Component 1. The proposed skills training component would directly assist the government,a s stated in its NationalD evelopmentP lan of 1983-88,i n implementingt he new policies of ensuring that the education and training system can fully support the overall economic policy goal of diversification of the economy. The component contributes directly to the attainment of each of the five stated objectiveso f the plan. Training Centers Characteristics 3. There would be 6 trades to be taught in each of the centers selected from among: Furniture making Carpentry Masonry, plastering and tile setting Steel forming and placement for concrete construction Plumbing and pipefitting Electrical installations Auto mechanics tune-up and general repair Furniturea nd automotiveu pholstery Electric and oxy-acetylenew elding Garment making Note: Based upon industrial demand, some trades would be rotated over time between two or more centers. 4. NumLero f traineep lacesp er tradei n each centerw ould be 12, with a total of 72 traineep lacesp er center. 5. Centersw ould be operationalf or sevenh oursi n the day shift and three hours in an evening shift for five days per week and about 10 months per year. 6. Trainingp rogramsw ould be of three types- apprenticeshitpr aining on a one or two day per week -day release basis in cooperation with local industry apprenticeship programs; the regular skills training programs for providing entry-level skills to unemployed yot?th and adults of ages 16-30; and those for upgrading the skills of employed industrial workers. -58- ANNEX1 2 Page 2 of 6 (a) Apprenticeship trainlng activities in the NTB Centers would supplement the on-going programs currently arranged with the Polytechnic. Hbowever, they would permit the "tailorivg" of training in accordance with the special needs of individual companies and their annual production schedule. Such "tiilored" training would be based upon the ILO 'modules of employable skills" and/or on "special" training activities jointly planned with the sponsoring company. This type of apprenticeship training would, for many trainees, be a vast improvement over the necessarily rather rigidly structured scheme currently arranged with the Polytechnic due to its having to place the apprenticeship trainees in with the full-time regular students. (b) Regular skills training programs are based upon the ILO modules of employable skills materials and procedures and, depending upon the number of hours per week of instruction, the additional outputs produced annually would be: from modules of 3 months - 1,000; or from modules of 6 months - 500; or from modules of 9 months - 290 Trainees Note: Evening class enrollments could about double these numbers. An output of this magnitude contractss harply with the current annual output of about 500, mostly young unemployed adults from the three month programs in the 8 existing makeshift, highly unsatisfactory and poorly equipped training locales. These makeshift 'centers would be shut down once the new centers are operational. (c) On the job training would be assisted by qunolementingt he on-the- job traininga ctivitiesw ith short and ik.. tve part-timec enter- based training activities for such special modules of training (theory or practice) which the employer cannot economically conduct. 7. Physical plant requirementsw ould be as follows: (a) Locationso f the three proposed new centers and the one existing facility with adequate buildingsa nd services which has been given to NTB, are based upon the criteriao f - road and transportations ystems; - availabilityo f adequate numbers of prospective traineees; and - demand for trained workers. Consequently,i t is proposed to locate one in Bridgetownt o serve the more densely populated West Central region of the country; a second one in the rapidly developing South Coast and South East parishes;a third one in the Central Parish of St. George; and provisiono f equipmento nly for the existing center located in the Northern Parish of St. Lucy. Each of these centers would be well served by existing bus lines and would be within about 30 minutes of their total service area. Sites would be acquired by the time of Board Presentation. -59- ANNEX 12 Page 3 of 6 (b) Civil Works requirements for each of the new centers would be as follows: No. of Size of Subtotal Type of Space Spaces Space (m2) Space (m2) Workshops 1 196 m2 196 m2 Workshops 1 160 160 Workshops 4 125 500 Classrooms 2 35 70 Instructors Preparation Room 1 50 50 AdministrativeO ffice 1 20 20 Clerical Office 1 15 15 Canteen/AssemblyH all 1 120 120 Rest Room - Men 1 12 12 Rest Room - Ladies 1 45 45 Shop Storage Rooms: (adjacent to shops) 1 45 45 5 24 120 Interior Circulation and Talls (15%) 203 Total Space Requirement of Each Center 1,556 m2 Total Space Requirement for Three Centers 4,668 m2 Estimated Total Base Costs US$ 2.16 million (c) Furniture and Equipment requirements 1/ would be as follows: (CIF costs in US$'000) (12 trainees/shop) No. of Cost per Total Program of Training Programs Program Cost Furniture making 3 30,000 90,000 Masonry, plastering and tile setting 2 12,000 24,000 Plumbing and pipe fitting 3 12,000 36,000 Electrical installations 2 12,000 24,000 Auto mechanics tune-up 3 24,000 72,000 Furniture and automotive upholstery 1 10,000 10,000 Electric and oxy-acetyline welding 2 24,000 48,000 Garment making 3 20,000 60,000 Steel forming and placement 1 8,000 8,000 General carpentry 2 13,000 26,000 Auto body and painting 1 24,000 24,000 Arts and Crafts 1 18,000 18,000 Classroom, office and canteen furniture and equipment 4 centers 1/ 30,000 120,000 Base Costs (CIF) US$ 560,000 1/ For the 3 new centers and the existing physi-calf acilitY recently given to NTB in St. Lucy Parish. -60- ANNEX 12 Page 4 of 6 Marginal Recurrent Costs of Component 8. The additional recurrent costs of the project would be significant as they would be replacing existing small and inefficient training locales offering inadequate training in only one or two skills in each. Based upon mid-1985 costs, the estimated additional recurrent costs of the component, when the four centers are operational in 1992, would be about B$ 1.26 million (US$0.63 million) representing about 24X of their projected total budget for that year and about 11% over the 1985-86 budget request. (See Annex 4 for details). Specialist Assistance and Staff Training Abroad 9. Because of the amount of specialist assistance which has been received from multilaterala nd bilateral sources over the last 2-3 yers, the NTB's specialist assistance needs under the project would only be about nine more months. Also, because of the extensive staff training activities (locally and abroad) during the last two years, only 24 man months of short- term internships abroad would be required under the project. The total costs of it is estimated at US$65,000 and staff internships abroad at US$125,000 (Annex 8). II. Significant Characteristicso f NTB Training System Instructor Recruitment and Training 1. NTB is not expected to have difficulty in recruiting the 10 additional full-time instructors and the 18 part-time instructors for the new centers, as the salary scale is quite competitive with similarly skilled jobs in industry. Also the working conditions are much more attractive. Furthermore, part-time instructorsw ould be increasinglyu sed, especially in the night classes, and these should be attractive for ma)y employed and well-qualifieds killed workers and supervisors. 2. Instructorsm ust have a minimum of five years of industrial experience after having attained full certification in their skill specialization. 3. Short pre-service (120 hours) and in-service training to both full- time and part-time staff is provided by two full-time instructor trainers who also provide technical assistance to in-plant apprenticeship supervisors. All teaching staff have participated, during the last two years, in formal training activities conducted by both the NTB instructors training staff and specialists from ILO, OAS, USAID and CINTERFOR. Four instructors also participated in a special 8 week training course abroad. -61- ANNEX 12 Page 5 of 6 Curriculum Development 4. Most instruction is based upon the ILO Modules of employable skills materials, with modifications to the Barbadian situation made where necessary. In support of this, a 40 hour workshop on curriculum development was conducted by ILO specialists in October 1984. Because of the importance attached to this system of training by the NTB, all (18) instructional, curriculum developmenta nd supervisory staff (includingt he director and assistant director of NTB) attended the full course. Additionally, one of the curriculumd evelopments taff attended a two week (80 hours) course abroad on occupationala nalysis with the objective of improving staff capabilities in maintaining the relevance of course syllabi. 5. The nine NTB 'trade advisory committees' play a very important role in keeping the training courses relevant to national development needs. These committees range in size from six to 10 members, are appointed by the NTB Board of Directors to staggered terms and have representatives from industry management, employees, and from the Ministries of Education, Labour, and Transport and Public Works. 6. A special study to determine the relevance of existing training and to identify additional training needs was carried out by the Research Unit and its findings are being incorporated into the 1985 training activities. Management 7. The management of the NTB is well organized and in spite of very crowded physical facilities is functioning effectively. It has received considerablea ssistancei n management from both multilateral and bi-lateral agencies over its five year life. The overcrowdings ituation will be largely relieved when the expansion now underway is completed in late 1985. 8. The administration is being strengthened through increases in key personnel and the upgrading of existing personnel as a result of the findings of specialist assistance received and local and foreign training activities. One of its major strengths is its active board of directors consisting of 13 of the top managers from industry, government and workers union, several of whom are also members of the trade advisory committees". -62- ANNEX1 2 Page 6 of 6 BARBADOS SECONDE DUCATIONP ROJECT NATIONALT RAINING BOARDS KILLS TRAINING CENTERS: Increases in Vocational and Technical Training Enrollments and Outputs by Program when Centers are Fully Operational in 1992. Programs of Skilled Workers Technicians Training Enrollments Outputs a/ Enrollments Outputs a/ (FTE) (FTE) Industrial Trades 1,180 840 190 75 Commercial-Tourism 140 65 50 20 Health Occupations 36 36 40 15 Arts and Crafts 74 74 165 65 Computer Science - 80 30 Totals 1,430 1,015 b/ 515 205 c/ a/ Assuming a 10% drop-out rate for semi-skilleda nd skilled worker programs and 20% fpr technician level programs. b/ About 28% women. 'E/ About 60% women. FTE - Full Time Equivalent -63- ANNEX 13 Page 1 of 3 BARBADOS SECONDE DUCATIONA ND TRAINING PROJECT Strengthening of Manpower Research and Statistics Unit 1. If the Manpower Research and Statistics Unit is to fulfill its assigned role in the 1983-88 National Development Plan, it must upgrade its capability to: (a) provide the public and private sectors with more up-to-date, detailed and accurate information on the present, as well as the future demand for and supply of labour; and (b) qualify and quantify the level of skills requirementsa nd availability to serve as a rational basis for the planning of education and training programs. At the present in Barbados there is an acute lack of information on available labour skills. There is also a lack of in-depth knowledge of what skills ought to be available in the immediate future. As a result, there is inadequate coordination between training and educational programmesa nd the required skills which the economy demands. This situation has resulted in the provision of excess skills in a number of areas on the one hand and a severe shortage of skills in strategic areas of need, on the other. A manpower survey is essential, in order to identify areas where there are actual shortages, provide accurate estimates of needs, to reveal areas of Lxcess capacity, point out where the emphasis needs to be placed in regard to both formal and informal training, and serve as an instrument of policy for addressing the unemployment problem. Background, Objectives and Functions of the _~ianpoRves earchand StatisticsU nit Background 1. The Manpower Research and StatisticsU nit was established in 1982. Technical assistance was acquired from the Organizationo f American States in the form of an expert who advised in the setting up of the Unit. The OAS expert also provided advisory services to the Ministry of Labor in the areas of Manpower Planning and Labour Market Information (LMI). Objectives 2. The main objectives of the Manpower Research Unit are: (a) To promote the development of human resources through effective and efficient manpower training; (b) To establish a strong linkage between manpower planning and overall national economic planning. -64- ANNEX 13 Page 2 of 3 (c) To develop a vell organized and efficient Labour Market Information System. (d) To provide the Barbados Government with an adequate amount of LMI so as to meet its planning and policy needs which the operation and management of modern-day Government demands. (e) To develop a programme of research in the economic and social aspects of Labor requirements. Functions 3. Among the major functions of the Unit are: (a) Undertaking manpower research through the carrying out of surveys and analyses; and (b) Providing Labour Market Information with respectt o employment, unemployment, job placement, wages, conditions of work and others; 4. The Unit works closely with other agencies in the LMI System including the Statistical Department and the Labour Department. The Unit will undertake research activities, which are not undertaken by the Statistical Department. There will be no overlapping of responsibilities between the Unit and the Statistical Department. Future Plans for the Manpower Research and Statistics Unit 5. The Unit will continue to develop and upgrade its research facilities while at the same time enhance the technical skills of its personnel, through access to specialized training, particularly in the area of computer technology. In this connection, the staff of the Unit, which at the present time comprise: a Senior Economist, an Economist and a Statistical Clerk will be increased In order to cope with projected LMI demands of user agencies. There will therefore be the recruitment of the following: a Job Analysis Specialist (Consultant for 9 months); a Senior Statistician; a Lmsearch Officer; an Adminstrative Officer; and a Stenographer/Secretary. It is envisaged that the above personnel will be assignedt o the Unit by the end of 1986. Training Program 6. The Ministry of Labor recognizes that in order for there to be an effectivea nd efficientu tilizationo f computersi n the executiono f its overallf unctions,it is Imperative that professional training of its personnel in the operation and management of computer services by urgently undertaken. Additionally, training in industrial job analysis will also be required of key full-time and part-time technical staff. 7. In this regard, the Ministry proposes to acquire training for its personnelw ith respectt o the following: (a) A basic coursei n computera ppreciationc,o mputerp rogramminga nd data processing; -65- ANNEX1 3 Page 3 of 3 (b) An advanced course in the Management of Information Systems (computer related). (c) A course in Management Accounting (computer related). (d) The Job Analysis Specialist would provide on-the-jobt raining to his counterparts on industrial job analysis which is necessary for the development of relevant training programs. Estimated Base Costs 1. Technical Assistance Planning of Management InformationS ystem (3 months) US$ 25,000 Job Analysis Specialist (9 months) 75,000 Short Internship in Similar Unit abroad (1 month) 5,000 2. Computer Equipment (hardware and software) This entails purchase of a computer system that has the capacity to accommodate at least 60,000 records of personal data which will be updated on an annual or biennial basis 15,000 3. Local Training Computer internships in appropriate local industry 5,000 Total Estimated Base Cost of Project US$ 125,000 -66- ANNEX 14 Page 1 of 2 BARBADOS THE SECONDE DUCATIONA ND TRAINING PROJECT TRAINING ADNINISTRATION: Proposed Improvement of Management Training in the Public Service Objectives and Content: 1. The Government of Barbados is committed under the Barbados Development Plan 1983-1988,t o the expansion and developmento f Public Service Training activities, both off-the-job and on-the-job, in order to ensure the improvement of organizational and individual competencies wh,ich are required to meet relevant manpower development needs within the context of the stated priorities of economic, social and cultural development goals. 2. Training Administration has the responsibility to provide local in-service training courses which reflect the shifts in public service traininp needs and qualification requirements of the work force and conduct studies that are relevant to the operational, procedural, organizational, policy and evaluation aspects of manpower development goals of the Government. Strengthening its professional competence in these areas will further develop its institutional capability and maximize its e'ficiency/effectiveness to meet the changing needs of human resources developmentw ithin the Public Service. 3. The proposed project would assist in this regard by: (a) providing technical assistance (total base cost: US$180,000) (i) to help identify/assesst he priority areas of program development to meet the specific needs and the requirements of the Barbados Public Service. Emphasis would be given to the improvement of management and lecision-making processes in the environment of inter-dependeat activities which exist between Ministries, Departments and Statutory Organizations (total: 6 staff months); (ii) to develop course manuals, case study materials, evaluation instruments and other relevant training materials for use in the various training programs conducted by Training Administration,a nd evaluate the effectivenesso f existing ones. (Total: 12 staff months). Training Administration has taken the initiative to develop a matrix of courses, designed within a structured continuum of Programme Offerings that have been made available to the Public Service Clientele and implemented during the period 1980-1983. nurrent training programs are designed to include lectures and practical exercises. These teaching methods are supplemented by group discussions, recommended reading assignments (textbooks and government documents), film -67- ANNEX1 4 Page 2 of 2 presentations, case study material and research project activities. The programs are structured in content and emphasis as considered appropriate to the particular level of course participation. In addition, a relevant blend of subject coverage is rationalized and validated within the context of each program. Accumulated inputs from Training Administration's professional staff and teaching resource personnel from management/specialized disciplines (both internal and external to the public service) have assisted in raising the quality and level of staff training and development activities. The proposed programs would not duplicate nor unnecessarily compete with those management programs that are being conducted by the University and/or any other local training organizations/institutions. (b) Financing the acquisition of (total base cost: US$50,000): (i) supplementary textbooks, journals, monographs, reading/researcha ssignmentsa nd fact-findingp roject exercises on statutory instruments,l egal documents and related information/referencem aterial; and (ii) supplementary training equipment and relevant audio-visual hardware items and technological support systems to upgrade the teaching methods and enhance the learning processes. Public Support 4. The current level of expansion and improvement of the various training programs has already resulted in increased participation by public service personnel. From a maximum of 240 participants in 1979, 1,362 participants attended the various training courses during 1980-1983. Upon completion of the project, it is estimated that the utilization will increase significantly. The level of public service nominations for the current programs provides strong evidence that Training administrationi s uniquely poised to further expand the quality and quantity of its local in-service staff training and development programs. 5. The expected end-of-project results will greatly maximize Training Administration'sc apabilityt o further expand its activities to meet the training needs of the public service target population of approximately 20,000 employees. The primary source of benefits is the expected level of performance improvement and the development of organizational and individual competencies that are required for operational, supervisory and management functions within the highly complex system of public service activities. mim a 15 E RN AID WJm= Finn ism m- am mpm mmTo!Z imbr atimof tin Itjaa x~.~ ~~ ~~ ufllatY of Iati .umb.1f a;1eT CIgO Pd-m ilidtar Iiqm~at SE1A J. Ua!kid ZIatsiotk.W MS1k Rini aid *1j W J.PI 0 miml Pdrimy fowarym fInc Gmaiy Srmpgtmauf TrmaAid Stnmatim A6don1ad-1m hplinmatfan Sdol Pdmla Falmd G w Of mm Ck.= Ifdt ________ it lam L~~j A. St Imud t I6.0 ,.7 - S3W3 506.3 ml - - 4.45L4 9.3 43.2 B. cbitnmin. mqf1l 11,335.0 9,266 - 5.596.h 3.375.0 3AM0.9 - - - 33.36&3 5.0 f1,66A ad FlA)Um C. Fmutmm 676.0 734.5 2M0 500 300 210O - - - 2.510.5 5.0 12M5 IL SWP= all bmtaL 595.0 1.2L0 50.0 2,0M0 226.0 1.1200 300 100.0 600 6.31.0 5.0 312 lbouim r l Tnh - - - - 4000 - - - 400.0 5.0 20.0 F. al mam - - - - 1.7917 32A.4 2100 360. - 2.743.1 5.0 137.2 ad 7.U_aala C. Wrim.mu1 s5Im 1.43D.7 1.1.9 - 727.6 43J 47.6 - - - 4.h 5.0 213.0 L ja d mtm - - - - - - - - 3.W2.? 3.82.7 5.0 191.1 L 9m - - - - 20 - - - - 2M0 5.0 IZ.0 1.1 _wtnc CDts 15.732.7 13.637. 520.0 9,E7.7 7,316.8 6.0 240.0 460.0 3.AO.7 58. UBL6 5.3 3J119.6 2Oa1 s1h ra0 15.732.7 1.637. 50. 9.57.7 7.316.8 6.547.0 260. 460.0 3.83.7 58.34.6 5.3 3.09.6 Nqiml1 SIi8nd- 71 735.9 26.0 494 391.2 353.6 12.0 23.0 m9l. 3.9.6 0.0 0.0 Prim _athpdm 3.859.6S 2.567.1 69.2 ZA61 2.225.9 2.19L9 I7.5 3.6 6908 14,1617 5.1 725.2 Tai P1oJaM Cmto 20.463. 16.91L7 615.2 12 6l32 9.9M3.9 9.0g9.5 29.5 ZA 4.967.7 75. B9 5.1 3.Q.8 I 1.Ip a 8.893.2 7,951.1 54A 6.97.0 4657.0 4.583L2 2366 407.5 3D0.6 3.491.1 4.9 1,674.9 GC ttn. mc w'me d tun . fw -1ar suuwm ad mrtM at S3375-p5e0r0 _. for - kdldwud . ISS175 per a._. for rm&dellq . ad 3M of til hd3Ai m.t for gito & p_. eq*al f0gdu u a n m Hhuaao Id i na mr&am idti rst qoratim md i. rwIvd. bmUtate 1mimak mivim m wtin d at W,5W pr "f dad fadlAIgp. 11.50 to U.oa per staff a 4 deg ul. tm fidd of wndy ad thm lmtimoff the tralift hmtlbgSo amiato& Mm na1 ct td cd-td the _elat Is. ,, atap thm ame am. apmiaomd mWw&n of tie FIMfIo r 1 16424U3 mdjtted to reflam the letrud ad fh1 ad _nfp=2mtlm udar domp ecawI pr4m ad ammtst o b 7S of tod "qa ut a. oultat art_Oratt d-pn ad mmwima fS -ihgb *3 of bd2dbg ad olti d.wepz i Imimfe m hX of In-um cadate rd otrnai/a r _Bmakmu af tih FM ad-u nm 1I1.0 - 33 o. 69- AMM 15 Wpa f 2 SEW -WCXAEDM - 1fTW sumay of Prolmd Cbt_ Z Z Tet1 (M$scNav) (CsI3$00) _ ore%p Um TAo1 Total Iflc*1 t Ing - w - A. HDhISM OF E IK ANDC M2= 1. P cIMSKd7tw os 8,5836 7,149.1 15,732.7 4,291.8 3,574.6 7,866.4 45 27 2. S9cxlay Sdwols 7,022.1 6,615.6 13,637.7 3,511.0 3,307.8 6,818.9 49 23 3. Smel J. Pmaxd Polytedmic 58.0 462.0 520.0 29.0 231.0 2NO0 89 1 4. BUbr CmQi ty bl]eg 4,275.3 5,572.4 9,847.7 2,137.6 2,786.2 4,923.9 57 17 5. Insutl:wal Dnqwent cf HCE 3,683.2 3,633.6 7,316.8 1,841.6 1,816.8 3,658.4 50 13 Sibl 23,622.1 23,432.8 47,054.9 11,811.0 11,716.4 23,527.5 50 8i B. HUhSMIF IAEI 1. NM SkIIa Qers 3,033.3 3,513.7 6,547.0 1,516.6 1,756.9 3,273.5 54 11 2.L mI_r Statstiw 55.5 184.5 240.0 27.8 92.3 120.0 77 0 -d Peardi Unit Shbtot 3,088.8 3,69L2 6,787.0 1,544.4 1,849.1 3,393L5 54 12 C. GI( CF DE PRDIEM MIS 1. T yIzIAMM ndstratioa [hdt 10D.0 360.0 460.0 5D.0 180.0 230.0 78 1 a00to.0. 100.0 360. 46. 50. 10.0 23. 78 T D. P N1Dn=W MM 1. Poject l Uit 3,637.6 245.1 3,887 1,818.8 122.6 1,94L4 6 7 Subtotal 3,637.6 245.1 3,882.7 1,818.8 122.6 1.1J.& 6 7 IUDL BASUIE 30,44h4 27,736.2 58,184.6 15,224.2 13,868.1 29,092.3 48 100 PhysLcal iiendes 1,684.2 1,415.4 3,099.6 842.1 707.7 1,549.8 46 5 Price C 0miLiec 8,770.1 5,339.5 14,109.7 4,385.1 2,669.8 7.054.8 38 24 1DTALP lBlE MSM 40,902.8 34,491.1 75.393.9 20,451.4 17,245.6 37,696.9 46 130 NOAL Figar mayn ot aid up due to ranEig. at E!to E tu ards duties ettimtd at US$3.4u iUion. -70- AN= 16 BAIM SmD UICH AND1 AUDRCP YQJCr ftnmcing of Project Costs (COfts 1ndw Cotinwnd in ISM) 1D m 1BARDOS T&.aI _ %Z A-mt Amxbtm mt I Cost Prim.ry Sdkhols 0.0 0.0 9154.8 89.5 1076.7 10.5 10231.5 Seccuiary Schools 0.0 0.0 7569.9 89.5 890.3 10.5 8460.2 Irutitutiomal 3218.7 64.8 0.0 0.0 1748.4 35.2 4967.1 stre.gtbeinbg of ME Cbnamity Colle 3757.1 59.6 0.0 0.0 2547.6 SIP Pblytedtic 0.0 0.0 275.2 89.5 32.4 10.5 307.6 NIB Skiils fnters 2598.6 57.2 0.0 0.0 1947.3 42.8 4545.9 Hxipmer Remsrdh 133.9 99.4 0.0 0.0 0.8 0.6 134.7 and Statistics Unit Traixirg Admin 258.6 989 0.0 0.0 2.8 1.1 261.4 Prodect Addxn 33.3 1.3 0.0 0.0 2450.6 98.7 2483.8 a/ Total 10000.0 26.5 17000.0 45.1 10696.9 28.4 37696.9 a/ Cut of the total PIU cost, US$1.55mc orrespoids to the IED finowed ccupnments and US$0.93n awr xpodtsol the IKB financed caopoxents. uemr, IB odly dishurs US$33,300( for the equijpnet) and IDB, nne. -71- AlEX 17 BAUADOS SEa EU AD TRAThl Pmm ProJect Tupleientaticn Schedule (Omu]tive Prgrs in %) Project ponett CY1986 Cr1987 Cr1988 CY1989 c1990 Cr1991 Cr1992 C21993 eLvil. Works: Primary Sdhools 7% 4CM 62% 8a% loci Secodary Scols CZ 51% 96% lOct Barbados COaunity College cit 28% 7A% loc NIB Skill entrS ci 22% 38% 57% 76% 93Z 10= MDE DIdErg ci Om 18% 67% 10c Prmwt: Prnib ntdp: Prin.ry ScbooS 9% 38% 58% 68% 100l Secxndary Schools C( 55: 94X loci Barbados Camzity Collee CZ CZ 73. 10aZ NMISBk is Centers a% 31% 41% 61X 65% 91X 10(1 HE B 1Udirg (c CZ CZ 6C1 10(a P1ytedmic CZ 76% 10c Mno.er Research Unit 5c 10(1 Trainirg Administation 5al 10(1 FM ci ioci Tech3ical Assistance: FellaAhbps 122 36% 62% 82% 1O0Z Special. Servie 17% 57Z 82% 92% lOci lDcal TrainixE (9 9S 27% 52Z 78Z 10(1 Studies CZ 1M 37% 57% 78% 1001 Professinal Servioe8 18 33% 6CM 83Z 9ci 95X lOc1 Evaluatim: FeadirgJwritfrg TIst Scores Report 1 Secoudary airiculimteadbiig Report 1 Texbock proawnemtdistrib. Report 1 NIB trinirg prgras Report 1 BOCt rainig prcgrs Report 1 PlibUc sector trainlg progras Report 1 MRSd ata analysis Report I Educatim managmnt practie Report I MVEb ud1 tary pracices Report 1 Educ. mteris inprcement Report 1 LOM DISJRSElfNT 1.5% 9.6% 30.2Z 58.1% 80.5Z 92.6% 97.9% 100.Ci -72- ANNEX1 8 Page 1 of 2 BARBADOS SECONDE DUCATIONA ND TRAINING PROJECT DisbursementS chedule SCHEDULE 1 Allocation of Loan Proceeds Amount of the Loan Allocated % of Expenditures Category of (Expressed in to be Expenditures Dollar Equivalent) Financed 1. Civil Works 4,150,000 44% 2. Furniture, 2,950,000 100X of foreign expenditures Equipment and and 85% of local expenditures Educational for items locally procured Materials 3. Consultants' 1,920,000 IOOX Services, Training, Fellowships, and Studies 4. ProfessionalF ees 480,000 50% for architectural, engineeringa nd other services 5. Utallocated 500,000 TIOT'AL 10,000,000 -73- AMEX 18 lag. 2 of 2 URUDDS SECONDE DUCATIO ANDT RAINING PROJECT Disburmennt Schedule luTlL RE=T cn10 n7 0ns cm CY" en. cnz MAL EIPFAlIIIISLIOT ELipi ubw LEun lis' Ez p daiL ELp'S Cliiw ELps 1hii ELpid Aior Eipid lido ELpe_d3 idv P.P er'd 1759.9 12U4.21 1032.1 9159.4 11411.4 9511.5 7590.4 5135.3 4001.0 255.3 1222.1 5U1.0 474.0 HI.2 379.9 27000.0 Inlutiw 1175.9 1244.; 1t22.0 1O03.3 2424.4 114.3 3171.0 23140.13 5791.12 2m.9 37020.92 tC13.30214 21400.0 3179.9 27000.0 I oS .DU1 447i 4* .411 3.93% 37.131 44.211 41.911 94.3 97.9 94.941 7.m ".211 9.3I1 .0M IM.AO IS Peio 44.0 445.3 2z .7 tM.2 5313.7 3239.0 4541.5 255.7 2360.1 1229.7 1222.1 119.0 47.o I11.2 177I4.1 10000.0 Mr umIat 649.0 455.3 1457 2220.4 3941.4 509.4 13510.9 904.2 1111.0 92.9 170.1 91113.1B7 74.1 10000.0 17749.11 0000.0 1Ju14L 3.l 0.405 20.461 22.201 50.3 55.M 74.04? Waal PJ32 92.91 91.20 W.141 20.001 100.01 IISANnEaIWIT LtEL 1 1B4 M4Ml CM91 11 712 10N9 9/1 811K2C MII C9Z 11901 1n "9102l n C"1 C112 £19211 1912 c1311 of 13 CoIIITS FPB612n s7:2 FP7712P 1N99 FP03:2 Fill! FP1392F P10t FP012 FV9II F991/2 nV2h FV212 F19311 F93i2 MAL Endo f CTF Lpuittn 449.0 2916.7 5513.7 4541.5 230.1 1222.1 474.0 17749.1 EFdD ofl Iirsauet 445.3s IM.2 3219.0 2554.7 1229.1 SI.L 114.2 1000.0 Snstral sbhdrut 222.4 222.4 17.4 B17.& 1444.5 1444. 1279.4 2138.4 410.9 414.9 259.0 259.0 3.1 93.1 1000.0 E oi Ft la rammt 2m.1 1110.2 2532.t 2922.9 1993.2 173.9 352.1 93.1 10000.0 VltrImls4l mIth lag) 149.9 74.2 740.1 370.1 143.1 944.1 193t.4 974.3 1262.2 431.1 32.4 291.3 234.7 117.4 93.1 11000.0 Fad 0 FTD isburemt 148.4 014.4 200.1D 27.4 22U3.4 121S3. 54.0 210.4 20000.0 S f total DotuZmt 1.S C.1l.l?4 27.9n 22.4S 12.1S 5.31 2.11 100.01 Ealatiuu Olambmnt 114.4 942.3 30.1.9 5113.5 9549.9 9243. 973.4 20000.0 10000.0 3 dl TotalD lasIt 1.3 9.41 3-.2 53.11 9B.51 92.61 97.S1 100.01 100.3 kamaiP rulilaeR% I 132 1R33 R34 r.5 1R I 3R7 3R0 139 131 0 f91311NP9R ECTS 1.01 4.? 14.01 2O.' 43.0 54.01 4.n C0.0? 9.01 S5.01 LN1 642-fl ALLS E1.1s 4.01 15.0? 32.0? 51.0? 70.0r 94.0 94.0? 100.0? 1442-3Wlriutltl 0.01 9.4? 27.n o.1 73.n 95.7S 127.0 3.n 900000.0 riiaul ISSuplat) 0.01 7.2S 20.01 3S.1 55.41 71.71 95.0? 100.S 12000000U.l0s p1It T11SP ll2: tT1tt 1. 24.1? 42.31 70.am 37.91 97.13 n.r. 1200.0? in 1.S 94 30.2? 3B.1? 0.51 92.41 97.91 :3.0? n L.6 17.7? 49.41 749 92.31 100.01 -74- ARM 19 SIN E 3 AM IATMI PKwB ,mcaPfMA EWt prouem h-bd Tota Project (ua OD, ant R1mi - Us$ lin CIvIl Wbad 6.78 3.00 0.11 l/ 9.89 Furnture 0.30 0.38 0.08 a/ 0.76 Eqtdpmt andE 4cational Materials 1.93 0.50 0.15 a/ 2.58 Tedmical Aatstanc aid sdes 1.82 0.00 0.20 b/ 2.02 ProfessIonal Servce 0.00 0.69 0.31c/ 1.00 Project 8rdstation 0.00 0.00 1.52 d/ 1.52 ;Dtll 10.83 4.57 2.37 17.77 1 61 26 13 1oa a/ IoCal ub2ppizg bI Iwlubw ccmtrartig ofa stidies, trainXi, ard sedalist services. cl/ I-hlmze ccxuultats of tie PIIJ. _i Ptoared thraigh local acutsition pocedue. LUits aonT pe of ProanEst and Prior Review Tme d (MSSOO0) Prior Tpe of Revlvs GOtract te Contract LiLt Value lhdt Type of Proazrest Civil Works 500 greater than or - ICB equal to 1,000 (BaC aid ME buldiiM) less than 1,000 3,000 IU:Ba lth fregn (NMB sidis bLddes hwirg the centers) ippDrtrdmity to pzxticipate. F,nniture, 100 greater than or - ICB :pnmta nd equal to 50 FMAtI0nal Materials 20-50 500 ICEBid th foreign 1bddders bavirg the cpportuiity to participate. up to 20 200 Price qutatioi fron at least tdee bid&zs. 50 greater than or Prspals irwitae Services, equal to 100 fran sbDrt list Of ___m ZWintermationa'l and Tratnirg ~~~~~c~o~im~~u]~t5lnotcsa. l mmm i~~~~~2~3~~~~~~~~hnS WOW MlrAT3MA N -NM -M Wm M =t~t D2IU22mllOr5I ITAPIM CMt cT. CM 03119 090 091 CM0 CMt 2.2200ECrTIWAs MO 0mlgu.cttt 21 i2. I. I AI 1eT Ofmnd.olahbdlt hialy 101... - 2 5 I la2 iPycL naoi.mt aclola 1.12 11wberd 1 admola Amdy 21 rqlace - II 2?1 21 Ippume tie ant itt. 223la uyer ametla to mmIii-d *ffsctis.n of itatoL hdatr bwb.*/ 1.13 Sojalat/tadver ratlh At projem I:2 1Z:23a - I2:21 - 1:23 - - 1. ad candor rtll. in Project arimlol to"ala usoadary 2~~~Ib~I~ ~~o~t ~~yI~ee~lst~ m.2a'f.r o At rtoiat 2111.184 - - - - tU52.1"1 t . nrtIa Place aeatlon (29116S I 1.201L WardtK I ad.tlit 1.21 Meitner of sditios Anual ly 3 upoa1a - I wmculaty &-elo ad qiwmr eatdchishitt ame vm% 1.22 Moto1r of mw ideal. AuaLl ly I sea - - I2 2 .2212-pla mouday mut*Ublipd 1da 1.23 Shah.it/tmmIwr ratl. A,MsL'ly 1.23 1:19 - 220 1 :2 - I2 23 1.2, b6ofwro f cdidrnm 1o Am.alIV 4323p rim - mu1 2.40D1 3.5(1 4.100O Idmlol .4th o.1 Pl'V 'OODa)s . - 1 .2231 2.400 4.210 Cal fatlutis. 1.30 pcorldUu tudmlcai 2.32 lksdT of stall -matte AMessly '.4 oe Fel - m 123o n 2... m 31 Sd. Aaalaiarw.& tratolq to: of Todmlcal aiaStm Sisa mS p 3 m It - 20.. a1 so %- (a) iqem. malitt nd pr.wided writliw In prbany 1.32 1&idar of teah.r/m&I- Anneoll y 2110t0d hr pr~.ep 2220tiw td5 41t h eeS 2000r ter 1440t ctr 2102t itir find sd,olta tsdwatot trainedi 32 Main prep pr. 16. kdn 32 adod wak.to '6) Iprcme tendhiM of 1.33 Pbe1ir/writimn t-n Ammi !Y dmIgo stmt of yearly yearl yearly yearly yearly yealy medal m2dd.n In worse of prtmry me.mteec ato eval,notn inal.nts easluto waliafl salmh. evalutli moatdas aetisla ansiet CrIrt1ta (c) iqewve awrlcuiu. 1.34 %4tIwttr" aetom lia, At pr-oje - tidtial fin'ld 2mplaesrtat1ons trito t,erna .tbullimbd oepfrtloemn easlab agiab (d) t.ygrose tie totbodo 1.351'.imr of tamtbakdpro- Amally to 2e 4e- Policy policy nun of yealy yearly yearly find prc .nvm andd lisot- cried ad disctibuated tcm.ifsd retlad MateI valuaE e.aisah owaliuh emalsash wal.OI btfoo. apetem 3.36 MMal,ed teaced.. MA-s ly to bo. d- start 0 yearly yearly yearly yearly yearly yearly find aaislable in clmaenoi temiwIn eval1ain evalctn esla,mtn realmotu evalsth evalusbi oasast. Isahui L OGB0JEMV3 : 2.t0 29ypsdhu the qere, 2.12 Numbr of eme-v tel: Mesly 3 rme, I - 2 -- 3 clam 01 tIe Nat4msad or uWmale I u drd - T apdad iqeom Trailol. bmn2 tro4ft 2.12 t6mter ofjem lormr nusalty I2 r0e m - - 258'year5Of 500/ye2a3ry er 75Wyr 750/yr I AOiYy the offud EyT. cle coocructlom. tuenishtlq trainedI SW UFOd 223yeru 25/erw 250year 375/yr 3S/yr 5(lWW tmieyn d sod e*dWv of tee mw 2.13 t4ofer of tralirt' hon Amaal Iv 400 No./ - 2001yLe ar 7Wyer4 1WyEar 8001year I .WW11 I.2WWiIy W1.41/r at.0 tadatlrl e*dppiq( of one mdatlI 2.16 NSamo edtaleon of01' qr:la stntt of yearly yearly yearly yearly flod adinctlenal uter lumnm ard quilty of clItoris ..slmns evalush. evahata evalsat enalmsh emahamt trauin trirsliqi pu 2.15 MBbr of wument redad l - Woly 300/year 70year 250/yea 15030ea 2M/year 22D/yea 213Wyear 2.20 tpjpwIdi: ed einmumlon2 .21 11Ze Mardid/auwided 2 .q&-a - stan csaplete ianw of tuiauzd at tie Barwm cnetruct trmuct qperatk casirty Olib ad 2.22 lNumbeorf yeuMon Messly lfXVyer - - - 123/year 250/yea 1110/year2 130/yea 200/year iywo.olqi efficiency in ito. tralod ue, et edstlzw fmacilIt Z.23i Moqlammics eeal-:tlo Ameslty - - - &iwlqp astmto f yearly yearly yeary of spmlty 1oamw ettCriteilg evahahi wabash. wallastf eg&lat 3.2. Staber of .wan trainel AMesily 230year - - - - 90/year I0/ar- 1223/ear £21/yea 2.30 hwiz.L efficientm 2.31 %balr of no-6.JP Amually 700 pert,t - J... pta blaplma 3(1psyar 502/yea 600/yea 74)Iyver 72Dlyea some]na.l d= piweiad anmndous hariqi us or 1220ft .ilJr athriq stadl 60/yea I100/ea 223/year 123/year 1223/ye Pblytednte fcilittem lacitlm per year 2.32 Morwwet's evemlanl MAna u ly doqie *ta of yearly yearly -- Tea yeary yeary fF01 of quality criteria eealwatp Nabahn. wat coahast hm e.al,mh. aisliash .salash 2.33 l4x.r 1 -ow tralnat Aml y 250/year - - - 20Q/year 223yea 15/year 2001year 20yea 2.40 ProldIzM MAf or: 2.41 fAsass.ot of cralrdqi AMesly &-vlop sea ef yealy yealy yearly yeartly yearly find Cs) industrial. sdvhary plat for publi nmoor crib..rIa eoalutn eoal,asa eealcait ewabasm. eaimt ehi abto tealsas (bo) 111d.strila job w4asasly 2.42 Anoames of data lousily firisele at d1yearly yearl -yeal yearly yearly lieA (C) follow-J 01 yrabaste. asivlysi of focte criteri evalusta wnabas wuamatso. alscam maiash. wabastn eehastn fd) lqerwtws In the M.aiAs1 of public 2.1.3S taff soMl ot ix bosmlly 111.e- Fa 2R1 aS tm la on 151-1 liSa wetar mov~ prwIod" 39 - Sp 20 on 305. 39 - Ce) I"apmwq .surenr 2.". Bmbmtloo or TA Mnassaly - sart of yearly yeaorly yearly find lsfmetton fpdvdqi. afecttas-ns lesitn evalash. evallash evlmh. ealuato 3.000 2m55MC : 3.10P rodldiqiM t fort 3.11 Staff meachao f TA AnmsaLY 36m e 3m Sme l 5a Zm 21 a6e (a) Admt.too plamclh 1naO W~vAdesd ement 2MsEi 3.. a1. 15.. 21. m 3 mmStregilas de inWWrt 3.12 of educeton~ Arualy find iz ~searat lmatye 1:etit.tlinmlt Cl) InerutOudenqI -tam .nt & PlaMdIM criceris devt yoea dyearlyrly lyEI yearly yearly findalmms evdaLssUe vabuti evalush. aralita wabast. cmty to pla bdwtbg prwao ad 3.13 Aaa.aLntt of Iqopr- Ar ly flndltze srtm of yearly yearly yearly yearly yearly find ad the cmtarv .W.. indLad, =Bis In kbLiAmis crttlt.a esahceto evahmtn eoahato ~ealu.o0va.la St e,alsat. smlahab .dUCC101a di (C) iqw-izum ProdctI of Prceset-rAnk6 Wa-i i matrial, 3.24 Ameawa of q.aliry of Annualy finelIt stun ofyearly yerly yearly yearly yearly flned pIelnCd noterfals Criteria evaheta eqwatseb.1lstR eAd.am aemluminae webash wAabash 3.2 2'roes,1z adequet. 1.21 Qoutnxiucl 01 E Amml!y I re - flodbu start comlete star fadltitb for tie MlE faclUtia. d m'W c tx cmuue: nezalo 3.22 MMa1t off mm-mme~ of 2bd/yr of- - Ctmt of mef aiKlitla ocnqwuo evabuto 3.30) Mqzlrw am.s t. 3.31 Candut tudanmda d at ".roc draft ~fniz itnitiat firdfiar diamusa nopte dqe ume... minvqI ad r dbly Ior o-peltlo ia fh sadh rq-Att chin) rTwit rcnt _ I__ fficlency 4almtaii- -76- ANNEX 21 BADOS SECOND EDUCATION AND TRAINING PROJECT IndependentA udit Situation The independent auditors' report on the financial execution of the First Education Project (Loan 1642-BAR),h as been prepared by Brian Griffith and Co. within the deadline contemplatedi n the loan agreement,w hich is March 31 of each year. The auditors have issued a clear statement according to which, the statement of source and application of funds, and the supplementary financial information on the project, present fairly the funds contributedt o the Project by the Government of Barbados through the Ministry of Education, as well as the funds from and the status of Loan 1642-BAR, in accordance with generally accepted accounting principlesa nd the conditions established in the operational loan. The independent auditors have issued a separate report on compliance with the financial and accounting covenants since FY83. The reports state that the Borrower and the Project Unit have complied with all conditions of the Loan Agreement, and make special reference to the adequacy of the system of accounts for recording, monitoring and reporting the utilization of funds in the project by origin, and related costs and benefits. Brian Griffith and Co. is a small, national firm of chartered accountants with a small but faithful clientele. The auditing fine was visited and thoroughly briefed by a Bank mission on the Bank's audit reporting requirements, produced a good report for FY84, and incorporated improvements recommended by the Bank for FY85. The audit report for FY86, which was underway by March 31, 1986, will be issued also within the agreed deadline and will reflect the latest Bank audit refinements. B:ian Griffith and Co. has been designated by the Borrower as the auditor for the Second Education and Training Project. -77- ANNEX 22 Page 1 of 3 BARBADOS SECOND EDUCATION AND TRAINING PROJECT List of Documents Available in the Project File A. Selected Working Papers Al. Loan Request to be Submitted to the World Bank: Vols I-III, (May 1985). A2. Barbados First Draft Proposals in Report of Second Stage Loan to the World Bank (September 14, 1984). A3. Project Proposal, Funding Under the Proposed Second World Bank Project. TITLE: Manpower Survey for Barbados. A4. Proposal for the Provision of Data Processing Facilities for the StatisticalS ervice. AS. Micro Computer Project, Ministry of Finance and Planning. A6. Government of Barbados Training Administration. A Proposal for the Expansion and Improvemento f Management Training in the Public Service. A7. IBRD/BarbadosP roposed Second Education Loan Project - Pedagogical unit. A8. Draft Project Proposal TITLE: Strengtheningt he National Vocational Training Scheme. A9. Barbados Community College Design Report and ArchitecturalD esign Plans A10. The Ministry of Education Headquarters Complex, Marine House All. Skills Training Centre, Sayes Court Architectural Plans A12. Wotton/Kingsland Secondary School Architectural and Structural Plans and Technical Specifications A13. Queen's College Architectural and StructuralP lans and Bills of Quantities A14. St. Stephents Primary School, ArchitecturalP lans A15. Bayley's Primary School, ArchitecturalP lans A16. St. Mary's Primary School, ArchitecturalP lans A17. Primary Schools, Equipment and Furniture Lists A18. Equipment and Furniture Lists Samuel Jackman Prescod Polytechnic Barbados Community College National Training Board Skills Training Centres Manpower Research and Statistics Unit A19. Furniture and Equipment Bidding Documents (Draft) A20. Educational Worksheets A21. Proposed Programme for Sharing Between the Secondary Schools and the Samuel Jackman Prescod Polytechnic A22. Detailed Project Cost Tables A23. Detailed Plan for Sharing Project Costs Between the Bank, the IDB and the Government A24. Draft Project Proposal Strengthening the National Vocational Training Scheme A25. Project Working Papers -78- ANNEX 22 Page 2 of 3 B. General Reports and Studies on the Sector B1. Statement of Philosophy Relating to Primary Schools of Barbados, 1980. B2. Syllabus for Primary Schools: - Language Arts - Social Studies - Religion and Moral Education B3. Government Secondary Schools of Barbados, A Guide (1985) B4. Science Curriculum Guide, Years 1-3 B5. Primary Mathematics Teachers Guide B6. Teaching/LearningE xperiences, 7-8+ year olds B7. Core Curriculum Outline, 7-8+ year olds B8. IntegratedL anguage Arts Scheme, 7-8+ year olds B9. Proposed Curriculum for Junior Secondary Stage B10. Geography in the Field Bil. IndustrialA rts in Secondary Education B12. Syllabus for Secondary Schools: -- Spanish - Geography - AgriculturalS cience - Language Arts - History B13. Caribbean ExaminationsC ouncil, Annual Report, 1983 B14. Caribbean Examinations Council Secondary Education CertificateF act Sheet B15. Caribbean Examinations Council Secondary Education Certificate General and Basic Proficiency Examinations( June 1983, June 1984) B16. Caribbean ExaminationsC ouncil Secondary Education Certificate- Syllabuses (16 subjects) B17. Caribbean ExaminationsC ouncil - The ExaminationsS ystem B18. BIMAP Annual Report and Financial Statements (1981-1983) B19. Barbados National Training Board Annual Report for the Year (April 1983 - March 1984) B20. Samuel Jackman Prescod Polytechnic Report for the Academic Year 1982-1983 B21. Barbados Community College Annual Report for Academic Year (Sept 1983 - August 1984) B22. Barbados Comaunity College Statement of Grants for Financial Year 1983-.984 B23. BIMAP - External Management Training Prospects for 1985 B24. Ministry of Education Draft Estimates 1985-1986 B25. BIMAP - 1982 Annual Report and Financial Statements B26. BIMAP - Management, Training Programme B27. The National Training School of Barbados Report on the Skills Training Programme for 1984 -79- ANNEX 22 Page 3 of 3 C. General Reports and Studies Cl. Barbados Estimates 1985-86 C2. Barbados Economic Report 1984 C3. Central Bank of Barbados Annual Report 19134 C4. Barbados IndustrialD evelopment Corporation: Annual Reports 1980 through 1983 C5. Dictionary of OccupationalC lassificationsf or Barbados: Interim Publication on Select Hotel Occupations 1984 Beer and Malt Products Manufacturing 1985 Select Construction Occupations 1985 C6. Development Plan 1983-1987 Barbados Industrial Development Corporation C7. Demographic Data, March 1984 Ministry of Labour, Social Security and Sports C8. Labour Market InformationR eport, 1976-1983 C9. Barbados Development Plan 1983-198B IBRD 19396 l~~~~~~ O* ~~~_ ~~~~70~. ~~~~ North Pohi nt A Tl ANrIC .OCEAN 0 400 CRADHILL: 0C 400 .4D(WINICAN MILES PIE CORNER H2AII PuERtO IrtCO 0 Z ST LU CY JAMAICA _- _/#-(- ,--i Coribbean S eo BARBADOS /~~~~~~~~~~~~~~~~~~~~~~~ TRAIINNDIDAD CLINKETTS. y / - PANAMATOBAGO _t - \ \ ,/ Y ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~10* %m. SOUTH AMERICA . PFIGHTSTOWN. SPEIGHTS- >1T P T E R MILL BELLEPLAINE TOWN ' X s 5 2HIL~LABYJ~ r\~CAT~TLE W~AS BAHSHEB°A } PtLUMTREE!-HI, AFY / Z -SW_- - sClR znl^/^t'r -d X ~ ~ ~ ~ ~ ~ ~ aggd Pin .-~| j o 5 ELCH ECANRANE '>=~~~;; W~ HALL g M ^O 0-~~~~~~~~~~~~~~~~~4 Bo~Dv HO~!E~LT~Ew~ ~N~ ~~~ TH _)T ofRgg,ed Ma Pomnt BRGTN t ' OUFENS S) 'O* fb T} A1lI Gg UrS THIN F* Sg S O ! { % \~~~~ j ACKSO4 ) JRi/ J ANDST RAiNINT PROJ ECT R B*bR IDGrE PT'NOIMWARNY Sp tCC rHOOLS D L L E C CE) <