Grenada and Jamaica School Repair and Resupply Project Final Report Contract Number: EPP-I-00-04-00026-00 Task Order: 801 December 3, 2004 – March 15, 2006 September 2006 This publication was produced for review by the United States Agency for International Development. It was prepared by PADCO. Grenada and Jamaica School Repair and Resupply Project Final Report Contract Number: EPP-I-00-04-00026-00 Task Order: 801 December 3, 2004 – March 15, 2006 PADCO 1025 Thomas Jefferson Street, NW Suite 170 Washington, DC 20007 E padco@padco.aecom.com September 2006 The author's views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government Table of Contents Acronyms........................................................................................................................... 4 I. Executive Summary ..................................................................................................... 5 II. Background ................................................................................................................. 6 A. The Impact of Hurricane Ivan................................................................................... 6 A.1 Grenada................................................................................................................6 A.2 Jamaica ................................................................................................................6 B. Damage to Targeted Sectors........................................................................................ 6 B.1 Grenada................................................................................................................6 B.2 Jamaica ................................................................................................................7 III. Approach and Assistance Strategy of the Project ................................................... 8 A. Objective ...................................................................................................................... 8 B. Approach and Assistance Strategy ............................................................................ 8 C. Methodology ................................................................................................................ 9 C.1 Ensure integration of risk reduction activities to mitigate future damage...........9 C.2 Collaborate closely with government ministries and USAID management team to establish program priorities ........................................................................................10 C.3 Ensure project quality, sustainability, and timely delivery................................11 C.4 Leverage resources and successes .....................................................................12 C.5 Maximize the impact and reach of project funds for beneficiaries....................13 C.6 Measure Success................................................................................................13 C.7 Ensure project quality control and documentation ............................................13 IV. Results Achieved...................................................................................................... 14 RESULTS ACHIEVED—GRENADA............................................................................ 14 A. Results Indicator Table—Grenada ......................................................................... 14 B. Results by Program Activity—Grenada ................................................................. 14 B.1 School repair—Grenada ....................................................................................14 B.2 School resupply and reequip—Grenada ............................................................16 B.3 Beneficiary targets .............................................................................................16 C. “Build Back Better” and Disaster Risk Reduction Implementation—Grenada.. 17 D. Exogenous Conditions and Events Affecting Implementation and their Impact— Grenada .................................................................................................................... 17 D.1 Hurricane Dennis, Hurricane Emily and other weather events .........................17 D.2 Local capacity....................................................................................................17 D.3 Government influences that affected implementation.......................................17 D.4 Other factors that aided or impeded implementation ........................................18 RESULTS ACHIEVED—JAMAICA ............................................................................. 18 E. Results Indicator Table—Jamaica .......................................................................... 18 Grenada and Jamaica Schools Final Report Page 1 F. Results by Program Activity—Jamaica .................................................................. 19 F.1 Schools repair ....................................................................................................19 F.2 School resupply and reequip..............................................................................20 F.3 Beneficiary targets .............................................................................................21 G. “Build Back Better” and Disaster Risk Reduction Implementation—Jamaica . 21 H. Exogenous Conditions and Events Affecting Implementation and their Impact— Jamaica ..................................................................................................................... 22 H.1 Hurricane Dennis, Hurricane Emily, and other weather events ........................22 H.2 Local capacity....................................................................................................22 H.3 Other donors ......................................................................................................22 H.4 Government influences that affected implementation.......................................23 H.5 Other factors that aided or impeded implementation ........................................23 V. Impact Analysis ......................................................................................................... 24 IMPACT ANALYSIS—GRENADA................................................................................ 24 A. Social Impact—Grenada .......................................................................................... 24 B. Sector and Microeconomic Impact—Grenada....................................................... 24 B.1 Employment and incomes .................................................................................24 B.2 Vulnerability reduction—Grenada ....................................................................24 C. Improved Institutional Capacity of Partners and Stakeholders—Grenada ...... 24 D. Political Impact—Grenada ...................................................................................... 25 E. Future Impacts of Activities Undertaken—Grenada ............................................ 25 IMPACT ANALYSIS—JAMAICA ................................................................................. 25 F. Social Impact—Jamaica ........................................................................................... 25 G. Sector and Microeconomic Impact—Jamaica ....................................................... 26 G.1 Employment and incomes (for beneficiaries, employees, trainees, private sector partners, etc.)...................................................................................................................26 G.2 Vulnerability reduction—Jamaica .....................................................................26 H. Improved Institutional Capacity of Partners and Stakeholders—Jamaica........ 26 I. Political Impact—Jamaica......................................................................................... 27 J. Future Impacts of Activities Undertaken—Jamaica.............................................. 27 VI. Financial Summary of the Program ...................................................................... 28 A. By Activity ................................................................................................................. 28 A.1 Grenada..............................................................................................................28 A.2 Jamaica ..............................................................................................................28 B. By Category of Partner............................................................................................. 28 B.1 Grenada..............................................................................................................28 B.2 Jamaica ..............................................................................................................28 VII. Lessons Learned..................................................................................................... 29 A. Contractor Implementation Strategy...................................................................... 29 A.1 Program design and approach: issues and lessons learned................................29 A.2 Program management issues and lessons learned by component or sector.......29 Grenada and Jamaica Schools Final Report Page 2 A.3 Financial issues and lessons learned..................................................................30 A.4 Other lessons learned that could benefit similar programs in the future ...........30 B. Local Political Influence ........................................................................................... 32 C. Role of ARD and ONR.............................................................................................. 32 D. USAID Management................................................................................................. 33 D.1 Field-level monitoring role assigned to the independent contractor (Wingerts Consulting)......................................................................................................................33 D.2 Environmental monitoring.................................................................................33 D.3 Oversight and management role of the USAID Cognizant Technical Officer (CTO) and Contracting Officer (CO)..............................................................................34 D.4 Role of the U.S. Embassy..................................................................................34 VIII. Final Conclusions and Comments....................................................................... 35 Attachments......................................................................................................................37 Attachment A Final Performance Indicators Spreadsheet Attachment B Maps of Project Locations Attachment C Needs Assessment Attachment D Subcontractor Qualification Criteria Attachment E Inventory of Non-Expendable and Expendable Property Attachment F JBTE Resupply and Reequip Reports Grenada and Jamaica Schools Final Report Page 3 Acronyms ARD Agency for Reconstruction and Development (Grenada) BOQ Bill of Quantities CDMP Caribbean Disaster Mitigation Project CETT Centres of Excellence for Teacher Training CUBiC Caribbean Uniform Building Code FFP Food For The Poor GBC Grenada Building Code GoG Government of Grenada GoJ Government of Jamaica JBTE Joint Board of Teacher Education JSIF Jamaica Social Investment Fund MoE Ministry of Education ONR Office of National Reconstruction (Jamaica) PADCO Planning and Development Collaborative International PIoJ Planning Institute of Jamaica Grenada and Jamaica Schools Final Report Page 4 I. Executive Summary On September 7, 2004, Hurricane Ivan, the most powerful hurricane to hit the Caribbean region in the past decade, ravaged Grenada with winds of over 135 miles per hour. The Category Four hurricane left behind an unimaginable scene of destruction on this three-island nation with a population of 102,000. Three days later, Hurricane Ivan subjected Jamaica to heavy rains and strong wind. Particularly hard hit was the southern coast west of Kingston, which experienced significant flooding, landsides and infrastructure damage, affecting over 100,000 families. USAID responded to this disaster by issuing the Grenada and Jamaica Schools Repair and Resupply Task Order to aid the recovery of the education sector. This 15-month program was designated a budget of $11,913,0001 to repair, reconstruct, and resupply primary schools and teachers’ colleges, which also serve as emergency/disaster shelters during storms. Planning and Development Collaborative International (PADCO) managed the planning and implementation of this USAID program in close coordination with the host governments of Grenada and Jamaica. In Grenada, the Ministry of Education and Ministry of Works were key partners, and in Jamaica, the Ministry of Education and the Office of National Reconstruction (ONR) were the primary collaborators. PADCO tendered contracts for construction and procurement services to local contractors in both Grenada and Jamaica. PADCO subcontracted 8 local construction companies in Grenada to repair and restore 17 schools, benefiting 4,322 students; and 13 contractors in Jamaica, to repair and reconstruct 49 schools, benefiting 31,146 students. PADCO procured equipment and supplies for a total of 25 schools in Grenada and 66 schools in Jamaica, including desks, computers, education materials, and appliances such as stoves. Thousands of Grenadians and Jamaicans in the surrounding communities also benefit from the renovated schools, which double as community centers and emergency shelters during storms. The Joint Board of Teacher Education (JBTE), an association for teachers’ education in the Western Caribbean, and Food For The Poor, a U.S.-based nonprofit, were valuable partners in the resupply stage. The cooperation of the host country governments and NGOs as well as the active role of the USAID CTO and Wingerts, the independent contractor providing engineering oversight, all contributed to the success of this project in a challenging post-disaster environment. This report follows the format and topics requested by USAID in fall of 2005, with one adjustment. Lessons learned for the Grenada and Jamaica sections of “IV. Results Achieved” have been combined with section “VII. Lessons Learned.” 1 All figures are in U.S. dollars unless otherwise noted. Grenada and Jamaica Schools Final Report Page 5 II. Background A. The Impact of Hurricane Ivan A.1 Grenada All six parishes on the island of Grenada were impacted by Hurricane Ivan. Four parishes—St. George, St. David, St. Andrew, and St. John—were most severely affected. These parishes constitute 80% of the island’s population; 90-96% of the population in these parishes was affected. Moreover, 75% of the nation’s poor live in these parishes, and more than half of these (52%) have a female head of household. An event such as Hurricane Ivan underscores the inherent vulnerability of small island developing countries. Prior to Hurricane Ivan, the economy was projected to grow by 4.7% in 2004 and at an average rate of 5.0% between 2005 and 2007. Fueling the growth were the agriculture and construction sectors and the tourism industry. Central government fiscal operations had estimated a current account surplus of 1.3% of GDP. In the wake of Hurricane Ivan, economic activity declined by approximately -1.3% of GDP in 2004, reflecting a contraction in tourism and a halt in production of traditional crops. In 2005, the economy remained essentially stagnant as Grenada’s two main industries, tourism and nutmeg production, struggled to recover from the storm. The slowdown in these critical sectors caused many Grenadians to lose their primary means of income. A.2 Jamaica The southern coast of Jamaica west of Kingston, which experienced significant flooding, landsides and infrastructure damage, was hardest hit by Hurricane Ivan. Over 100,000 families were directly affected and 17 persons lost their lives. While all sectors of the economy were affected, agriculture was the hardest hit. Mining, the financial sector, services, and the all- important tourism sector were also impacted. This led to a drop in GDP growth from 4% to 2% for 2005. The Planning Institute of Jamaica (PI0J)’s assessment puts the damage at $362 million. Direct damage, which includes damage to infrastructure, amounts to nearly $300 million, while indirect losses are estimated at $62 million. B. Damage to Targeted Sectors B.1 Grenada In Grenada, damage to the education sector was estimated at approximately 20% of GDP, second only to the housing sector in severity. All 150 schools were affected—74 pre-primary, 57 primary, and 19 secondary schools (only two primary and secondary schools remained in usable condition). Of these, the PADCO schools project focused on 17 primary schools. Typical losses included partial or total collapse of roof structures, collapse of walls, and rainwater damage to classrooms, offices and ancillary structures. Some schools also suffered damages resulting from their subsequent use as shelters. In addition to the structural losses, books, teaching aids, and teaching tools were damaged beyond repair. Grenada and Jamaica Schools Final Report Page 6 B.2 Jamaica In Jamaica, hurricane damage to schools ranged from the removal of a few sheets of roofing to complete destruction of the facility. Of the schools that were damaged, some 90% required repair, or about 333 schools. In addition to damage from winds and heavy rains, many rural schools also sustained considerable damage resulting from their use as shelters. Approximately one third of students enrolled in the public education system in Jamaica (204,000 children) were affected by Hurricane Ivan. Forty-two percent of these students were in primary school. The larger USAID/Jamaica education program targets schools with primary school students and includes Primary Schools, All Age Schools (which enrolls pre-school, primary, and junior high students) and combined Primary and Junior High Schools. Of these, the PADCO Schools Project in Jamaica focused on 47 schools sustaining major damage, i.e., $10,000 and above. The project also repaired two teachers’ colleges. These schools suffered extensive damage to roofs, windows, doors, and electrical systems, and required major repair or complete replacement of these features. Books, teaching aids, and teaching tools were also damaged beyond repair. Grenada and Jamaica Schools Final Report Page 7 III. Approach and Assistance Strategy of the Project A. Objective The objective of the Grenada and Jamaica School Repair and Resupply Program was to (1) repair primary schools in Grenada, (2) repair primary schools in Jamaica, and (3) provide equipment and furniture for damaged schools. The program aimed to use risk-reduction measures to increase the resilience of repaired schools to future storm damage. To this end, PADCO and USAID dubbed “build back better” as the overall objective of all tasks completed under the program. B. Approach and Assistance Strategy The underlying approach and assistance strategy of the program was defined by USAID’s Task Order for this program. PADCO provided overall leadership, guidance, and construction management services for all construction phases, which included, but was not limited to: • Negotiating and awarding subcontracts to contractors for renovation and repair services; and • Rapid repair and refurbishment of schools in Ivan-affected areas and for populations affected by Ivan to enable children and youth to continue their education. Specifically, PADCO was tasked to: • Conduct a materials assessment of repair, equipment, and other needs in order to develop RFPs; • Develop and finalize a 56-week work-plan, which would provide a construction schedule that gives priority to CETT (Caribbean Centres of Excellence for Teacher Training) schools and requests from the Ministry of Education; • Prepare detailed design and bidding documents for the rehabilitation of schools so that they would be “built back better” and would be in compliance with building codes and environmental hurricane-resistance standards; the design was to be completed to a level that would enable immediate commencement of full construction; • Prepare and issue Requests for Proposals to USAID-pre-selected local or multinational construction firms currently in Jamaica/Grenada and other Eastern Caribbean countries; analyze bid submissions and recommend contract award; • Subcontract building contractors to repair, furnish, and equip the facilities; • Subcontract for the necessary engineering expertise (1) to monitor and certify that the work carried out by developers and contractors meets project specifications and all national building and environmental code requirements; and (2) to certify that these entities reached contract milestones prior to any disbursement of funds; • Restore these educational facilities to functionality by repairing their roofs, doing other needed repairs and providing needed equipment and furniture; restore schools that serve as shelters so that they can fully function in this role, as well; • Consult with USAID/J-CAR regarding key policy and operational decisions; and • Develop performance indicators and targets for the 56-week activity, which would be reported on monthly. Grenada and Jamaica Schools Final Report Page 8 This program also supported the Strategic Objectives (SO) of the USAID Mission’s educational programs of increasing literacy and numeracy among youth in targeted primary schools. In pursuit of this SO, the program pursued efforts to quickly mobilize and complete construction works. The program also focused on supporting, though not exclusively, schools that were part of the Caribbean Centres of Excellence for Teacher Training (CETT), the New Horizons Program, or the Transition Programs. Through the above activities, this program aimed to achieve the following results: • Rapid repair, refurbishing, and construction commencement; • Risk reduction of structural damage and reduced disruption to the educational process; • Build back to better than pre-Ivan conditions; and • Maximize the funds available for repair and refurbishing. C. Methodology To achieve the objectives of this program, PADCO developed an implementation methodology formed around seven underlying themes. These themes and our activities under each are described below. C.1 Ensure integration of risk reduction activities to mitigate future damage PADCO provided construction standards that incorporated hurricane resistant methods to reduce the risk of future damage, while also ensuring that all work is compliant with national building codes and environmental standards. In Grenada, the Grenada Building Code (GBC) includes government standards for hurricane resistance for small buildings, incorporates by reference the Caribbean Uniform Building Code (CUBiC), which includes measures for hurricane wind resistance, and contains building guidelines developed by the Caribbean Disaster Mitigation Project (CDMP) as implemented by the Organization of American States Unit of Sustainable Development and Environment for the USAID Office of Foreign Disaster Assistance and the Caribbean Regional Program.2 Jamaica does not have an updated building code. Therefore, the recommendations of the CDMP were used as the standards by which to “build back better.” PADCO chose the CDMP guideline recommendations to help harmonize USAID measures in the region. PADCO teams in each country worked to further educate contractors and workers on construction techniques and materials designed to mitigate hurricane damage. This was done by meeting with each contractor prior to construction to review, among other things, specific construction criteria. The need and basis for the requirements were discussed and payment was tied to adherence to the 2 Building codes do not explicitly propose details or guidelines for construction; rather, they set forth the criteria by which such details, specifications and guidelines are to be developed. Each designer then has the responsibility to develop the design standards and details in accordance with the code criteria. To assist construction and aid in risk reduction, the CDMP prepared a series of guidelines, including drawing details for use by designers that would satisfy the code criteria. These guidelines and drawings were intended for use in “small” residential and commercial construction, i.e., up to 2500 to 3000 square feet, depending on which country was to use the drawings and guidelines. In essence, these guidelines would apply to a structure approximately 50ft. by 60ft. on a side. In reality, if a structure is limited to about 60ft. in width, they would also apply, in most instances, regardless of length. Thus, the guidelines as developed by the CDMP are suitable for hurricane resistance as applied to the size of the structures in the schools program. Grenada and Jamaica Schools Final Report Page 9 requirements. During construction, PADCO inspected the work to determine conformance with the subcontract documents. If needed, PADCO reviewed the requirements with the subcontractor personnel and required that the work be brought into conformance with standards for hurricane damage mitigation. The Jamaica building industry is fairly knowledgeable regarding building for hurricane resistance. However, the CDMP recommendations are often for higher resistance than currently practiced in Jamaica. PADCO closely monitored its subcontractors to ensure that all identified standards, including the techniques and materials recommended by the CDMP, were utilized. Above: Drawing supplied to subcontractors demonstrating such hurricane mitigation construction techniques as hurricane straps and slope of roof. C.2 Collaborate closely with government ministries and USAID management team to establish program priorities PADCO sought close coordination with host government agencies, ministries, and the USAID management team in order to identify the priority projects for repair and reconstruction. In Grenada, PADCO met bi-weekly with the Ministry of Education. In Jamaica, PADCO met weekly with the Office for National Reconstruction (ONR) which coordinated the initiatives of other agencies, including the Jamaica Social Investment Fund (JSIF) and the Ministry of Education. PADCO also worked closely and regularly with USAID management teams in Grenada and Jamaica. By working closely with government counterparts and the USAID Management Team, PADCO was able to more precisely target assistance to educational facilities most in need. In Jamaica, PADCO developed a hierarchy to prioritize schools that would be selected for repairs or reconstruction. These included, in descending order: Grenada and Jamaica Schools Final Report Page 10 1. “Project” primary schools or teacher colleges. “Project” schools included those that were part of the Caribbean Centres of Excellence for Teacher Training (CETT), the New Horizons program, or the Transition programs. 2. Schools in targeted parishes. Targeted parishes included those most severely impacted by Hurricane Ivan. 3. Schools in non-targeted parishes. Within each tier of the hierarchy, the schools were prioritized as 1, 2, or 3 by the MoE (except for the first tier, in which all schools had a priority of “1”). Program funds were budgeted first for “first tier” schools, and remaining funds were used to repair schools in the second and third tiers according to their priority. Government and USAID counterparts were essential in determining which non-Project schools (schools not involved with the CETT, New Horizons, or Transition programs) had a higher priority and should be given earlier attention, and ensuring that the program aligned repair and resupply work with the priorities of the MoE. USAID and PADCO used information furnished by the ONR and MoE in Jamaica to develop the finalized list of 49 Phase II schools to be repaired and 52 to be resupplied by the project. In Grenada, the information provided by the MoE was used to finalize a list of 17 schools for repair and 25 to be resupplied by the project (see Attachments B & C for locations and lists of prioritized schools). C.3 Ensure project quality, sustainability, and timely delivery PADCO aimed to deliver quality construction of schools that were “built back better” than before Hurricane Ivan to ensure their sustainability. PADCO also sought to complete these schools as quickly as possible to ensure that classes could resume as quickly as possible. To achieve this, PADCO carried out the following activities: a) PADCO subcontracted to local building contractors who have technical capacity to repair damaged education facilities. To enhance the efficiency of the project, contractors were pre-qualified. In Grenada, PADCO developed a list of pre-qualified contractors based on their determined ability to perform and the complexity of works. In Jamaica, PADCO utilized the National Contracts Commission (NCC) registration category and grade as a means of qualifying subcontractors as being “responsible” (see attachment D for further description of this process). b) PADCO carried out quantity surveys and cost assessments. c) PADCO utilized scheduling tools such as MS Project and Primavera Project Planner to coordinate, schedule, and manage activities to help ensure timely delivery and to report to USAID and its partners on project progress. d) In an effort to protect against construction pitfalls and to help maintain schedules, PADCO required each subcontractor to propose a time and task schedule to demonstrate that the work could be completed as specified. PADCO periodically reviewed the progress with each subcontractor and determined if the work was being implemented as scheduled. If this was not the case, PADCO required remedial actions. Where PADCO determined that a subcontractor did not have the resources or ability to properly schedule the work, PADCO set up a series of meetings with the subcontractor to review progress and assist in the development of a better schedule. PADCO replaced subcontractors who consistently failed to perform according to schedule. Grenada and Jamaica Schools Final Report Page 11 e) Formal reporting of project activities was aimed at results achieved, i.e., the realization of project “indicators.” While this form of reporting was suitable for presenting progress towards overall targets, more information was needed to help PADCO, the Mission and the CTO better manage the project schedule and activities. To this end, PADCO developed a series of milestones to achieve in order to meet the goals of the projects. These included: • Master list of all schools developed • CETT and/or Project (New Horizon and Transition) schools visited and analyzed by engineer and quantity surveyor • Non-CETT, non-Project schools visited and analyzed by engineer and quantity surveyor • Priority list developed • Procurement Plan developed • Standard form of contract and tender documents developed • CETT/Project BoQ’s developed • Non-CETT/Project BoQ’s developed • CETT/Project Technical Specifications developed • Non-CETT/Project Technical Specifications developed • CETT/Project schools3 tendered • Non-CETT/Project schools tendered • CETT-Project schools awarded • Non-CETT-Project schools awarded • CETT/Project schools completed • Non-CETT/Project schools completed The milestones were reported weekly to USAID and used by PADCO to determine program progress. The milestone reporting was also used as a means of reporting program progress to USAID partners. C.4 Leverage resources and successes To quickly and efficiently realize the goals of the project, PADCO built on the successful launch of the Grenada Community Revitalization Phase I Task Order and the lessons learned from the schools damage assessment already conducted in Grenada. The Schools program was able to draw on established relationships with local implementing partners to quickly rebuild schools in Grenada. In Jamaica, PADCO leveraged resources for school resupply and equipment by collaborating with Food For The Poor (FFP), an American non-profit that seeks to improve the health, social, economic, and spiritual conditions of impoverished people in the Caribbean and Latin America. Under a Letter of Agreement between the PADCO and Food For The Poor, FFP agreed to contribute furniture to identified PADCO Project Schools and Phase I DevTech Schools, and as many non-Project Schools as transportation funding would allow. In return, PADCO/USAID agreed to pay for all shipping and transportation costs. 3 The Schools program tracked the tendering of CETT or (Caribbean) Centres of Excellence for Teacher Training and Project (New Horizon and Transition) Schools and the tendering of non-CETT and non-Project schools separately. Grenada and Jamaica Schools Final Report Page 12 Under this arrangement, PADCO was able to leverage the $47,156 that was spent on shipping and delivery of the FFP items into the supply of approximately $132,000 in commodities for 52 schools.4 Including shipping and handling costs, the total procurement value was approximately $179,000. C.5 Maximize the impact and reach of project funds for beneficiaries Once on the ground, PADCO was able to provide a more realistic assessment of actual conditions, needs, and resources available for this reconstruction program. PADCO split out the budget between Grenada and Jamaica activities and then examined and reworked the budgets in an effort to maximize funds available for project activities. PADCO also understood that the cost of interventions needed to be established early in order to maximize the reach and impact of available project funds. To develop cost vs. budget analyses as early as possible, PADCO developed construction cost estimates before the BoQs were complete. These early cost estimates were later adjusted as the BoQs were completed, and were further revised as projects were awarded. C.6 Measure Success PADCO developed indicators that measured the number of schools and number of students and teachers, disaggregated by gender, benefiting from the project (see Attachment A). Although the project is formally measured by these indicators, PADCO realized that success would include the informed consent and acceptance of intervention measures by USAID’s government partners (the “clients”) and by school officials (the end users). The intervention targets covered both repairs (construction) and resupply (equipment and furniture), and the allocation of limited funds to each target was accomplished through an assessment of priorities. PADCO also realized that measures taken under the project did in part support other long-term USAID educational objectives and programs by providing suitable educational facilities and equipment. As such, PADCO worked closely with USAID and the governments of Grenada and Jamaica to achieve an understanding and consensus in balancing the needs of construction with those of resupply, looking at both short-term and long-term objectives. C.7 Ensure project quality control and documentation PADCO established an aggressive construction monitoring program to help protect USAID’s investment. The program ensured that all works were in strict compliance with construction specifications and subcontract requirements. The progress of the monitoring program was fully documented through the use of forms that PADCO developed to show adherence, corrective actions, approvals, and other pertinent information. PADCO established a change order (variation) approval process to track and document all subcontract changes and modifications. PADCO also established procedures and documentation for coordinating with end-users (principals, administrative staff, etc.) to help plan for construction activities at each school, identify issues and concerns during construction, and gauge customer satisfaction. 4 The 52 schools included 7 PADCO Project (CETT, New Horizon, Transition) schools, 14 Phase I DevTech schools, 30 non-Project schools, and one additional, non-targeted school, Hillsbrook All Age. Grenada and Jamaica Schools Final Report Page 13 IV. Results Achieved RESULTS ACHIEVED—GRENADA A. Results Indicator Table—Grenada Result #1: Targeted CETT schools damaged by Hurricane Ivan restored to pre-hurricane or better conditions, are appropriately equipped, fully function as shelters (where applicable), are in compliance with building code and environmental/hurricane resistance standards, and are suitable for conducting classes. Result #1 Indicators Target Achieved A. No. of schools repaired 10 10 B. No. of teachers' colleges repaired 0 0 C. No. of students benefiting from school repairs—Female 1,506 1352 D. No. of students benefiting from school repairs—Male 1,686 1533 E. No. of teachers benefiting from school repairs—Female 122 122 F. No. of teachers benefiting from school repairs—Male 34 34 G. No. of schools that serve as shelters repaired 10 10 H. No. of schools resupplied and reequipped 10 10 Result #2: Targeted non-CETT schools damaged by Hurricane Ivan restored to pre-hurricane or better conditions, are appropriately equipped, fully function as shelters (where applicable), are in compliance with building code and environmental/hurricane resistance standards, and are suitable for conducting classes. Result #2 Indicators Target Achieved A. No. of schools repaired 7 7 B. No. of students benefiting from school repairs—Female 1,132 979 C. No. of students benefiting from school repairs—Male 612 458 D. No. of teachers benefiting from school repairs—Female 73 73 E. No. of teachers benefiting from school repaisr—Male 14 14 F. No. of schools that serve as shelters repaired 7 7 G. No. of schools resupplied and reequipped 15 15 B. Results by Program Activity—Grenada B.1 School repair—Grenada The Task Order indicated a repair target of 17 CETT schools, 1 community college, and 6 non- CETT schools, a total of 24 schools. Early in the project the number of CETT schools was reduced to 10 through coordination with the Ministry of Education and USAID. The costs to repair the community college were evaluated and found to be relatively high. The community college had received significant aid for several of the buildings from other donors, including Grenada and Jamaica Schools Final Report Page 14 USAID under the Grenada Community Revitalization Project. The Ministry of Education, USAID, and PADCO concurred that the project would be able to achieve a greater impact with available resources by focusing on primary schools with no other sources of aid. Photos: Happy Hill RC school—before (above) and after (below) repairs. After continued coordination with the Ministry of Education and USAID, the non-CETT school target was increased from 6 schools to 7, and the one community college was dropped. This resulted in an overall repair target of 17 schools. After award, project funds were reduced by $914,000 (a 10% reduction to the Grenada portion of the project) to fund an accelerated CETT program that would be implemented by another USAID contractor. A portion of these diverted funds were used by the CETT program to procure needed Grenada and Jamaica Schools Final Report Page 15 educational supplies and equipment. Hence the funds, although not available to PADCO for procurement of supplies and equipment, were still used for such procurement by USAID. PADCO and USAID were able to coordinate the efforts of the Schools Project and the Grenada and Jamaica Community Revitalization II Project to help maximize benefits in Grenada. Continued land ownership issues for the Community Revitalization II Project in Grenada resulted in a reallocation of funds, some of which were used to repair an additional 3 schools, selected through coordination with ARD and Ministry of Education. The PADCO Schools program provided the resources for the evaluation, design, tendering, and selection of the subcontractor while the PADCO Community Revitalization Project provided the construction monitoring and subcontracting funds. B.2 School resupply and reequip—Grenada PADCO was able to coordinate the resupply of 25 schools in Grenada. These schools included 17 repaired by the Schools Project, 6 repaired under the Grenada Community Revitalization and Grenada Community Revitalization II projects, and 2 additional schools not repaired by PADCO. To meet the resupply and reequip targets in Grenada, PADCO subcontracted to the Joint Board of Teacher Education (JBTE) to assess and provide costing information on the schools’ furniture and equipment needs. Under the subcontract, JBTE submitted a needs assessment and pricing list (see Attachment F). The information they submitted was later used in their follow-on bid to procure the commodities. JBTE’s follow-on bid to procure the furniture and equipment was above market and more expensive than the cost of procuring the goods in-house. Consequently, PADCO retracted the bid request, found more inexpensive suppliers, and executed the procurement with existing PADCO Schools staff. By supplying the goods in-house, PADCO was able to save the project around $64,000. B.3 Beneficiary targets The number of students who benefited from the Schools Project was slightly below the target. This reflects a post-Ivan decrease in enrollment by 614 students (about 12%) for schools repaired under the project. A combination of factors can explain this: • Population drift from rural to urban centers or off-island—the hurricane most severely impacted rural communities that relied on agriculture. These communities included many targeted by the repair program. In the case of major agricultural industries such as nutmeg, the effect is likely to be long term, as it takes about a decade to rebuild stock. As a result, people left rural areas to seek work; • Economic hardship as a result of the hurricane also meant not being able to afford uniforms, bus fares, and school supplies, thus delaying or preventing re-enrollment; • The Ministry of Education suggested that the disruption of lunch programs also could have affected enrollment (students affected were kept home to work); • Despite our best efforts, several schools did not have sufficient repairs completed in time for the 2005-2006 school year—parents felt that those schools with incomplete repairs were inadequate and enrolled their children elsewhere. Now that repairs are complete at all schools, enrollment figures are expected to rise in the 2006- 2007 school year, probably beyond pre-hurricane numbers. Grenada and Jamaica Schools Final Report Page 16 C. “Build Back Better” and Disaster Risk Reduction Implementation—Grenada PADCO incorporated into construction subcontracts and oversight the Task Order stipulation that the repaired structures meet the Grenada Building Code 1999 Edition (see also section III. C. Methodology, point C.1 and footnote 2). This was done by using design assistance for re-roofing drawn from “Grenada Guidelines for Re-roofing Small Buildings” prepared by the Government of Grenada. These guidelines are based in large part on the guidelines of the Caribbean Disaster Mitigation Project (CDMP)5 for small structures. The guidelines, in the form of drawings, are based on the Caribbean Uniform Building Code (CUBiC). The Grenada Building Code is itself based on CUBiC and incorporates CUBiC by reference. Hence, the “Grenada Guidelines for Re- roofing Small Buildings” is compliant with both the Grenada Building Code and with CUBiC. D. Exogenous Conditions and Events Affecting Implementation and their Impact— Grenada D.1 Hurricane Dennis, Hurricane Emily and other weather events Hurricane Emily had virtually no effect on the program. Had it been slightly stronger, the impact would likely have been significant. Unseasonably heavy rainfall in December 2005 and February 2006 also hindered the program, but PADCO’s constant pressure on its subcontractors minimized delays. D.2 Local capacity Local capacity with regard to skilled construction workers was very limited. Because of the relatively small dollar amounts associated with the repair subcontracts, it was difficult to get larger subcontractors interested in submitting proposals for works. As a result, high demand on the island as well as use of the subcontractors on the Community Revitalization II Project made it necessary to use already over-utilized subcontractors, thus increasing the time needed to complete works. D.3 Government influences that affected implementation In Grenada, local politics had little overall effect on the implementation of the program. At the national level, there were some difficulties developing a cooperative strategy in early stages of the program. As the Government of Grenada developed a better understanding of USAID assistance and implementation methods, it was able to better facilitate construction and other project activities. The Ministry of Education helped ease the port requirements for delivery of goods, which saved money and time. However, on the construction side, the Ministry of Education’s decision to have the Public Works Department sign off on finished buildings created delays, as that agency had not previously been involved. The issue was resolved by carrying out a number of extra tasks and works, none of which were of large significance. For example, PADCO installed bat screening at schools where bat populations were common. 5 The CDMP was a joint effort of the Organization of American States (OAS) and the US Agency for International Development (USAID), with the aim of establishing sustainable public/private disaster mitigation mechanisms that measurably lessen loss of life, reduce potential damage, and shorten the disaster recovery period. The project was executed from September 1993 to December 1999. Grenada and Jamaica Schools Final Report Page 17 D.4 Other factors that aided or impeded implementation A region-wide cement shortage delayed completion of the construction activity portion of the program by as much as two months. The Government of Grenada was helpful in securing cement once shipments arrived on the island. RESULTS ACHIEVED—JAMAICA E. Results Indicator Table—Jamaica Result #1: Targeted Project schools and community colleges (CETT, New Horizon, and Transition) damaged by Hurricane Ivan restored to pre-hurricane or better conditions, are appropriately equipped, fully function as shelters (where applicable), are in compliance with building code and environmental/hurricane resistance standards, and are suitable for conducting classes. Result # 1 Indicators Target Achieved A. No. of schools repaired 7* 7 B. No. of teachers' colleges repaired 2 2 C. No. of students benefiting from school repairs—Female 3548 3321 D. No. of students benefiting from school repairs—Male 2683 2456 E. No. of teachers benefiting from school repair—Female 232 232 F. No. of teachers benefiting from school repair—Male 59 59 G. No. of schools that serve as shelters 9 9 H. No. of schools and teachers’ colleges resupplied and 12 27** reequipped *In monthly reports, the figure for "No. of schools repaired" (formerly 9) included the 2 teachers' colleges. **Includes 15 Phase I Schools (14 received furniture and/or equipment through the JBTE subcontract and one, St. Mary’s, received a fence). Result #2: Targeted non-CETT schools damaged by Hurricane Ivan restored to pre-hurricane or better conditions, are appropriately equipped, fully function as shelters (where applicable), are in compliance with building code and environmental/hurricane resistance standards, and are suitable for conducting classes. Result #2 Indicators Target Achieved A. No. of schools repaired 40 40 B. No. of students benefiting from school repairs—Female 12,792 12,565 C. No. of students benefiting from school repairs—Male 13,031 12,804 D. No. of teachers benefiting from school repair—Female 747 747 E. No. of teachers benefiting from school repair—Male 117 117 F. No. of schools that serve as shelters required 40 40 G. No. of schools resupplied and reequipped 40 39* *This includes one non-targeted school, Hillsbrook All Age. Grenada and Jamaica Schools Final Report Page 18 F. Results by Program Activity—Jamaica F.1 Schools repair Photos: Ginger Ridge All Age School—before (above) and after (below) repairs. The Task Order indicated a target of 219 schools to be repaired. This figure, however was an early snapshot assessment of schools damaged, and did not consider the aid committed by the Office of Reconstruction (ONR), the Jamaica Social Investment Fund (JSIF), the Ministry of Education (MoE), and other donors. During mobilization it became apparent that the total number of primary schools and colleges to be repaired would be considerably less. Initial conversations Grenada and Jamaica Schools Final Report Page 19 with USAID, ONR, and the MoE indicated that the Government of Jamaica (GoJ) was providing rehabilitation or funds to damaged schools. In concert with the ONR, GoJ participating agencies, and USAID, PADCO was assigned primary schools that (1) had estimated damages exceeding J$600,000 (US$10,000) and (2) received no aid from other agencies coordinated by the ONR. This resulted in an initial total of 62 schools and colleges, which was then pared down to 49. Nine of these were “Project” schools (CETT, New Horizon, Transition) or teacher colleges and the remaining 40 were “non-Project” schools. For Jamaica, the Task Order made no distinction between Project schools and non-Project schools. It did, however, make a distinction between targeted parishes and non-targeted parishes, and USAID expressed its preference that certain Project schools receive priority. During mobilization PADCO contacted the U.S. Peace Corps to explore providing them an initial sub-grant for $25,000 for schools with minor repair needs (in the range of $500). This would have allowed about 40 schools to receive immediate repairs while the rest of the program was being formulated. However, as noted above, the GoJ had already funded minor damage corrective action through either repair or direct grants to the schools, and further coordination with the Peace Corps ceased. F.2 School resupply and reequip PADCO was able to coordinate the resupply of 65 Phase I and Phase II targeted schools and one non-targeted school in Jamaica, a total of 66 schools—14 more than the established target of 52. PADCO subcontracted to the Joint Board of Teacher Education (JBTE) and established a cooperative relationship with Food For The Poor (FFP) to assess and address the resupply and reequip needs of the Task Order schools in Jamaica. There were two changes to the deliverables supplied under this activity that were not reflected in the targets. First, PADCO, USAID, JBTE, and FFP collaborated to resupply and reequip an additional 14 schools beyond the identified 52 and provided a fence for a 15th school, St. Mary’s School (see Attachment F—Jamaica). These were schools repaired under Phase I by DevTech Systems, Inc, but for which funding was insufficient to resupply.6 After the additional schools had been identified for resupply, it was difficult to meet the resupply/reequip target because of a reprioritization in funding for this activity during the final budget realignment. At USAID’s request, PADCO removed $17,808 from the resupply and reequip budget. To offset the reduction, PADCO/USAID provided the schools with office furniture, equipment, and supplies from the program office that were no longer needed after close-out (see Attachment E—Jamaica). Some of the items were from the Schools Project, but many were generously provided by the Community Revitalization II Project, with the permission of its CTO. Eight “non-Project” schools, four “Project” schools, and one Phase I school (Sedgepond Basic) were resupplied with the inventory items. 6 For the fence at St. Mary’s School, PADCO/USAID provided $7398. For the 14 schools resupplied and reequipped, JBTE provided $30,000 of unused funds from its previous subcontract with DevTech, FFP contributed approximately $28,000 in materials, and PADCO/USAID supplied around $5,000 for shipping costs. The 14 schools were Linsted Primary, Fort George Primary, Trinity Primary, Tulloch Primary, Hazard Primary, Fergusson All Age, Mt. Airy All Age, Sedgepond Basic, Banks Basic, Longwood Basic, St. Thomas Church Basic, Victoria All Age, Norman Gardens Primary and Junior High, and Coffals Basic. For a further discussion of FFP’s contribution, please see section III C. Methodology, point C.4, above. Grenada and Jamaica Schools Final Report Page 20 F.3 Beneficiary targets Overall enrollment in the schools targeted for repair decreased slightly, by 908 students or 2.8%, resulting in a marginally lower number of students who immediately benefited from the renovated schools. One factor in this decline was concern from parents and guardians that the damaged schools were inadequate (a couple of schools had not completed renovation by the beginning of the school year). Some of these parents enrolled their children in schools less affected by the hurricane. However, based on evidence of increased enrollment at the schools renovated in time for the 2005-2006 school year, it is reasonable to expect that overall, enrollment in the schools repaired by the program will return to or exceed pre-hurricane levels now that all renovations are complete. G. “Build Back Better” and Disaster Risk Reduction Implementation—Jamaica As the PADCO Schools Project developed the construction standards and requirements behind the “build back better” approach, project staff researched the current situation in Jamaica regarding design and construction for hurricane resistance. The Government of Jamaica Information Service summarized the situation in a speech given by Noel daCosta, of the Jamaica Institute of Engineers (JIE): “Currently, Jamaica does not have an up-to-date Building Code. The present legal code, which dates back to1902, was updated in 1983 as a policy document and is therefore not enforceable. Additionally, a Caribbean Uniform Building Code (CUBiC) developed 19 years ago in 1985 has yet to be made a legal document and remains only a guideline. An informal survey by the Jamaica Institute of Engineers (JIE) polling Jamaican engineers and their use of CUBiC revealed that approximately 46% of engineers used this most recent policy guideline. The JIE added that another 30% of engineers did not know about CUBiC, while 24% knew of CUBiC but did not use it. Forty-three percent of those surveyed used foreign codes such as the British Standard, the American Concrete Institute, the Structural Engineers Association of California, and the American Society for Testing Material and the International Building Code (IBC), among others.”7 There being no formal or universally practiced building codes or guidelines in Jamaica, especially as applied to hurricane resistance, the Schools Project further researched the practices and guidelines elsewhere in the USAID Latin America and the Caribbean (LAC) region. For hurricane resistance guidance, the PADCO Schools Program used the guidelines and accompanying drawings and publications issued by the Caribbean Disaster Mitigation Project (CDMP). These CDMP guidelines and drawings were selected to be the basis for the “build back better” design and construction because: • They would allow the PADCO Schools Project to harmonize its efforts with other past and present USAID LAC efforts, demonstrating the efficacy of such projects and expanding their benefits; 7Completion of the National Building Code was scheduled for May 2005, but later moved back to December 2005. See http://jis.gov.jm/trans_works/html/20040305t090000- 0500_1916_jis_development_of_national_building_code_under_way.asp for full article. Grenada and Jamaica Schools Final Report Page 21 • The technology used is simple and incorporates time-tested construction techniques. The guidelines and drawings represent an easily understandable and readily applied construction approach that can be used to educate Jamaican contractors; and • The use of such guidelines would raise awareness of hurricane resistance considerations among the ministries and agencies and would help promote a higher consciousness of risk-reduction needs. As important elements of the “build back better” strategy, the guidelines and drawings represented a much improved approach over existing school buildings and were used where repairs and roof replacement were to occur on existing buildings. The MoE furnished design drawings for new structures when it was determined that replacement of roofs on existing structures was not cost-effective, e.g., if the structure was in poor shape. In order to better define the “build back better” concept, and to allocate expenditures to maximum benefit, PADCO developed the following prioritized ranking: (1) roofs, (2) electrical connections, (3) safety needs, (4) sanitary requirements, (5) windows, (6) doors and (7) paint and other aesthetics.8 With the permission and final approval of the CTO, PADCO worked with Wingerts technical staff to examine the needs at each school and determine spending for each priority. The spending decisions were based largely on whether the repairs would contribute to USAID’s overall investment in the structure and school. For example, if the walls of a building needed to be strengthened to properly support the roof and provide better hurricane resistance, and the cost was reasonable, the wall strengthening was included to protect the USAID investment. As another example, if repairs to windows and doors were needed to make the structure suitable for occupancy, repairs were done. Otherwise, investment in repairs to other parts of the structure would be wasted. After the spending priorities were set, PADCO’s recommendations were coordinated with the MoE and with the ONR for concurrence on the selected repairs. H. Exogenous Conditions and Events Affecting Implementation and their Impact— Jamaica H.1 Hurricane Dennis, Hurricane Emily, and other weather events Hurricanes Dennis and Emily brought significant rainfall to parts of Jamaica. These weather conditions had only minor effects, varying from parish to parish, and only a few days of weather- related delays were claimed by subcontractors. H.2 Local capacity Local capacity in Jamaica in terms of materials and labor, both skilled and unskilled, was sufficient to complete the works necessary. H.3 Other donors As discussed above, Food For The Poor was able to provide a significant amount of furniture and equipment to resupply schools. Their contribution is valued at approximately $132,000. 8 Items listed as 1, 2 and 3—roof, electrical connections, and safety, were all given equal weight in the project. Jamaica is fortunate in that the rural electrification program is quite effective and a priority over time is to electrify all schools. Therefore as a safety concern all electrical items in rebuilt roofs had to be addressed. In a country without a good electrical supply this item would take a lower priority below sanitation. It is recommended that the repairs priority list should be developed by country based on the root question used for this project: What makes this school usable? Grenada and Jamaica Schools Final Report Page 22 H.4 Government influences that affected implementation To implement the project, PADCO and USAID consulted mostly with upper-level government agencies, specifically, the Government of Jamaica (GoJ) and the Office of National Reconstruction (ONR). Consequently, the parish-level Ministry of Education building officers were less directly involved in the project, which streamlined the bureaucratic approval and consultation process. Had we operated under national and parish oversight—which is common— construction might have been significantly delayed. Delays were caused in cases where principals went through regular channels within the Ministry.9 Without continued recognition of disaster conditions on the part of Ministry, work could have come to a standstill. H.5 Other factors that aided or impeded implementation Despite the strict subcontractor requirements established by FAR and Jamaica’s National Contract Commission (NCC), some subcontractors that met the requirements were still unable to complete the works. This occurred once in the Schools Project, making it necessary to re-bid the remaining works and delaying completion of the school and the project, as a whole. For one school in particular, theft was a factor that impeded implementation of repairs. Major theft incidents and regular daily disappearances of building materials created delays and difficulties for the subcontractor. Some items, such as cement, were already in short supply and caused delays of more than six weeks at a time while replacements were found. In future projects and activities, a focus on increasing community participation and sense of ownership could help deter such on-site problems as persistent theft. 9 At one school, Bickersteth, the contractor lost a week because the building officer forbade the principal to take any action in relocating classes to the church property next door until he could find out if this was allowable. This was resolved by contact through the ONR, and the local office was encouraged to facilitate rather than prohibit the construction. It is notable that this delayed occurred even with (1) parental permission slips, (2) a letter from the church elders allowing the use, and (3) a safety inspection by the MoE office—all items requested by the local MoE office as the requirements to allow the move. Grenada and Jamaica Schools Final Report Page 23 V. Impact Analysis IMPACT ANALYSIS—GRENADA A. Social Impact—Grenada The greatest social impact of this program was enabling the timely return of children and teachers to their schools. Furthermore, since the schools were built to the highest hurricane standards, schools will now be able to provide their surrounding community with storm shelters, and school closings should be minimized in the event of future storms. B. Sector and Microeconomic Impact—Grenada B.1 Employment and incomes PADCO subcontracted 8 construction companies in the completion of this program. The companies employed a total of approximately 15 staff and workmen when full-time work was available. PADCO’s program management office also employed 11 staff over the course of this program. Those employed on these projects possess skill sets in the following areas: primary construction skills—carpentry, masonry, equipment operation, etc.; construction management; material, service, and equipment procurement; and office administration. While no official measures were taken, there was a general shortage of skilled construction workers in Grenada, and in some cases, workers came from neighboring islands to work on various construction projects. This shortfall was magnified by a surge in demand for construction and repair services by public and private sector clients throughout the island after Hurricane Ivan. This high demand and short supply of skills resources allowed some suppliers to demand higher rates. This enhanced the ability of the project to provide income generation opportunities for Grenadians. On average there were 12 people employed full-time per school and the construction lasted 60 days (10 weeks). With an average cost per construction worker of $48/day, the project provided 12,240 man days of labor, generating a conservative estimate of $587,520 in income. B.2 Vulnerability reduction—Grenada The Schools Project has contributed to vulnerability reduction in the following areas: • The capacity of shelters to house those temporarily displaced in storms has been improved; • Improved construction techniques and hurricane mitigation methods will reduce the potential damage to school buildings during future storms. This will lessen the likelihood of major disruptions to the school year and protect the physical assets of the schools. C. Improved Institutional Capacity of Partners and Stakeholders—Grenada PADCO was able to lend technical support in program management and construction supervision to a number of counterparts and subcontractors engaged in this program. In the case of government counterparts, PADCO ensured that USAID’s objective of incorporating disaster Grenada and Jamaica Schools Final Report Page 24 mitigation measures into the reconstruction agenda was achieved. By working with the subcontractors on a regular basis, PADCO was able to aid and instruct them in: • Planning works • Materials procurement methods • Hurricane mitigation techniques • Following improved building standards and codes • Quality control Overall, significant improvement in capacity will be most evident in project planning and contracts administration. D. Political Impact—Grenada A number of general observations can be made regarding the political impact of the Schools Program: 1. From USAID’s standpoint, communities in which schools were renovated, especially where the program was implemented quickly and efficiently, experienced an improved view of the U.S. Government and its aid programs. 2. From the GOG standpoint, the repair and reconstruction of schools under this program was utilized by counterpart agencies at the national local level to gain political capital. The attention given to the condition of school buildings by the host government and involved agencies increased their awareness to the general poor conditions of many schools throughout the country. 3. In general, by strengthening the ability of the Government of Grenada to respond effectively to the disaster—in this case, by stabilizing the physical institutions for the education sector—USAID/PADCO helped restore social stability after the Hurricane Ivan disaster. E. Future Impacts of Activities Undertaken—Grenada The projects completed under this program were “built back better” and will benefit the communities and students for many years to come, as institutions for education and shelters during future storm events. This program also helped increase the awareness of proper disaster mitigation building techniques and will contribute to better building practices by contractors and the community alike. More challenging to measure, but still important is the impact of this program on the socio-economic well being of students, teachers and their families served by the new and repaired schools. By quickly stabilizing Grenada’s education sector, this program mitigated the negative impact of a lost school year and invested in the long-term well-being of those in communities served by this program. IMPACT ANALYSIS—JAMAICA F. Social Impact—Jamaica The greatest social impact of this program was enabling the timely return of children and teachers to their schools. In many rural communities, the schools also serve as community centers that provide adult education programs and technical skills training. Since the schools were built to the Grenada and Jamaica Schools Final Report Page 25 highest hurricane standards, schools will now be able to provide their surrounding community with storm shelters, and school closings should be minimized in the event of future storms. G. Sector and Microeconomic Impact—Jamaica G.1 Employment and incomes (for beneficiaries, employees, trainees, private sector partners, etc.) The Schools Project increased employment for local tradesmen and vendors and reduced the need to layoff or relocate teachers from damaged schools. By improving facilities, it also enabled schools to raise income from renting school facilities out for functions. Most contractors tended to hire almost exclusively from local areas, bringing in senior tradesmen to supervise, if needed. The average number employed for each school repair (and therefore from each community) can be conservatively estimated at 10 workers for 8 weeks (for a total 23,520 man days during the project). The average salary was JA$1500/day (JA$1000 for laborer and JA$2000 for skilled craftsman)—or US$24.60/day. Across the Schools Repair Project, income generation for local construction workers could be estimated at US$578,592. One ancillary benefit is the retention of jobs for teachers. Some of the schools were facing reductions in classes and redistribution of students to other schools within their regions. Many teachers faced the possibility of redundancy without school repair and renovation. Another benefit is that since much of the work was done during summer months, the vendors who traditionally sell to the children at the gates of the school were able to extend their season by selling to the construction workers. Finally, many of the schools are now able to rent facilities for functions. This money tends to go back to the school for improvements—bettering both the facility and providing additional work for local tradesmen. G.2 Vulnerability reduction—Jamaica Every school repaired serves their respective communities as a storm shelter. Some locations— Ginger Ridge, Salt Marsh, Lower River and many more—were no longer tenable as shelters due to damage from the hurricane and long-term wear and tear from use as shelters. The addition of railings, upgrading of electrical systems and demolition of unused structures (not necessarily derelict from hurricane damage) were all part of the building back better approach, in which increased safety of the students was a primary goal. As with many developing countries, education can be seen as a luxury by the abject poor. The ability of schools to bounce back and service education provides a necessary stability that will encourage enrollment of students. Furthermore, if it were not for the schools and the schools’ existing meals program, many would keep their children at home to work for their meals rather than send them to school. H. Improved Institutional Capacity of Partners and Stakeholders—Jamaica The institutional capacity of the subcontracted construction firms was most notable in their increased: Grenada and Jamaica Schools Final Report Page 26 • Ability to prioritize and work with donors during the disaster response and revitalization process; • Understanding of hurricane mitigation construction; and • Awareness of administrative efficiency and inter-agency communication. For JBTE, a resupply partner, their role provided them with an opportunity to better understand USAID requirements. This knowledge should allow them to perform more effectively in other USAID and international agency programs. I. Political Impact—Jamaica The schools in Jamaica also serve as polling centers for elections. Restoring these schools helps to ensure their availability during elections. On the international side, very positive views of the U.S. were generated and expressed. Re- dedication ceremonies held for the schools focused on the contribution of USAID and the response to a need where none was seen coming from local sources. Additional impact was made through the willingness of USAID/PADCO to use local consultants. Most people were shocked to discover that so many project staff were not from the U.S. and appreciated that the U.S. embraced the skills available within Jamaica. J. Future Impacts of Activities Undertaken—Jamaica The projects completed under this program were “built back better” and will benefit the communities and students for many years to come, both as institutions for education and shelters during future storm events. The hurricane mitigation techniques and better overall construction standards introduced by the project have a greater chance of being repeated in and around the communities benefiting from the repaired schools. More challenging to measure, but still important is the impact of this program on the socio- economic well being of students, teachers and their families served by the new and repaired schools. By quickly repairing and reconstructing Jamaica’s impacted schools, this program mitigated the negative impact of a lost school year and invested in the long-term well-being of those in communities served by this program. Grenada and Jamaica Schools Final Report Page 27 VI. Financial Summary of the Program A. By Activity A.1 Grenada Activity No. of Schools Cost Repair of CETT Schools 10 $3,248,684 Repair of non-CETT Schools 7 $1,570,103 Resupply of Equipment & Furniture 25 $486,119 Total Intervention Funds $5,304,906 A.2 Jamaica Activity No. of Schools Cost Repair of Project Community Colleges 2 $123,251 (CETT, New Horizon and Transition) Repair of Project Schools (CETT, New 7 $548,344 Horizon, and Transition) Repair of non-Project (non-CETT, New 40 $1,305,808 Horizon, Transition) Schools Resupply of Equipment & Furniture 66 (65 target) $281,341 Total Intervention Funds $2,258,744 B. By Category of Partner B.1 Grenada Category of Partner Type of Support Cost AE/Quantity Surveyor Engineering Support and $74,400 Construction Quantities Estimates Subcontractor, Construction Schools Repair and Reconstruction $4,744,387 Subcontractor, Materials & School Equipment and Furniture $486,119 Commodities Estimation Procurement Total Intervention Funds $5,304,906 B.2 Jamaica Category of Partner Type of Support Cost AE/Quantity Surveyor Engineering Support and $70,388 Construction Quantities Estimates Subcontractor, Construction Schools Repair and Reconstruction $1,907,015 Subcontractor, Materials & School Equipment and Furniture $281,341 Commodities Estimation Procurement Total Intervention Funds $2,258,744 Grenada and Jamaica Schools Final Report Page 28 VII. Lessons Learned A. Contractor Implementation Strategy A.1 Program design and approach: issues and lessons learned a) Cost vs. budget analyses were done as early as possible: PADCO developed construction cost estimates well before the Bills of Quantity were complete and adjusted them as the project progressed. This allowed PADCO, USAID, and the MoE and ONR to make informed decisions about how to “build back better” and balance the needs of structure repair versus those of resupply and re-equip. b) Accelerating the construction program: USAID and PADCO accelerated the program for completion of structural repairs in Jamaica and, where possible, in Grenada. As a result, the majority of targeted schools were completed by the beginning of the 2005-2006 School Year (September 1), four months before the original project completion date. This minimized disruption to teachers and students. c) Managing expectations for completion: Getting the schools up and running in a post- disaster setting underlined the need to manage expectations for completion. The focus on speed meant that the standards of finish had to be balanced against the need to finish quickly. d) Leveraging other donor resources: PADCO involved the NGO Food For The Poor (FFP) to help reequip and resupply schools in Jamaica. FFP donated a large amount of school equipment and furniture, and in exchange PADCO/USAID paid associated shipping costs. This enabled the project to leverage the funds spent on shipping into a procurement valued at many times the shipping cost. A.2 Program management issues and lessons learned by component or sector a) The differences between the USAID/American and British quantity surveyors system (in place in Grenada and Jamaica) required resolution through a careful review of quantity surveyor estimates. While reviews occurred, they were often inadequate. Consequently, inappropriate materials were used in construction and required replacement. This suggests an important lesson learned: the terms of reference for quantity surveyors should be clear and specific. Some questions to focus on would include: (1) what are the quantity surveyors expected to do; (2) what is their liability in the case of errors; (3) what is their availability during construction in case of queries on their work; and (4) how will re- measurement of the work at the end of construction be resolved. b) The differences in the quantity surveyor systems also exacerbated existing weaknesses in local quantity surveyor expertise. This required additional monitoring and instruction by expatriate technical assistance. c) PADCO was generally impressed with the Jamaica National Contracts Commission (NCC) database in terms of its usefulness in selecting and screening subcontractors. However, several potential subcontractors who passed both the NCC and FAR tests still turned out to be “lemons.” This suggests a need for reexamining the criteria for the selection of (re)construction contractors. For example, more emphasis should be placed on technical and staffing qualifications. In Grenada, where no such body as the NCC exists, it is even more critical to incorporate contractor selection criteria based on technical and staffing qualifications. Grenada and Jamaica Schools Final Report Page 29 d) Most construction contractors are not aware of their country’s construction standards, and there is typically no agency, at least with sufficient capacity, to monitor quality or perform inspections. This increases the need for clear and simple criteria set out in the RFPs and schematics to ensure that construction contractors understand the work requested and thus are able to bid appropriately. e) Insufficient attention to detail on the part of several subcontractors required multiple close-out inspections, resulting in increased costs and wasted staff time. To prevent this in the future, consider including in all subcontracts a clause (perhaps associated with liquidated damages) that insists on only one close-out inspection. f) Regarding the acceleration of the program, PADCO adjusted its efforts and expenditures upwards through September and demobilized much of the staff and program once most schools were operational. While the intention was to save money on the project, in reality materials shortages and slow-moving subcontractors required the same level of attention, in order to see through the completion of all schools. The eagerness on all sides to complete the project quickly and under budget should have been tempered by the reality that both islands were still functioning under disaster recovery conditions and normally small problems were bound to be magnified. Where it is possible to accelerate such programs in the future, a more conservative or cautious draw-down in project staffing and oversight is recommended. A.3 Financial issues and lessons learned As noted in A.2 (f) directly above, the reduction of staff turned out to be somewhat early. While intended to save money, it ended up costing slightly more, as it was necessary to re-mobilize staff to follow up on new or lingering problems. Keeping original staff on for a longer period would have cost more in the short run, but may have allowed some problems to be dealt with early on, saved remobilization costs, and reduced the need for extended periods of short-term technical assistance. A.4 Other lessons learned that could benefit similar programs in the future a) Where feasible, consider using host country contracts (HCC) and cooperative agreements with local NGOs for emergency response projects. This approach could help overcome challenges in conducting timely, reasonably accurate damage assessments—a critical ingredient for project design and scopes of work. It could also help build local capacity for conducting emergency response assessments. Naturally though, contractors engaged in the program implementation phase will still need to reassess preliminary damage estimates and prepare more detailed bill of quantities prior to commencing their work. b) Consider development of a USAID “tool kit” to assist Missions with rapid mobilization after a disaster. Putting together standard pre-defined deliverables rather than generally stated deliverables—such as uniform construction reporting documents and systems, uniform activity tracking systems, minimum design standards, etc.—could conceivably be done in advance of a disaster. Another method that would be less standardized, yet still effective, would be to require contractors to present early on a report on the system to be used for their disaster response/recovery program. This could include such things as: i. Provide a simple construction manual that will set forth guidelines and requirements for work under the Contract; ii. Provide tools for activity tracking and monitoring; Grenada and Jamaica Schools Final Report Page 30 iii. Outline the requirements to prepare procurement procedures for subcontracting in accordance with the Federal Acquisition Regulations (FAR) and USAID Acquisition Regulations (AIDAR) and submit it to USAID for approval; iv. Define the monitoring required; v. Ensure that all construction has a minimum one-year warranty or “defects liability period,” and that this warranty is supported by and is the responsibility of the Contractor or any subcontractor. This requirement should be clearly defined in the Task Order. A bank guarantee (10% of the value of works), if possible, is to be kept to ensure that warranty activities will be performed when requested. In accordance with procedures approved by USAID, the turnover of completed projects to the proper authorities will be with the appropriate one-year warranty. Procedures should also be developed for construction activities and invoicing during the warranty period. vi. Requirements to evaluate, administer, and present recommendations on all requests for variation orders to USAID for approval. A variation order policy established by USAID and the Contractor will clearly define procedures and the approval process for both parties. c) Consider establishing a USAID “Disaster Response IQC” to facilitate mission-level planning and implementation efforts. Consider a hybrid procurement system for immediate use. d) Consider a USAID strategic planning initiative aimed at developing procedures specifically for disaster response. e) Consider developing a country-based, mission-specific disaster response plan that goes beyond the traditional USAID disaster response plan, which tends to be more administrative than development-oriented. Such a plan would include pre-determined procurement modes and a clear set of plans for transitioning the Mission into disaster response mode. Plans could include instructions for phasing in and out the “crisis modifier clause”—language that would be incorporated in all new long-term contracts and grants. f) Consider pre-determining a priority ranking for post-disaster construction interventions to better define “build back better.” Because the concept was loosely defined, there was some inconsistency in the amount of work done on individual facilities. This will help contractors quickly target approved interventions and may also help realize the desired impact of limited budget resources. As mentioned earlier, the PADCO Schools project used the following prioritized ranking: (1) roofs, (2) electrical connections, (3) structural and safety needs (these three were essentially all given equal priority), (4) sanitary requirements, (5) windows, (6) doors and (7) paint and other aesthetics. Another possible ranking method would be (1) hurricane mitigation measures (mandatory); (2) structural issues, whether hurricane-related or not (mandatory); (3) services—electrical, sanitary facilities, etc (negotiable); (4) fittings—windows, doors, etc. (negotiable, but where hurricane-damaged, replace); (5) painting—perhaps mandatory because of the impact it has on the morale of the students and teachers—at a minimum, provide paint to the schools so they can do the work themselves. Naturally, rankings in both cases will vary by country depending on the general state of infrastructure. Grenada and Jamaica Schools Final Report Page 31 g) Consider pre-determining which set of construction standards future USAID rehabilitation work should embrace, rather than leaving this up to individual prime contractors to determine, particularly in countries with outdated or insufficient standards. A good place to start is the enhanced Caribbean Unified Building Code (CUBiC), which is a product of the Caribbean Disaster Mitigation Project (see footnote 5). When pre- determining a set of construction standards and a set of building code criteria, it will be crucial to review the applicable standards and codes of each country and, if the assisted country has a higher standard or code, use it. A pre-determined set of construction standards can better guarantee consistent and quality work as well as help avoid conflict between regional and local standards and/or codes where they exist. h) Consider structuring public information and outreach activities to help alert specific communities (not just the national press) about pending USAID-funded works. This may help ease the start-up burden of the prime and subcontractors and may even help to mobilize community engagement in preventing crime and extortion by local gang members. B. Local Political Influence In Grenada, local politics had little overall effect on the implementation of the project. For further discussion, please see Section IV, D3. It is important to quickly overcome bureaucratic bottlenecks and obstacles when trying to respond quickly in disaster recovery programs. As mentioned earlier, the project in Jamaica experienced some delays as a result of local political and bureaucratic processes. The Government of Jamaica was able to step in and clear some of the red tape. This was facilitated by ensuring that all levels of the host government had a clear understanding of USAID’s implementation strategies and methods for “fast tracking” project activities. C. Role of ARD and ONR ONR’s participation was essential to this programs rapid progress and meeting the needs of the Government of Jamaica. Some of the ONR’s specific key roles included: • Acting as a central coordinator/facilitator between all agencies participating in schools repair; • Working with PADCO to rapidly develop a list of target schools, address coordination problems, and address security issues at construction sites; • Providing much-needed resources to help with the quantity surveying effort, allowing the tendering to maintain its schedule; and • Through its procurement program, ensuring the availability of critical materials at a reasonable cost. The ONR approach should be used as a model for developing similar agencies in other countries as part of a risk management program. Grenada and Jamaica Schools Final Report Page 32 D. USAID Management D.1 Field-level monitoring role assigned to the independent contractor (Wingerts Consulting) The approach followed by the independent contractor (IC), Wingerts Consulting, to provide engineering oversight was most effective in Jamaica. The IC approach in Jamaica followed the scope of work established by section A.7 (Technical Directions) of the Task Order by providing: a) Periodic review of milestones to assess progress and to enhance early identification of program scheduling and other problems; b) Periodic review and monitoring of construction progress and procedures, reporting to the CTO on non-compliance and other critical issues, and making recommendations to the CTO for corrective action, etc.; c) Review of subcontract consent to award packages (for submittal to the RCO) in line with that of an experienced CTO, such as review and concurrence on full and open competition, subcontractor selection practices, type of contracting mechanism required by the RCO and adherence to such, adequate documentation of all required procedures, etc.; d) Review of designs and subcontract documents for compliance with the intent of “building-back-better;” e) Review of variations and changes to the original subcontract documents, and concurrence with regard to necessity, adequacy, appropriateness, and documentation of time and cost modifications.10 The IC served as an extension of the CTO by providing the technical knowledge and expertise a CTO would need with regard to infrastructure project development (e.g., cost-estimating, design development, contract document preparation, construction monitoring, etc.) and with regard to procurement of construction works and services under FAR (e.g., tendering, full and open competition, subcontractor selection, documentation and reporting, etc.). Where both the IC and PADCO adhered to these roles and cooperated closely on these responsibilities, the field level monitoring was an effective, value-added factor to quality assurance throughout the program. PADCO recommends that the Jamaica model be recognized as a USAID success story and used to develop and formulate similar IC roles and responsibilities for other USAID programs. D.2 Environmental monitoring No major environmental issues were expected or experienced. The environmental monitoring was more than adequate to address the relatively minor items that arose. The use of programmatic EA Checklists greatly reduced the necessary paperwork. 10 It is important to realize that the review and concurrence by a CTO (or through the IC) of items (a) through (e) in no way places any design or engineering liability or responsibility on the CTO or USAID. Such review is for the administrative items required by USAID by FAR, and by the contracting Officer, and any such reviews should not be limited or restricted by the IC. Grenada and Jamaica Schools Final Report Page 33 D.3 Oversight and management role of the USAID Cognizant Technical Officer (CTO) and Contracting Officer (CO) The CTO on the PADCO Schools Project exhibited a superior level of hands-on monitoring and oversight and an ability to balance between USAID’s responsibilities and PADCO’s responsibilities. Experience has shown that a CTO with a hands-on approach will ultimately prove better in helping a contractor succeed than one who takes a hands-off approach. A CTO that takes an active, hands-on role in project management allows for a better understanding of the issues, better assistance to a contractor with logistics, and a better ability to identify and resolve problems quickly. The CTO on this program played a large part in the success of the project. The CTO took an early interest in PADCO’s development of realistic budgets and schedules and demonstrated to the Mission how these were to be maintained. The CTO established reporting procedures not only for reports submitted to USAID but also for those submitted to USAID partners. The CTO’s active interest in understanding the project issues and problems (both potential and real) allowed her to offer CTO assistance in a way that best facilitated progress of the program. The CO, through the Mission contracts and acquisitions staff, provided early information and assistance on critical procurement issues. This aided PADCO in better understanding the CO’s requirements. The Mission contracting staff continued to provide timely and detailed information and assistance throughout the program. They offered guidance not only on deficiencies in submittals, but took the time to offer suggestions and to review work-in-progress, which helped PADCO maintain project schedules. D.4 Role of the U.S. Embassy The U.S. Embassy in Barbados and Consulate in Grenada took an interest in the success of the project, attending meetings with USAID partners and maintaining an awareness of the project. Ambassador Kramer met with PADCO staff early in the project to achieve a more comprehensive understanding of how PADCO was implementing the project. Ambassador Kramer was also key in helping build a close working relationship between the Government of Grenada and USAID implementing partners. Grenada and Jamaica Schools Final Report Page 34 VIII. Final Conclusions and Comments The Grenada and Jamaica education sectors gained a strong measure of stabilization from the Grenada and Jamaica Schools Repair and Resupply Project. PADCO worked effectively with USAID and the host country governments to prioritize and allocate funds to reach the neediest schools—those hit worst by the hurricane and not yet aided by other national or international programs. This program achieved impressive results in Grenada and Jamaica: Grenada and Jamaica Result Indicators Total Achieved No. of schools repaired 64 No. of teachers' colleges repaired 2 No. of students benefiting from school repairs 35,468 No. of teachers benefiting from school repair 1398 No. of schools that serve as shelters 66 No. of schools and teachers’ colleges resupplied and 11 reequipped 91 The program also achieved many important intangible results. The program incorporated new and improved hurricane-resistant building techniques into school construction and laid the ground- work for continuing these advances into future projects. By holding the school repair subcontractors to robust construction standards, the project strengthened the knowledge- and skill-base of the construction sector, increased community awareness of hurricane resistant methods, and raised local and national construction standards. Taken together, these changes benefit not only the students, teachers, and communities associated with the schools repaired under this program, but also those who may need their schools repaired in the future. By quickly rebuilding and repairing Grenada and Jamaica’s schools, this program also enabled the timely return of children and teachers to their schools. This will have important socio- economic benefits for the teachers, families, and communities served by these schools well into the future. The projects completed under this program, and the lessons learned by all implementing partners, will benefit the communities and students for many years to come, as institutions for education and shelters during future storm events. 11 Includes Hillsbrook All Age, a non-targeted school. Grenada and Jamaica Schools Final Report Page 35 Attachments Grenada and Jamaica Schools Final Report Page 36 Attachment A—Final Performance Indicators Spreadsheets - Grenada USAID's Hurricane Ivan Recovery Program - Grenada IR 3 IR3: Educational capacity in target schools restored. CTO: Sonjai Reynolds-Cooper, PhD (OGD - SO3/ SO4) Implementer: PADCO Result #1: Targeted CETT schools and community college damaged by Hurricane Ivan restored to pre-hurricane or better conditions, are appropriately equipped, fully function as shelters (where applicable), are in compliance withbuilding code and environmental/hurricane resistance standards, and are suitable for conducting classes. Indicators Target Achieved to Date A. No. of schools repaired 10 10 B. No. of teachers' colleges repaired 0 0 C. No. of students benefiting from school repairs - Female 1,506 1352 D. No. of students benefiting from school repairs - Male 1,686 1533 E. No. of teachers benefiting from school repair - Female 122 122 F. No. of teachers benefiting from school repair - Male 34 34 G. No. of schools that serve as shelters repaired 10 10 Activity Subcontractors Funding Amount Spent* Location Status/Issues Results to Date Sampson Construction, Arnwil Limited, Parishes of St. George, St. Andrew, St. Complete Complete Collaborative Designs and Consultancy David, St.Mark, St. Patrick, and St. John Repair Schools Grouping Co. Ltd, Rickie Frank Construction, $3,248,683.92 3,248,683.92 plus Petite Martinique Javin Caton, Arnwil Ltd. Parishes of St. George, St. Andrew, St. Complete Complete David, St.Mark, St. Patrick, and St. John plus Petite Martinique Equip Schools JBTE (assessment), Advanced Moulds (furniture) 86,668.51 86,668.51 Complete Complete Furnish Schools JBTE (assessment), Advanced Moulds Parishes of St. George, St. Andrew, St. (furniture) 138,099.32 $138,099.32 David, St.Mark, St. Patrick, and St. John plus Petite Martinique Sub Total $3,473,451.75 $ 3,473,451.75 *encumbered Page 39 Attachment A—Final Performance Indicators Spreadsheets - Grenada Result #2: Targeted non-CETT schools damaged by Hurricane Ivan restored to pre-hurricane or better conditions, are appropriately equipped, fully function as shelters (where applicable), are in compliance with building code and environmental/hurricane resistance standards, and are suitable for conducting classes.environmental/hurricane resistance Indicators Target Achieved to Date A. No. of schools repaired** 7 7 B. No. of students benefiting from school repairs - Female 1,132 979 C. No. of students benefiting from school repairs - Male 612 458 D. No. of teachers benefiting from school repair - Female 73 73 E. No. of teachers benefiting from school repair - Male 14 14 F. No. of schools that serve as shelters repaired 7 7 **An additional 8 schools were resupplied and reequipped, a total of 15 non-CETT schools. Activity Subcontractors Funding Amount Spent* Location Status/Issues Results to Date Sampson Construction, Collaborative Designs Parishes of St. George, St. Andrew, St. Complete Complete and Consultancy Grouping Co. Ltd, Arnwil Patrick, and St. John plus Carriacou Repair Schools Ltd., Ian De Labastide & Associates, P and D, $ 1,570,103.47 $ 1,570,103.47 L.A.J. Barry Complete Complete Equip Schools JBTE (assessment), Advanced Moulds (furniture) $ 89,863.69 $ 89,863.69 Parishes of St. George, St. Andrew, St. Patrick, and St. John plus Carriacou Complete Complete Furnish Schools JBTE (assessment), Advanced Moulds $ 171,487.18 $171,487.18 Parishes of St. George, St. Andrew, St. (furniture) Patrick, and St. John plus Carriacou Sub Total $ 1,831,454.34 $ 1,831,454.34 *encumbered Note: All prices are noted in US$. Page 40 Attachment A—Final Performance Indicators Spreadsheets - Jamaica USAID's Hurricane Ivan Reconstruction Program - Jamaica IR 3 IR3: Educational capacity in target schools restored (Target schools repaired and resupplied) CTO: Sonjai Reynolds-Cooper (OGD - SO3/ SO4) Implementer: PADCO Result #1:Targeted Project (primary) schools and teachers’ colleges damaged by Hurricane Ivan restored to pre-hurricane or better conditions, are appropriately equipped, fully function as shelters (where applicable), are in compliance with building codes. Indicators Target Achieved to Date A. No. of schools repaired 7 7* 2 2* B. No. of teachers' colleges repaired C. 3548 3321 No. of students benefiting from school repairs - Female D. 2683 2456 No. of students benefiting from school repairs - Male E. 232 232 No. of teachers benefiting from school repair - Female F. 59 59 No. of teachers benefiting from school repair - Male G. 9 9 No. of schools that serve as shelters *9 Phase II Project schools and 3 teachers' colleges resupplied/reequipped; 15 Phase I schools resupplied/reequipped. In previous monthly reports, the figure (9) for "No. of schools repaired" included the 2 teachers' colleges. Activity Subcontractor Funding** Amount Spent** Location Status/Issues Results to Date Donaldson Enterprises, M and C The parishes of St. Complete Complete Construction, ASB Construction, W. A James, Trelawny, St. Reid Construction, Bajad Construction, Elizabeth, Island Woods, W. A Reid Construction, Westmoreland Repair Schools Peat Building and repairs $671,595 $671,595 The parishes of St. Complete; includes fence for St. Complete James, Trelawny, St. Mary's (Phase I school) Elizabeth, Equip Schools Food for the Poor (Letter of Agreement), $195,050 $195,050 WestmorelandJBTE The parishes of St. Complete; includes Phase I schools Complete James, Trelawny, St. Elizabeth, Furnish schools Food for the Poor (Letter of Agreement), JBTE $30,176 $30,176 Westmoreland Sub Total $896,821 $896,821 **direct benefits Page 41 Attachment A—Final Performance Indicators Spreadsheets - Jamaica USAID's Hurricane Ivan Reconstruction Program - Jamaica IR 3 IR3: Educational capacity in target schools restored (Target schools repaired and resupplied) CTO: Sonjai Reynolds-Cooper (OGD - SO3/ SO4) Implementer: PADCO Result #2: Targeted non- Project (primary) schools damaged by Hurricane Ivan restored to pre-hurricane or better conditions, are in compliance with building code and hurricane resistance standards, are suitable for providing conducting classes, and fully function as shelters, where applicable Indicators Target Achieved to Date 40 40*** A. No. of schools repaired B. 12,792 12565 No. of students benefiting from school repairs - Female C. 13031 12804 No. of students benefiting from school repairs - Male D. 747 747 No. of teachers benefiting from school repair - Female E. 117 117 No. of teachers benefiting from school repair - Male F. 40 40 No. of schools that serve as shelters ***39 Schools reequiped/resupplied - 38 Phase II non-Project schools and 1 additional school (Hillsbrook) Activity Subcontractor Funding** Amount Spent** Location Status/Issues Results to Date Artrog, M and C Construction, ASB The parishes of St. Complete Complete Construction, Modern Waterproofing, James, Trelawny, St. Mega- B, Bisasor, Al-Frasure Structures Elizabeth, Repair Schools $1,305,808.30 $1,305,808.30 Westmoreland, Clarendon, St. Andrew, St Catherine, St. Mary Equip Schools $0.00 $0.00 The parishes of St. Complete Complete James, Trelawny, St. Elizabeth, Furnish schools Food for the Poor (Letter of Agreement), JBTE $56,114.60 $56,114.60 Westmoreland, Clarendon, St. Andrew, St Catherine, St. Mary Sub Total $1,361,923 $1,361,923 **direct benefits TOTAL $2,258,744 $2,258,744 Page 42 Attachment B—Maps of Project Locations - Grenada Page 43 Attachment B—Maps of Project Locations - Jamaica Page 44 Attachment C—Needs Assessments - Grenada GRENADA List of Prioritized Schools Name of Schools Parish Students and teachers No 1 x x yes 1 Grand Anse Roman Catholic St. George's 200 185 385 3 15 18 2 x no 1 St. Micheals Roman Catholic St. Andrews 83 80 163 1 8 9 2 x yes 1 St. Andrews Methodist St. Andrews 388 390 778 6 24 30 2 x yes 1 Happy Hill Roman Catholic St. George's 211 140 351 5 14 19 2 x yes 1 Bonair Government St.Marks 256 209 465 7 14 21 2 x yes 1 River Sallee Government St. Patricks 158 102 260 7 8 15 Petite 3 x yes 1 St. Thomas Aquinas Roman Catholic Martinique 67 73 140 2 5 7 4 x yes 1 St. Andrews School for Special Ed. St. Andrews 33 18 51 1 5 6 5 x yes 2 Florida Government St. Johns 75 94 169 2 11 13 6 yes 3 St. Louis Roman Catholic Girls St, George's 650 650 1 21 22 7 TC no 1 Chantimelle Roman Catholic St. Patricks 52 58 110 1 5 6 8 yes xx Dover Government Carriacou 86 76 162 1 6 7 8 yes xx Harvey Vale Government Carriacou 65 53 118 1 5 6 9 x yes 2 St.Dominics Roman Catholic St. David's 165 161 326 1 16 17 10 x yes 1 St. Johns Anglican School St. Johns 261 212 473 6 19 25 10 yes 1 Grand Roy Government St. Johns 109 71 180 3 12 15 Happy Hill Roman Catholic (Same 11 x x yes 1 school as above) St. George's 0 0 11 x yes 1 Mt. Moritz Anglican St. George's 83 72 155 0 7 7 Florida Government (Same school as 12 x 3 above) St. Johns 0 0 yes 2 0 0 G Total M F Total % aver. repair's completion 4936 48 195 243 CETT Non-CETT Page 45 Bid Package CETT Program New Horizon School Used as Shelter Priority School Male Students Female Students Total Students Male Teachers Female teachers Total teachers Attachment C—Needs Assessments - Jamaica JAMAICA List of Prioritized Schools Name of Schools Parish Students and teachers No PS/NPS 1 PS 7017 x yes 1 Rio Bueno All Age Trelawny 43 44 87 2 3 5 1 PS 8001 x no 1 Adelphi All Age St James 91 71 162 2 4 6 2 NPS 3009 yes 1 Dalvey Primary St Thomas 50 56 106 1 4 5 2 NPS 3011 yes 1 Font Hill Primary St Thomas 59 56 115 1 4 5 2 NPS 3022 yes 1 Old Pera Primary St Thomas 26 27 53 0 4 4 3 NPS 13007 yes 1 Brandon Hill All Age Clarendon 219 181 400 8 12 20 3 NPS 13036 yes 1 Mocho Primary & Infant Clarendon 147 165 312 3 6 9 4 PS 8011 x yes 1 Goodwill All Age St James 120 90 210 1 9 10 4 NPS 11020 yes 2 Crawford Primary St Elisabeth 104 101 205 0 7 7 4 NPS 14014 yes 3 Garden Hill All Age St Catherine 100 90 190 2 5 7 5 PS 11990 TC no 1 Bethleem Moravian Teacher's College St Elisabeth 136 761 897 16 46 62 6 NPS 3018 yes xx Minto All Age St Thomas 26 49 75 0 5 5 6 NPS 3030 yes xx Thornton Primary St Thomas 44 38 82 2 2 4 6 NPS 3045 yes 2 Penlyne Castel All Age St Thomas 51 29 80 2 3 5 7 PS 7015 x yes 1 Lowe River Primary and Junior High Trelawny 645 458 1103 3 31 34 7 NPS 12056 yes 1 Waterloo All Age Manchester 26 30 56 1 3 4 8 PS 8004 x yes 1 Bickersteth Primary and Infant St James 310 270 580 2 14 16 8 PS 8900 x yes 1 Sam Sharpe Teacher's College St James 63 467 530 8 44 52 9 NPS 13005 3 Arthur's Seat Primary Clarendon 61 65 126 1 5 6 9 NPS 13045 yes 2 Pleasant Valley All Age Clarendon 62 30 92 0 3 3 9 NPS 13105 yes 3 Simon All Age & Infant Clarendon 55 65 120 1 5 6 10 NPS 1027 yes St Georges Girls Primary & Infant Kingston 0 825 825 0 23 23 10 NPS 2022 yes 1 Jacks Hill All Age & Infant St Andrew 43 34 77 1 4 5 10 NPS 2023 yes 2 Jones Town Primary St Andrew 332 285 617 1 16 17 10 NPS 2256 no 3 Duhaney Park Primary St Andrew 1054 1035 2089 8 61 69 10 NPS 2259 yes 3 St Judes Primary St Andrew 692 727 1419 2 36 38 11 NPS 14003 yes 2 Bermaddy Primary St Catherine 142 162 304 0 9 9 11 NPS 14046 yes 1 Point Hill PJH St Catherine 478 485 963 5 13 18 12 NPS 2011 no 3 Content Gap All Age St Andrew 68 44 112 0 6 6 12 NPS 2051 no 1 Woodford All Age St Andrew 62 44 106 1 3 4 13 PS 10014 x yes 1 Cornwall Mountain All Age Westmoreland 181 124 305 2 6 8 14 PS 7018 x yes 1 Salt Marsh Trelawny 144 152 296 0 9 9 15 NPS 13014 yes 2 Elgin Primary Clarendon 37 39 76 1 4 5 15 NPS 13059 yes 2 Staceyville All Age Clarendon 210 144 354 4 11 15 15 NPS 14015 yes 3 Ginger Ridge All Age St Catherine 125 118 243 3 7 10 15 NPS 14062 yes 3 Top Hill All Age St Catherine 67 60 127 1 4 5 16 NPS 1008 yes Calabar Infant & PJH Kingston 906 699 1605 6 39 45 16 NPS 2033 no 1 Hope Valley Experimental St Andrew 482 522 1004 4 38 42 16 NPS 2043 yes 2 Stony Hill PJH St Andrew 641 559 1200 6 40 46 16 NPS 14122 yes 3 St Johns Primary St Catherine 904 951 1855 3 53 56 17 NPS 5021 yes 1 Free Hill Primary and Infant St Mary 256 250 506 4 12 16 17 NPS 5022 yes 2 Galina Primary St Mary 143 117 260 2 6 8 17 NPS 5029 yes 2 Jackson PJH St Mary 47 39 86 0 7 7 18 NPS 3024 yes 2 Port Morant PJH St Thomas 505 478 983 5 25 30 19 NPS 8002 yes 3 Albion PJH St James 864 687 1551 9 40 49 19 NPS 8016 yes 1 Lottery All Age St James 102 58 160 1 5 6 19 NPS 8062 yes 2 Garlands PJH St James 285 238 523 0 17 17 19 NPS 10004 yes 1 Bethel Town all Age Westmoreland 320 331 651 1 16 17 19 NPS 10032 yes 3 Mount Grace PJH Westmoreland 416 290 706 6 18 24 20 PS Cornwall Mountain All Age 2 Out 6011 no xx Brown's Town Infant St Ann 167 173 340 0 10 10 Out 13053 yes 2 Rock River All Age Clarendon 245 226 471 3 17 20 Out 1 2004 yes 1 Bloxburgh All Age & Infant St Andrew 16 6 22 1 4 5 Out 1 2008 no 3 Clifton All Age St Andrew 38 30 68 0 3 3 Out 1 3031 yes 1 Trinityville Primary St Thomas 251 257 508 1 16 17 Out 1 4020 no Fellowship PJH Portland 360 237 597 4 15 19 Out 1 5052 yes 1 Ramble All Age St Mary 146 154 300 3 7 10 Out 1 8028 yes 3 Somerton All Age St James 217 213 430 0 15 15 Out 1 PS 8066 x yes 1 Flankers All Age St James 596 536 1132 5 28 33 Out 1 9004 yes 1 Cacoon All Age Hanover 153 117 270 0 8 8 Page 46 Bid Package Schools M.O.E. School Code CETT Program New Horizon School Used as Shelter* Priority School Male Students Female Students Total Students Male Teachers Female teachers Total teachers Attachment C—Needs Assessments - Jamaica Name of Schools Parish Students and teachers No PS/NPS Out 1 PS 9008 x no 1 Chester Castel All age Hanover 251 202 453 4 11 15 Out 1 9045 yes xxx Hillsbrook All Age Hanover 40 41 81 0 4 4 Out 1 10041 no 3 Porter's Mountain All Age Westmoreland 36 24 60 1 2 3 Out 1 11028 yes 1 Ginger Hill All Age St Elisabeth 198 145 343 2 8 10 Out 1 PS 12990 TC no 1 Church Teacher's College Manchester 103 373 476 14 27 41 Out 1 14017 yes 1 Gratefull Hill Primary St Catherine 345 356 701 1 13 14 Out 1 14127 yes 2 Ensom City Primary St Catherine 624 616 1240 6 48 54 B G Total M F Total *Schools originally used as shelters. All schools are now shelter-ready. 15730 16346 32076 177 983 1160 Page 47 Bid Package Schools M.O.E. School Code CETT Program New Horizon School Used as Shelter* Priority School Male Students Female Students Total Students Male Teachers Female teachers Total teachers Attachment D—Subcontractor Qualification Criteria Grenada Schools Repair and Resupply Project SUBCONTRACTOR QUALIFICATION The prequalification and competitive bidding process used in awarding subcontracts for school repairs is described below. Some important constraints and local realities must be considered when assessing the merits of this process: Grenada’s infrastructure was decimated by Hurricane Ivan. The needed repairs and reconstruction are unprecedented in the country’s history; The Program is operating under a demanding timeframe; The pool of local contractors is very limited, with only a handful of medium and large- scale builders; The high number of subcontracts issued by this Program and USAID’s other programs; The fact that many international agencies are relying on the same pool of builders (including PADCO Community Revitalization Projects Phase I and II); Local builders are overwhelmed by the amount of work currently being done on island; With an average contract amount of $166,000, the majority of the building repair work done under this Program is too insignificant to attract contractors from outside of Grenada; The task order makes clear that an objective of the Program is to strive for the inclusion of small to medium sized contractors (presumably Grenadian), with the goal of reinvigorating the country’s economy; There is a wide range of needed repairs to be done under the task order. The range of repairs, coupled with the different number of repairs packaged into single tenders, allows for the utilization of a broad spectrum of the island’s contractors. USAID’s programs were announced in several venues and island-wide press coverage on several occasions. An invitation for prequalification was published on December 6-14, 2004 in two of the country’s national newspapers. In addition, the same text was announced on several of the national radio stations during informative interviews. Due to the conditions previously outlined above, no closing date was set for receiving the prequalification forms and the process remained open throughout the program. By the end of the tendering process for all schools, 58 local contractors had submitted prequalification packages. Of these, the overwhelming majority were very small-scale builders with limited capacity, often limited company history (established post-Ivan), limited equipment, and limited manpower. These weaknesses are not just perceived by PADCO, but also acknowledged by the Agency for Reconstruction and Development (ARD), the UNDP, and most stakeholders involved in the reconstruction process. PADCO attended several consultations hosted by the ARD to try and better identify and deal with the many weaknesses of the local contractors. However, even these very small-scale builders are registered as capable of repairing small residential houses. By allowing local and regional builders to fill out pre-qualification forms (name, size and experience of company, registration, etc) through the Page 48 Attachment D—Subcontractor Qualification Criteria end of the program, this allowed the process to be wholly inclusive, and to register interested and qualified regional contractors. When construction repair projects were tendered, this list was used to identify qualified contractors. The School Repair and Resupply Program, Community Revitalization Phase I Program, and Community Revitalization Phase II Program pulled from the same list of pre- qualified contractors. Once qualified builders were identified, they were screened for inclusion in the tendering, based on the following criteria: (1) Availability (contractors are called to ascertain whether or not they are interested / capable of taking on additional work); (2) Performance on other USAID Hurricane Ivan Recovery building repair projects (consideration given to both quality and timeliness); (3) Current USAID project workload (several contractors are currently overextended by their commitments to USAID funded projects; (4) Contractors’ desires to not participate in tenders below a specified amount (several of the larger contractors have made it clear that they are not to be invited to tenders of less than EC$1 million; (5) Available resources (manpower, equipment, tools); (6) Work experience and company history; and (7) Any unique expertise needed to perform the repairs. At least four contractors were always invited to participate in the competitive tender. For larger contracts, those that exceeded US$250,000, every attempt was made to identify at least five qualified contractors. In most cases, not all those invited submitted a bid (on one contract 9 were invited and only one submitted a bid). Once the qualified contractors were identified, they were invited to participate in a competitive bidding process. This process was thoroughly reviewed and monitored by a Wingerts Consulting Engineer to assure transparency and maximum competitiveness. The results of the tendering are assiduously documented in the negotiation memoranda submitted to USAID for consent to subcontract. Jamaica Schools Repair and Resupply Project SUBCONTRACTOR QUALIFCIATION PADCO reviewed the registration requirements of the Jamaica National Contract Commission (NCC) with regard to its practices and policies for contractor registration categories and grade classification, including information required to be submitted on an NCC registration Application Form. The NCC was established to promote efficiency in the award and implementation of government contracts in Jamaica. Contractors desiring participation in public sector procurement must be registered with the NCC: Qualifications for which include documented proof that applicants are capable of satisfactory performance in the categories and grades within which they apply to be registered, i.e., carrying out the work, delivering the goods, providing the services or installing equipment. Evaluation criteria includes: experience, Page 49 Attachment D—Subcontractor Qualification Criteria professional qualifications, performance record, legal capacity to enter into contract, tax compliance, and capacity (managerial, technical, and financial). Based on the similarity of FAR requirements for determination of “responsible” with those of the NCC qualifications for registration in category and grade, PADCO decided that “responsible” bidders would be initially determined as those who were NCC registered in the proper category and grade, with a subsequent determination of recent “performance” of the prospective low bidder as available. Page 50 Attachment E—Inventory of Non-Expendable and Expendable Property - Grenada PADCO Grenada Contract No: USAID Contract No. EPP-I-00-04-00026-00/Task Order No. 801/Grenada School Repair and Resupply Contract End Date: 15-Mar-06 Title to Description No. of Units US $ Unit Cost US $ Total USAID/ Cost Make Model No. Serial Number Date Property Expected Salvage Purchased Fomerly Life Value Disposition Condition Former PADCO Location Assigned Vested in Tag No. Non-Expendables Inventory with Value of US$ 500 and Above PADCO Transfer to Grenada Schools - Near to Eamonn Refrigerator 1 Unit $ 6 72.28 $ 6 72.28 Kellon None RS-22DR4HA 02-Feb-05 Grenada NA NA Ministry of Education Good Kilmartin 1348 PADCO Transfer to Grenada Schools - Near to Eamonn Fax Machine 1 Unit $ 6 48.46 $ 6 48.46 Canon L80 JJX09759 01-Apr-05 Grenada NA NA Ministry of Education Good Kilmartin 1348A PADCO Transfer to Grenada Computer Workstation 1 Unit $ 7 73.60 $ 7 73.60 None None No Serial Number 13-May-05 Grenada NA NA Ministry of Education Good Schools - Eamon Kilmartin 1349 PADCO Transfer to Grenada Schools - Near Front Door Comb Binding Machine 1 Unit $ 6 64.59 $ 6 64.59 GBC QAP 0088 None 15-Jun-05 Grenada NA NA Ministry of Education Good and Table 1296A Image Runner PADCO Transfer to Grenada Office IA/Near to Hemant Photocopier 1 Unit $ 1 ,450.00 $ 1 ,450.00 Canon Model No. 1346 JRK05106 21-Jan-05 Grenada NA NA Ministry of Education Good Balgobin 1296B 17" Color Monitor and PADCO Transfer to Grenada Office 1A /Near to Ann Desktop Personal Computer Keyboard $ 1 ,291.12 $ 1 ,291.12 Dell Dimension 3000 4BI-32HI, CV8F561 07-Dec-04 Grenada NA NA Ministry of Education Good Dubissette 1281 17" Color Monitor and PADCO Transfer to Grenada Desktop Personal Computer Keyboard $ 1 ,291.12 $ 1 ,291.12 Dell Dimension 3000 4AB-44G7, 390K561 07-Dec-04 Grenada NA NA Ministry of Education Good Office 1A/Ann Dubissette 1282 17" Color Monitor and PADCO Transfer to Grenada School - Leslie Ann Desktop Personal Computer Keyboard $ 1 ,549.00 $ 1 ,549.00 Hewlett-Packard PC P4 3.0 GHZ 2UA5040PYC 21-Jan-05 Grenada NA NA Ministry of Education Good Coutain 1342 17" Color Monitor and PADCO Transfer to Grenada Desktop Personal Computer Keyboard $ 1 ,549.00 $ 1 ,549.00 Hewlett-Packard PC P4 3.0 GHZ 2UA5040PYF 21-Jan-05 Grenada NA NA Ministry of Education Good School - Victor La Toya 1343 PADCO Transfer to Grenada Office IA - Near to Ann Laser Printer 1 Unit $ 5 15.00 $ 5 15.00 Hewlett-Packard 1320 N Q5928A/CNDC51911Y 19-Jan-05 Grenada NA NA Ministry of Education Good Dubissette 1347C PADCO Transfer to Grenada School - Near to Robin Laser Printer 1 Unit $ 5 15.00 $ 5 15.00 Hewlett-Packard 1320 N Q5928A/CNDC51912W 19-Jan-05 Grenada NA NA Ministry of Education Good James 1347D Satellite A75 S2091 PA3373U - PADCO Transfer to Grenada Laptop 1 Unit $ 1 ,797.95 $ 1 ,797.95 Toshiba 1 MPC X4328506K 31-Dec-04 Grenada NA NA Ministry of Education Good Office IA - Ulric Dunlop 1299 Satellite A75 Office IA - Steel Cabinet S2091 PA3373U - PADCO Transfer to Grenada assigned to ex-staff Otis Laptop 1 Unit $ 1 ,797.95 $ 1 ,797.95 Toshiba 1 MPC X4328503K 31-Dec-04 Grenada NA NA Ministry of Education Good Gay 1347F Laptop:TECRA A3- S611/Port Laptop -35198878K; Laptop, 40G with Docking Station/Port Replicator: Model Docking Station - PADCO Transfer to Grenada Replicator 1 Unit $ 1 ,304.03 $ 1 ,304.03 Toshiba PA 331 4U-IPRP 15118498 22-Apr-05 Grenada NA NA Ministry of Education Good School - Eamonn Kilmartin 1347E Subtotals $ 15,819.10 $ 15,819.10 Non-Expendables Inventory with Value Below US$ 500 and above US$ 100 PADCO Transfer to Grenada Microwave Oven 1 Unit $ 2 22.85 $ 2 22.85 Magnum None M04060646 10-Feb-05 Grenada NA NA Ministry of Education Good School - Kitchennette 1 PADCO Transfer to Grenada School - Kitchennete near 2000 Watts Transformer 1 Unit $ 1 45.88 $ 1 45.88 EAB None None 26-Apr-05 Grenada NA NA Ministry of Education Good Refrigerator 30 PADCO Transfer to Grenada Office IA - Near to Front 1000 Watts Transformer 1 Unit $ 1 03.18 $ 1 03.18 None None None 26-Apr-05 Grenada NA NA Ministry of Education Good Window and Ann Dubisette 32 60" X 30", 4 Drawers, Double PADCO Transfer to Grenada Office Desk (1 of 5) 1 Unit $ 4 92.78 $ 4 92.78 Pedestal, Steel None None 10-Feb-05 Grenada NA NA Ministry of Education Good School - Leslie Ann Coutain 4 Page 51 Attachment E—Inventory of Non-Expendable and Expendable Property - Grenada PADCO Grenada Contract No: USAID Contract No. EPP-I-00-04-00026-00/Task Order No. 801/Grenada School Repair and Resupply Contract End Date: 15-Mar-06 Title to Description No. of Units US $ Unit Cost US $ Total Make Model No. Serial Number Date Property Expected Salvage USAID/ Cost Purchased Fomerly Life Value Disposition Condition Former PADCO Location Assigned Vested in Tag No. 60" X 30", 4 Drawers, Double PADCO Transfer to Grenada Office Desk (2 of 5) 1 Unit $ 4 92.78 $ 4 92.78 Pedestal, Steel None None 10-Feb-05 Grenada NA NA Ministry of Education Good School - Victor La Toya 5 60" X 30", 4 Drawers, Double PADCO Transfer to Grenada Office Desk (3 of 5) 1 Unit $ 4 92.78 $ 4 92.78 Pedestal, Steel None None 10-Feb-05 Grenada NA NA Ministry of Education Good School - Peter Augustine 6 60" X 30", 4 Drawers, Double PADCO Transfer to Grenada School - former desk of ex- Office Desk (4 of 5) 1 Unit $ 4 92.78 $ 4 92.78 Pedestal, Steel None None 10-Feb-05 Grenada NA NA Ministry of Education Good staff Milton Evering 7 60" X 30", 4 Drawers, Double PADCO Transfer to Grenada School - former desk of ex- Office Desk (5 of 5) 1 Unit $ 4 92.78 $ 4 92.78 Pedestal, Steel None None 10-Feb-05 Grenada NA NA Ministry of Education Good staff Otis Gay 8 PADCO Transfer to Grenada School - Near Front Folding Table 1 Unit $ 2 49.10 $ 2 49.10 60" x 30" Steel FraNone None 10-Feb-05 Grenada NA NA Ministry of Education Good Window and Door 9 Steel, 4 Drawers with Lock1W463, PADCO Transfer to Grenada School - Kitchnette/Near to Filing Cabinet, 4 Drawers 1 Unit $ 3 84.13 $ 3 84.13 Color/Putty Global None 10-Feb-05 Grenada NA NA Ministry of Education Good Eamonn Kilmartin 10 PADCO Transfer to Grenada Executive Chair 1 Piece $ 3 88.05 $ 3 88.05 Global Chair # 4920 None 10-Feb-05 Grenada NA NA Ministry of Education Good School - Eamonn Kilmartin 11 Global, School - chair assigned to Color/Light PADCO Transfer to Grenada the desk of ex-staff Otis Chair with Sled Base Arm (1 of 4) 1 Piece $ 2 28.72 $ 2 28.72 Maroon Chair # 2313 None 10-Feb-05 Grenada NA NA Ministry of Education Good Gay 12 Global, School - chair assigned to Color/Light PADCO Transfer to Grenada the desk of ex-staff Milton Chair with Sled Base Arm (2 of 4) 1 Piece $ 2 28.72 $ 2 28.72 Maroon Chair # 2313 None 10-Feb-05 Grenada NA NA Ministry of Education Good Evering 13 Global, Color/Light PADCO Transfer to Grenada School - Leslie Ann Chair with Sled Base Arm (3 of 4) 1 Piece $ 2 28.72 $ 2 28.72 Maroon Chair # 2313 None 10-Feb-05 Grenada NA NA Ministry of Education Good Coutain 14 Global, Color/Light PADCO Transfer to Grenada Chair with Sled Base Arm (4 of 4) 1 Piece $ 2 28.72 $ 2 28.72 Maroon Chair # 2313 None 10-Feb-05 Grenada NA NA Ministry of Education Good School - Peter Augustine 15 School - Folding Table PADCO Transfer to Grenada Near Front Window and Guillotine Paper Cutter 1 Piece $ 3 75.22 $ 3 75.22 Guillotine None None 10-Feb-05 Grenada NA NA Ministry of Education Good Front Door 27 PADCO Transfer to Grenada School - Eamonn Kilmartin Printer Colour (1 of 2) 1 Unit $ 1 56.95 $ 1 56.95 Canon PIXMA IP2000 DN # 20339/K30229 10-Feb-05 Grenada NA NA Ministry of Education Good Desk 28 PADCO Transfer to Grenada Printer Colour (2 of 2) 1 Unit $ 1 56.95 $ 1 56.95 Canon PIXMA IP2000 DN # 20339/K30229 10-Feb-05 Grenada NA NA Ministry of Education Good Storage Room 29 PADCO Transfer to Grenada Office I A - Near Rental Uniterruptible Power Supply 1 Unit $ 2 65.07 $ 2 65.07 APC APC 500 4XHUSA 25571XFN 26-Apr-05 Grenada NA NA Ministry of Education Good Photocopier 31 PADCO Transfer to Grenada School - Beside Fire Extinguisher Powder 1 Unit $ 1 68.54 $ 1 68.54 ABC Type 6 kg. None 31-May-05 Grenada NA NA Ministry of Education Good Refirigerator/Kitchenette 33 School - Volunteer Office Chair with Adjustable Arm (1 of PADCO Transfer to Grenada Table/Back of Victoria La 2) 1 Piece $ 2 34.61 $ 2 34.61 MVL, Color/Grey Chair # 10008 None 20-Jun-05 Grenada NA NA Ministry of Education Good Toya 34 Office Chair with Adjustable Arm (2 of PADCO Transfer to Grenada School - Assigned to Victor 2) 1 Piece $ 2 34.61 $ 2 34.61 MVL, Color/Grey Chair # 10008 None 20-Jun-05 Grenada NA NA Ministry of Education Good La Toya Desk 35 PADCO Transfer to Grenada Schools - Near to Victor La Wooden Cabinet with Four Shelves 1 Unit $ 3 18.35 $ 3 18.35 48" W x 67" H x 15None None 15-Jul-05 Grenada NA NA Ministry of Education Good Toya 36 Powershot A95 PADCO Transfer to Grenada Office IA - Steel Cabinet Digital Camera 1 Unit $ 2 67.90 $ 2 67.90 Canon Digital Camera 9126213415 21-Jul-05 Grenada NA NA Ministry of Education Good c/o Abigail Sparks 37 Powershot A95 PADCO Transfer to Grenada Digital Camera 1 Unit $ 2 67.90 $ 2 67.90 Canon Digital Camera 0626326226 21-Jul-05 Grenada NA NA Ministry of Education Good School - Eamonn Kilmartin 38 Office IB - Near Front With White Board PADCO Transfer to Grenada Window and Abigail Flip Chart 1 Unit $ 1 05.00 $ 1 05.00 and Three Leg None None 18-Dec-05 Grenada NA NA Ministry of Education Good Sparks 40 PowerShot A95 PADCO Transfer to Grenada Digital Camera 1 Unit $ 3 30.00 $ 3 30.00 Canon Digital Camera 6263266231 21/24-Feb-05 Grenada NA NA Ministry of Education Good School - Eamonn Kilmartin 41 PADCO Transfer to Grenada Notice Board 2 units Grenada Ministry of Education New Subtotals $ 7,753.07 $ 7,753.07 $ 23,572.17 $ 23,572.17 Page 52 Attachment E—Inventory of Non-Expendable and Expendable Property - Grenada PADCO Grenada Contract No: USAID Contract No. EPP-I-00-04-00026-00/Task Order No. 801/Grenada School Repair and Resupply Contract End Date: 15-Mar-06 Title to Description No. of Units US $ Unit Cost US $ Total Make Model No. Serial Number Date Property Expected Salvage USAID/ Cost Purchased Fomerly Life Value Disposition Condition Former PADCO Location Assigned Vested in Tag No. PADCO Transfer to Grenada Electric Kettle 1 Unit $ 8 2.40 $ 8 2.40 Oster Model 4F 3036-053 10-Feb-05 Grenada NA NA Ministry of Education Not Working School - Kitchenette 2 PADCO Transfer to Grenada Coffee Percolator 1 Unit $ 3 7.45 $ 3 7.45 Oster 3297-012 None 10-Feb-05 Grenada NA NA Ministry of Education Good School - Kitchenette 3 PADCO Transfer to Grenada Bldg Front Door and Chair Armless (1 of 10) 1 Piece $ 5 1.24 $ 5 1.24 Global Chair # 902 None 10-Feb-05 Grenada NA NA Ministry of Education Good Entrance 16 PADCO Transfer to Grenada Bldg Front Door and Chair Armless (2 of 10) 1 Piece $ 5 1.24 $ 5 1.24 Global Chair # 902 None 10-Feb-05 Grenada NA NA Ministry of Education Good Entrance 17 School - Folding Table PADCO Transfer to Grenada Near Front Window and Chair Armless (3 of 10) 1 Piece $ 5 1.24 $ 5 1.24 Global Chair # 902 None 10-Feb-05 Grenada NA NA Ministry of Education Good Entrance 18 School - Folding Table PADCO Transfer to Grenada Near Front Window and Chair Armless (4 of 10) 1 Piece $ 5 1.24 $ 5 1.24 Global Chair # 902 None 10-Feb-05 Grenada NA NA Ministry of Education Good Entrance 19 School - Folding Table PADCO Transfer to Grenada Near Front Window and Chair Armless (5 of 10) 1 Piece $ 5 1.24 $ 5 1.24 Global Chair # 902 None 10-Feb-05 Grenada NA NA Ministry of Education Good Entrance 20 School - Folding Table PADCO Transfer to Grenada Near Front Window and Chair Armless (6 of 10) 1 Piece $ 5 1.24 $ 5 1.24 Global Chair # 902 None 10-Feb-05 Grenada NA NA Ministry of Education Good Entrance 21 PADCO Transfer to Grenada School - Assigned to Robin Chair Armless (7 of 10) 1 Piece $ 5 1.24 $ 5 1.24 Global Chair # 902 None 10-Feb-05 Grenada NA NA Ministry of Education Good James Table 22 School - Assigned to PADCO Transfer to Grenada former desk of ex-staff Chair Armless (8 of 10) 1 Piece $ 5 1.24 $ 5 1.24 Global Chair # 902 None 10-Feb-05 Grenada NA NA Ministry of Education Good Milton Evering 23 PADCO Transfer to Grenada School - Near to Table of Chair Armless (9 of 10) 1 Piece $ 5 1.24 $ 5 1.24 Global Chair # 902 None 10-Feb-05 Grenada NA NA Ministry of Education Good Eamonn Kilmartin 24 School - Assigned to the PADCO Transfer to Grenada former desks of ex-staff Chair Armless (10 of 10) 1 Piece $ 5 1.24 $ 5 1.24 Global Chair # 902 None 10-Feb-05 Grenada NA NA Ministry of Education Good Otis Gay 25 Steel with Cart School - Near to Table of and Metal Frame PADCO Transfer to Grenada Eamonn Kilmartin and HP TV Stand 1 Unit $ 9 5.02 $ 9 5.02 Black None None 10-Feb-05 Grenada NA NA Ministry of Education Good Copier 26 PADCO Transfer to Grenada Kitchen Trash Bin 1 Piece $ 3 9.99 $ 3 9.99 Rubbermaid None None 21/24-Feb-05 Grenada NA NA Ministry of Education Good School - Kitchenette 39 Chicago Lighthouse White PADCO Transfer to Grenada School Near to Eamomm Office Clock 1 Piece $ 3 4.99 $ 3 4.99 Background None None 21/24-Feb-05 Grenada NA NA Ministry of Education Good Kilmartin 42 PADCO Transfer to Grenada Pictures 4 Pieces None Grenada NA NA Ministry of Education Good Schools Office None $ 802.25 $ 802.25 Page 53 Attachment E—Inventory of Non-Expendable and Expendable Property - Jamaica Jamaica Non-Expendable Property Inventory Final Disposition Contractor : PADCO Contract No. EPP-I-00-04-00026-00 T.O. 801 - Jamaica Schools Repair & Re-Supply Contract End Date: 15-Mar-06 US Dols U.S. Dols Cost Title to No. of Unit Total Shared Model Serial Date Property Expected Salvage Former Description Units Cost Cost With Make Number Number Purchased Formerly Life Value Location Disposition Condition CRII? Vested in ITEMS VALUED AT $500 OR MORE Photocopier 1 5,546.06 5,546.06 Shared Kyocera AHL 3 087446 Mar. 2005 PADCO Padco/Jamaica Bethlehem College Good PBX System 1 (see below (see below) (see below)(see below) Mar. 2005 PADCO Padco/Jamaica Education Good Telephone equipment 2457.52 2457.52 Shared Cable&Wireless Mar. 2005 PADCO Padco/Jamaica Education Good Norstar Modular ICS 1665.37 1665.37 Shared Cable&Wireless Mar. 2005 PADCO Padco/Jamaica Education Good Wall Panel set 1 2223.6 2223.6 Shared Feb. 2005 PADCO Padco/Jamaica See below Good Padco/Jamaica Salt Marsh Padco/Jamaica Ginger Ridge Padco/Jamaica Lowe River Fire-proof vault 1 1,859.00 1,859.00 Shared Gardex 4-door, fire-proof April, 2005 PADCO Padco/Jamaica Education Good Laptop 1 1,797.97 1,797.95 Toshiba Satellite A75 X4329596K Dec. 2004 PADCO Padco/Jamaica USAID CTO Good Laptop 1 1,797.95 1,797.95 Toshiba Satellite A75 Y4329804K Dec. 2004 PADCO Padco/Jamaica Education Good Desktop PC 1 1,775.83 1,775.83 generic FlatronL/G 00045 553 555 174 3/3/2005 PADCO Padco/Jamaica Education Good Desktop PC 1 1,741.01 1,741.01 generic FlatronL/G N/A 3/3/2005 PADCO Padco/Jamaica Education Good Desktop PC 1 1,741.01 1,741.01 generic FlatronL/G 00045 553 555 117 3/3/2005 PADCO Padco/Jamaica Education Good Desktop PC 1 1,740.20 1,740.20 generic FlatronL/G X10 60273 2/25/2005 PADCO Padco/Jamaica Mocho Good Desktop PC 1 1,740.20 1,740.20 generic FlatronL/G 2D045-005 TIREV 2/25/2005 PADCO Padco/Jamaica St. Georges Good Laptop 1 1,391.67 1,391.67 Toshiba Satellite A75 Y4328519K Dec. 2004 PADCO Padco/Jamaica Education Good Desktop PC 1 1,291.13 1,291.13 Dell Dimension 3000 CT-OT6952-70821-4BK-1IJU Dec. 2004 PADCO Padco/Jamaica Mount Grace Good Desktop PC 1 1,291.13 1,291.13 Dell Dimension 3000 CT-OT6952-70821-4BK-1KAB Dec. 2004 PADCO Padco/Jamaica Font Hill Good Conference Table 1 678.67 678.67 Shared Mar. 2005 PADCO Padco/Jamaica Education Good ITEMS VALUED AT $100 TO $500 Fax/Printer/Scanner 1 486.83 486.83 Shared Mar. 2005 PADCO Padco/Jamaica Sam Sharpe College Good Camera 1 481.49 481.49 HP Photosmart 4.1MP CN4984664Z Mar. 2005 PADCO Padco/Jamaica Education Good Camera 1 481.49 481.49 Mar. 2005 PADCO Padco/Jamaica Missing Missing Refridgerator 1 411.38 411.38 Shared Mar. 2005 PADCO Padco/Jamaica Sedge Pond Good Binding Machine 1 395 395 Shared Jan-05 PADCO Padco/Jamaica Sam Sharp Good External Hard-Drive 1 390.83 390.83 Maxtor Feb. 2005 PADCO Padco/Jamaica Education Good Desks 1 336.73 673.44 Mar. 2005 PADCO Padco/Jamaica Mt. Grace Good Supply Cabinet 1 325.00 325.00 global N/A N/A Feb. 2005 PADCO Padco/Jamaica FontHill Good Desks 6 286.00 1,716.00 Feb. 2005 PADCO Padco/Jamaica Education Good Desk 1 286.00 286.00 Mar. 2005 PADCO Padco/Jamaica Education Good 4-drawer 1 272.72 272.72 global N/A N/A Feb. 2005 PADCO Padco/Jamaica St. Georges Good 3-drawer pedestals 6 234.22 1,405.32 N/A N/A Feb. 2005 PADCO Padco/Jamaica Education Good Fax Machine 1 200.45 200.45 Shared Sharp UX510 Mar. 2005 PADCO Padco/Jamaica Church College Good Shredder 1 175.77 175.77 Shared Mar. 2005 PADCO Padco/Jamaica Education Good Shredder 1 175.77 175.77 Shared Mar. 2005 PADCO Padco/Jamaica Broken Not Usable Modesty Panels 2 174.65 349.30 Mar. 2005 PADCO Padco/Jamaica St. Georges Good Modesty Panels 2 174.65 349.30 Mar. 2005 PADCO Padco/Jamaica Jackson PJH Good Modesty Panels 2 174.65 349.30 Mar. 2005 PADCO Padco/Jamaica Mount Grace Good Scanner 1 166.42 166.42 Shared HP Scanjet 3770 Flatbed Jan. 2005 PADCO Padco/Jamaica Sam Sharpe College Good Fire-proof safe (small) 1 162.60 162.60 Shared Mar. 2005 PADCO Padco/Jamaica Education Good Battery Backup 1 149.17 149.17 APC BE750BP PB0436133549 April, 2005 PADCO Padco/Jamaica Sam Sharp Good Battery Back-up 1 149.17 149.17 APC BE750BP PB0437130026 April, 2005 PADCO Padco/Jamaica Bethlehem Good Supply Cabinet 1 149.00 149.00 well-run N/A N/A Mar-05 PADCO Padco/Jamaica Font Hill Good 2-drawer file cabinet 1 146.63 146.63 N/A N/A Mar. 2005 Padco Padco/Jamaica St. Georges Good 3-drawer pedestals 1 136.47 136.47 well run N/A N/A Mar. 2005 Padco Padco/Jamaica Education Good 3-drawer pedestals 1 136.47 136.47 well-run N/A N/A Mar. 2005 PADCO Padco/Jamaica Jackson PJH Good Page 54 Attachment E—Inventory of Non-Expendable and Expendable Property - Jamaica US Dols U.S. Dols Cost Title to No. of Unit Total Shared Model Serial Date Property Expected Salvage Former Description Units Cost Cost With Make Number Number Purchased Formerly Life Value Location Disposition Condition CRII? Vested in Small Printer 1 131.40 131.40 HP Deskjet 3745 CN486153SJ 1/0/1900 PADCO Padco/Jamaica Education Good Desk Chairs 2 125.00 250.00 Mar. 2005 PADCO Padco/Jamaica Jackson PJH Good Desk Chairs 6 124.00 744.00 Mar. 2005 PADCO Padco/Jamaica Minto All Age Good Desktop Calculator DR210 1 112.47 112.47 Casio DR-210HD Q2511517 Feb. 2005 PADCO Padco/Jamaica Old Pera Good Visitors' Chairs 8 107.38 859.05 Feb. 2005 PADCO Padco/Jamaica Jackson PJH Good Microwave Oven 1 102.85 102.85 Shared Mar. 2005 PADCO Padco/Jamaica Education Good Water Dispenser 1 101.45 101.45 Shared Mar. 2005 PADCO Padco/Jamaica Education Good ITEMS VALUED AT LESS THAN $100 Binding Machine Stand 1 99.53 99.53 Feb-05 PADCO Padco/Jamaica Sam Sharp Good Work Tables 2 84.15 168.30 Shared Mar. 2005 PADCO Padco/Jamaica Jackson PJH Good Work Tables 2 84.15 168.30 Shared Mar. 2005 PADCO Padco/Jamaica Mt. Grace Good Work Tables 2 84.15 168.29 Shared Mar. 2005 PADCO Padco/Jamaica Font Hill Good Zonet Cards 3 83.33 249.99 Zonet Mar. 2005 PADCO Padco/Jamaica Education Good Small Printer 1 82.50 82.50 HP Deskjet 3745 CN481154GN 3/1/2005 PADCO Padco/Jamaica Education Good Small Printer 1 82.50 82.50 HP Deskjet 3745 CN4AL153S2 Mar. 2005 PADCO Padco/Jamaica Font Hill Good Small Printer 1 82.50 82.50 HP Deskjet 3745 CN481155FN Mar. 2005 PADCO Padco/Jamaica Broken Not Usable Small Printer 1 82.50 82.50 HP Deskjet 3745 CN46D160K1 Mar-05 PADCO Padco/Jamaica Education Good White Boards 2 81.27 162.54 Feb. 2005 PADCO Padco/Jamaica Old Pera Good Conference Chairs 5 69.02 345.10 Mar. 2005 PADCO Padco/Jamaica Jackson PJH Good Cork Board 1 67.00 67.00 Feb.2005 PADCO Padco/Jamaica Old Pera Good Side Table 1 63.75 63.75 Mar. 2005 PADCO Padco/Jamaica Education Good Coffee Urn 1 56.82 56.82 Shared Mar. 2005 PADCO Padco/Jamaica Education Good Laptop Bags 3 51.22 153.66 Dec. 2004 PADCO Padco/Jamaica Education Good Fans 2 48.66 97.32 April, 2005 PADCO Padco/Jamaica Broken Not Usable Fan 1 48.66 48.66 April, 2005 PADCO Padco/Jamaica St. Georges Good Petty Cash Box 1 37.02 37.02 Shared Feb. 2005 PADCO Padco/Jamaica Education Good USB FlashDrive 3 32.5 97.5 Markvision Feb.2005 PADCO Padco/Jamaica To store docs. Good Stapler - Large 1 28.01 28.01 Shared Feb. 2005 PADCO Padco/Jamaica Education Good Rolodex 1 27.00 27.00 Mar. 2005 PADCO Padco/Jamaica Education Good Rolodex 1 27.00 27.00 Mar. 2005 PADCO Padco/Jamaica Font Hill Good In/Out Trays 1 26.77 26.77 Feb. 2005 PADCO Padco/Jamaica Minto All Age Good Kettle 1 24.13 24.13 Shared Mar. 2005 PADCO Padco/Jamaica Broken Not Usable Calculators Cannon HS 1200TS 3 18.90 56.70 Cannon HS-1200TS N/A Feb. 2005 PADCO Padco/Jamaica Education Good Power Strips 5 18.28 91.40 Mar. 2005 PADCO Padco/Jamaica Education Good Scientific Calculator 1 17.59 17.59 April, 2005 PADCO Padco/Jamaica Education Good In/Out Trays 3 17.17 51.51 Feb. 2005 PADCO Padco/Jamaica Education Good Punch 1 11.40 11.40 Mar. 2005 PADCO Padco/Jamaica Church Good Punch 1 11.40 11.40 Mar. 2005 PADCO Padco/Jamaica Sam Sharp Good Punch 1 11.40 11.40 Mar. 2005 PADCO Padco/Jamaica Bethlehem Good Desk Sorter 1 8.16 8.16 Shared Feb. 2005 PADCO Padco/Jamaica Education Good Staplers - Regular 4 7.63 30.51 Feb. 2005 PADCO Padco/Jamaica Jackson PJH Good Desk Organier 1 7.25 7.25 Mar. 2005 PADCO Padco/Jamaica Minto All Age Good Desk Organizers 1 7.25 7.25 Mar. 2005 PADCO Padco/Jamaica St. Georges Good In/Out Trays 3 7.07 21.21 Mar. 2005 PADCO Padco/Jamaica Education Good Staplers - Regular 1 6.52 6.52 Feb. 2005 PADCO Padco/Jamaica Jackson PJH Good Waste Baskets 5 6.13 30.65 Feb. 2005 PADCO Padco/Jamaica Education Good Waste Baskets 2 5.46 10.92 Feb. 2005 PADCO Padco/Jamaica Education Good Tape Dispensers 6 4.02 24.12 Feb. 2005 PADCO Padco/Jamaica Education Good Scissors 3 1.78 5.34 Feb. 2005 PADCO Padco/Jamaica Education Good Staple Remover 5 0.67 3.35 Feb. 2005 PADCO Padco/Jamaica Jackson PJH Good Page 55 Total Received and Distributed Sedgepond Basic Lowe River Pr & Jr. High Ginger Ridge Salt Marsh Church Teachers' College Bethlehem College Old Pera Sam Sharpe College Font Hill Mocho St. Georges Girls Primary and Infant Minto All Age Mount Grace Pr. & Jr. High Jackson Pr. & Jr. High Attachment E—Inventory of Non-Expendable and Expendable Property - Jamaica Distribution of Program Office Inventory to Jamaica Schools by Institution FURNITURE & OTHER ITEMS Desks (small) 8 6 14 Desks (large) 2 2 6 4 14 Modesty Panels 2 2 2 6 Desk Chairs 2 2 5 4 13 Visitor/Conf Room Chairs 13 6 19 Computers/Monitors 1 1 1 1 4 Small Printers 1 1 1 1 4 Supply Cabinets 2 2 2-Drawer File Cabinets 1 1 3-Drawer Pedestals 2 2 3 4 11 4-Drawer File Cabinets 1 1 Fax/Printer/Scanner 1 1 Fax Machine-Sharp 1 1 Photocopier-Kyocera 1 1 Scanner-HP 1 1 Binding Machine and Stand 1 1 Work Tables (folding) 2 2 2 6 Battery Backup 1 1 2 Power Strips 1 1 1 1 4 Whiteboards 2 2 Cork Boards 1 1 In/Out Trays 2 2 1 4 9 Desk Organizers 1 1 2 Calculators (small) 1 1 Calculator (large desktop) 1 1 Staplers 5 5 Staple Removers 5 5 Punch 1 2 1 4 Refridgerator 1 1 Standing Fans 1 1 Rolodex 1 1 2 Waste Baskets 3 4 7 Scissors 3 3 Panels (includes end cap and wall bracket) 6 6 7 19 TOTAL 46 31 16 25 4 11 5 5 4 2 6 6 7 1 169 Page 56 Attachment F—JBTE Resupply and Reequip Reports - Grenada JBTE PADCO PROJECT [GRENADA] [ASSESSMENT REPORT] The Joint Board of Teacher Education, JBTE, Foundation undertook to assess the damage and destruction done to schools in Grenada which caused the loss of equipment, materials, books, tools, furniture, utensils and the like. The JBTE Foundation agreed to do the following: 1. Mobilize a Team to carry out the assessment of goods damage or destroyed in the 20 designated schools in Grenada. 2. From the List of items supplied by PADCO as having been damaged or destroyed at the 20 schools a) Assess and verify the damage and destruction of equipment, furniture, books, tools, utensils and materials sustained at the 20 institutions. b) Determine the technical specifications of the equipment, furniture, books, tools, utensils and materials currently applicable to the supply of such goods to schools in order to ensure that schools are re-supplied the latest edition of books, the current standard models of equipment etc. c) Identify suppliers with respect to availability of supplies, their schedule of delivery of available items and price quotations on the various items. As far as it is possible and applicable JBTE Foundation will select suppliers with which it has established relationships based upon USAID specification of competing tenders and quotations and whose past performance with respect to delivery of goods has been satisfactory. 3. Draft List of goods damage and their replacement costs and submit the same to PADCO. THE ASSESSMENT EXERCISE In carrying out the Assessment the JBTE Foundation did the following: • Organised a planning visit to Grenada, August 18th and 19th , during which the Coordinator and the Procurement Specialist held meetings with the Minister and Officials of the Ministry of Education; principals of selected schools from each District in Grenada; sought and obtained the assistance of the Ministry in identifying a Grenadian living in Grenada to serve as Facilitator of the local operations related to the Assessment, liaised with the PADCO office in Grenada and obtained agreement on the best times to conduct the Assessment exercise. The planning visit was undertaken by Mr Winston Kerr, Procurement Specialist and Professor Errol Miller, Coordinator. Page 57 Attachment F—JBTE Resupply and Reequip Reports - Grenada • Shared with the Ministry officials and school principals Guidelines with respect to the specific information that was required when reporting the damage to the Assessors. • Accepted the advice of the Officials of the Ministry of Education that the field work with respect to the Assessment would be best done beginning September 12, that is, in the week following the beginning of the new School Year on September 5. • Obtained from the PADCO Office in Grenada the lists of equipment, tools, utensils and materials previously identified by schools as having been damaged. • Created Check Lists to be used by the Assessors from the information provided by PADCO. • Employed two experienced Educational Administrators, Mr Rudyard Ellis and Mr Dundee Hewitt, to carry out the task of assessing the damage and destruction done to the equipment, furniture, books, tools, utensils and materials in the twenty institutions using the Check Lists provided. After carrying of the assessment of damage and destruction in each school the Principal, or nominee, was required to sign the Check List for that institution. • Employed a retired Education Officer, Mr Goderick Pierre to be the Local Facilitator of the Assessment exercise. • Organised for the field work for the Assessment exercise to be carried out in the period September 12th to 24th by Mr Ellis and Mr Hewitt and facilitated by Mr Goderick Pierre. The Assessors visited all 20 schools during the specified period. • Obtained Expert advice with respect to current specifications for the goods to be supplied to schools. • Identified suppliers based on the lists of items reported damaged or destroyed by the schools and verified by the Assessors in order to determine availability of goods, estimated time of delivery and quotations on costs. As far as was possible and appropriate the JBTE Foundation identified suppliers with which it has current relationships, they having satisfied USAID procurement criteria. • Obtained information on warehouse capacity in Grenada and the rates for storage. • Obtained information on cost of trucking in Grenada and potential haulage contractors and their rates. • Drafted and cost the list of items to be replaced at each institution, based on the assessment, review for appropriateness and interaction with suppliers as outlined above. Page 58 Attachment F—JBTE Resupply and Reequip Reports - Grenada RESULTS OF ASSESSMENT Table 1 below shows the categories the items damaged or destroyed by Hurricane Ivan, or in its aftermath and the summary cost of each category. Appendix 1 lists the items and their cost, by category and school. Table 1: SUMMARY OF COSTS BY CATEGORY OF ITEMS (US$) FURNITURE 688049.00 EQUIPMENT (GENERAL) 277453.00 HOME ECONOMICS/KITCHEN 49332.00 INDUSTRIAL ARTS 11,503 AGRICULTURE 8405.00 SPORTS 21,717 SCIENCE 60,582 OTHER RESOURCES 48,224 Total commodity Cost 1,165,265.00 Shipping & Handling Cost (25% of Commodity Cost) 291316.00 Sub-Total (CIF) 1,456,581.00 Customs Clearance Cost (4% of CIF) 58263.00 Grand Total (CIF + Clearance) 1,514,844.00 The costs shown in Table 1 are CIF costs to Grenada and the estimated cost of clearance through Customs. From the information gathered through the assessment the Joint Board of Teacher Education Foundation took the decision to obtain estimated costs from suppliers outside of Grenada. This decision was based on the fact that the vast majority of items that need to be procured are not produced in Grenada and such items that may be available from retailers in Grenada are at very high prices given the demand for such items in the re-building and re-supply processes currently taking place in the country. PROBLEM WITH BOOKS The Assessment Team reported a total of 6112 books damaged or destroyed by the hurricane. However, in the time available it was not possible to determine the following: • Which of these books are in print? • Their current prices • The ability of the various publishers to supply these books in the timeframe specified for the completion of the re-supply of goods damaged or destroyed. Appendix 2 shows the List of the Books. Page 59 Attachment F—JBTE Resupply and Reequip Reports - Grenada The experience of the Joint Board of Teacher Education Foundation is that it takes somewhere between three to six months to completely satisfy orders for books, from the various publishers, assuming that the books are in print. Invariably, there are back orders justified on a host of reasons. Appendix 1 (Attachment to email) Apppendix 2 (Attachment to email) Page 60 EXTENDED Price (US$) Unit Price (US$) TOTAL St. Dominic's R.C Sch South St. George Govt Harvey Vale Govt. Sch Florida Government Sch Mt. Moritz Anglican St. John Anglican Grand Roy Govt Sch Grand Anse R.C. St. Loius Girls' R.C. St. Michael's R. C. St. Andrew Sch for SP Ed Bonair Govt. Sch Dover Government St. Thomas Aquinas St. Andrew R. Catholic St. Andrew Methodist BeaulieuR C Happy Hill R. C Chantimelle R. C. River Salle Sch Attachment F—JBTE Resupply and Reequip Reports - Grenada APPENDIX 1 SCHOOLS FURNITURE CHAIRS Infant 50 10 30 50 24 80 15 55 45 20 36 40 102 30 0 70 40 0 75 120 892 19 16948 Junior 100 25 50 100 75 220 15 110 36 17 50 60 64 70 35 44 80 30 200 120 1501 24 36024 Senior 80 72 50 25 100 15 46 18 50 64 40 45 80 12 75 60 832 24 19968 Teacher 15 8 15 30 10 8 8 5 7 20 20 8 15 10 7 13 5 53 28 285 68 19380 Principal 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14 95 1330 DESKS 0 Infant 0 5 30 14 12 40 15 116 82 9512 Junior 0 25 50 60 75 220 15 54 30 24 553 47 25991 Senior 0 72 60 30 100 15 24 120 421 47 19787 Teacher 15 1 8 15 12 8 8 5 7 10 15 8 15 10 7 13 5 23 18 203 290 58870 Principal 1 1 1 1 1 1 1 1 1 1 1 1 1 13 405 5265 TABLES 0 Infant octagon 25 30 30 20 9 20 52 30 15 20 50 30 331 243 80433 Junior 0 45 17 25 30 32 70 40 15 100 374 392 146608 Senior 0 38 18 25 32 40 40 6 50 30 279 392 109368 Teacher 0 18 2 2 10 32 150 4800 OTHERS 0 0 0 Table (lab) (30'x3'x2'6" high) 5 5 1600 8000 Chairs (lab) (standard) 12 12 24 288 Table on Wheels (4'x3') metal 1 1 207 207 Tables for Infant (round) 4 8 12 170 2040 Tables for Home Ec. Centre 1 10 5 16 90 1440 Chairs for Home Ec Centre 20 4 24 50 1200 Table (Staff room) 10'x3'x30" 2 1 3 800 2400 Bench 80"x18" 6 6 500 3000 Drawing Table (wooden 16"x24" 12 12 130 1560 Page 61 St. Dominic's R.C Sch South St. George Govt Harvey Vale Govt. Sch Florida Government Sch Mt. Moritz Anglican St. John Anglican Grand Roy Govt Sch Grand Anse R.C. St. Loius Girls' R.C. St. Michael's R. C. St. Andrew Sch for SP Ed Bonair Govt. Sch Dover Government St. Thomas Aquinas St. Andrew R. Catholic St. Andrew Methodist BeaulieuR C Happy Hill R. C Chantimelle R. C. River Salle Sch Attachment F—JBTE Resupply and Reequip Reports - Grenada SCHOOLS FURNITURE Cont'd 0 CUPBOARD (mounted, 16'x2'x8" (18 sections) 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 800 800 CUPBOARD (16'x6'x4' in classroom) 8 10 6 7 3 34 900 30600 " (metal 6'x3'x16" standing ..for science) 2 10 12 319 3828 CUPBOARD Movable (5'x3'x3' shelved) 3 3 14 3 2 8 10 4 12 8 2 3 3 12 18 105 300 31500 FILING CABINET (large, vertical, shelved 2 doors) 2 4 3 4 6 2 3 2 5 5 4 1 1 2 3 47 319 14993 CABINET (large wood Glass doors) 9.5'x17"x32" 2 2 390 780 CHALKBOARD (8'x5') (mounted) 8 6 14 112 1568 CHALKBOARD (white, 8'x4' free standing) 26 15 3 1 45 215 9675 CHALKBOARD (black, 8'x5' free standing) 4 6 8 4 2 4 10 7 3 8 10 66 195 12870 BOOK STAND (5'x3'x14") 1 2 2 1 6 110 660 COT (infant, folding) 1 25 26 150 3900 Bed & Mattress(standard size) 1 1 2 290 580 Bench (wooden 18" x 80") 6 6 36 216 Stools (wooden) 18"x12"x10") 32 32 30 960 Kitchen cupboard (20'x2'x30" formica top) 1 1 300 300 Table Tennis Board 1 1 400 400 End of Entries for Furniture 688,049.00 ToTal Page 62 EXTENDED Price (US$) Unit Price (US$) TOTAL St. Dominic's R.C Sch South St. George Govt Harvey Vale Govt. Sch Florida Government Sch Mt. Moritz Anglican St. John Anglican Grand Roy Govt Sch Grand Anse R.C. St. Loius Girls' R.C. St. Michael's R. C. St. Andrew Sch for SP Ed Bonair Govt. Sch Dover Government St. Thomas Aquinas St. Andrew R. Catholic St. Andrew Methodist BeaulieuR C Happy Hill R. C Chantimelle R. C. River Salle Sch Attachment F—JBTE Resupply and Reequip Reports - Grenada SCHOOLS EQUIPMENT (GENERAL) Air conditioning unit 2 2 492 984 BLENDER 1 1 1 1 1 2 3 12 1 7 30 300 9000 CAKE MIXER 1 1 1 1 2 6 700 4200 CD/CASSETTE/RADIO 1 1 2 2 2 3 2 1 3 4 21 155 3255 COMPUTER SYSTEM 16 1 8 1 6 2 9 2 4 1 1 6 1 1 1 60 1734 104040 DVD Player 1 1 102 102 FAN 20" Standard (standing) 2 1 2 6 4 13 3 5 2 38 80 3040 FREEZER 2 1 1 2 1 1 1 1 1 2 13 900 11700 MICROWAVE OVEN 1 2 1 4 300 1200 O/HEAD PROJECTOR 1 1 2 225 450 P.A. SYSTEM 1 1 932 932 PHOTOCOPIER 1 1 1 1 1 1 1 1 1 9 6000 54000 PIANO Bently model 1 1 5650 5650 PRESSURE COOKER 15 Qrt 1 1 1 3 2 2 1 1 12 160 1920 PRINTER 3 1 2 1 2 1 1 4 1 1 1 1 1 1 21 625 13125 REFRIGERATOR 1 1 1 1 1 2 1 2 1 1 1 13 1000 13000 SCANNER 1 1 4 1 7 150 1050 SEWING MACHINE 1 1 7 1 3 1 14 380 5320 STOVE Industrial 6 burners (36" 1 1 1 1 1 5 2200 11000 STOVE (1) 4 burners (36" ) 1 1 1 1 1 4 3 1 4 2 2 21 800 16800 TELEVISION 1 1 1 2 2 1 2 2 1 13 700 9100 TRANSFORMER StepUP/Down (2000W) 1 2 2 2 7 180 1260 VCR 1 1 1 1 1 2 1 1 2 1 1 13 102 1326 Stereo System w Microphone 1 1 429 429 Water Tanks (1000 gal) 3 3 590 1770 Fire Extinguisher 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20 140 2800 277,453.00 Page 63 EXTENDED Price (US$) Unit Price (US$) TOTAL St. Dominic's R.C Sch South St. George Govt Harvey Vale Govt. Sch Florida Government Sch Mt. Moritz Anglican St. John Anglican Grand Roy Govt Sch Grand Anse R.C. St. Loius Girls' R.C. St. Michael's R. C. St. Andrew Sch for SP Ed Bonair Govt. Sch Dover Government St. Thomas Aquinas St. Andrew R. Catholic St. Andrew Methodist BeaulieuR C Happy Hill R. C Chantimelle R. C. River Salle Sch Attachment F—JBTE Resupply and Reequip Reports - Grenada SCHOOLS HOME ECONOMICS & OR KITCHEN Baking tins (bun/cake) al 18 6 12 9 2 11 12 70 16 1120 Baking Tray/pan 12 6 12 6 12 11 6 65 20 1300 Bowls (Stainless steel) 9 9 58 522 Bowl (Plastic 1-6 qts) 18 100 10 128 35 4480 Bread Plates 6 6 8 48 Bread knive 2 4 6 16 96 Breakfast set 24 2 2 28 41 1148 Bucket (plastic) 12 6 18 22 396 Cake Mixer (hand) 1 1 65 65 Chopper 1 2 2 2 4 2 13 32 416 Clothes Basket 4 4 34 136 Coffee Perculator 1 1 2 25 50 Colander (large, stainless) 1 6 1 3 11 37 407 Cooker (Rice) 20,30,40 Qts 3 1 4 200 800 Cooking fork 2 2 2 4 Cooking pot (lg aluminium 4 1 3 2 1 4 15 68 1020 Cream and Sugar Bowls 5 5 5 25 Cups (drinking) 100 72 136 50 100 100 500 50 1108 2 2216 Cutter (cookie & doughnut) 4 4 1 4 Cutlery Set (16 pcs) 2 4 2 8 89 712 Cutting Board 4 6 3 13 19 247 Dinner set 2 2 10 2 12 28 41 1148 Double Boiler 1 1 41 41 Drainer (lg plate drainer) 4 4 8 35 280 Page 64 TOTAL St. Dominic's R.C Sch South St. George Govt Harvey Vale Govt. Sch Florida Government Sch Mt. Moritz Anglican St. John Anglican Grand Roy Govt Sch Grand Anse R.C. St. Loius Girls' R.C. St. Michael's R. C. St. Andrew Sch for SP Ed Bonair Govt. Sch Dover Government St. Thomas Aquinas St. Andrew R. Catholic St. Andrew Methodist BeaulieuR C Happy Hill R. C Chantimelle R. C. River Salle Sch Attachment F—JBTE Resupply and Reequip Reports - Grenada HOME ECONOMICS & SCHOOLS OR KITCHEN cont'd 0 0 Drinking Glass 18 10 36 12 76 1 76 Drinking Glass (plastic) 200 72 50 322 1 322 Egg Poucher (5 hole) 1 1 25 25 Egg Whisk 3 8 11 14 154 Food Cover 6 4 10 2 20 Food Storage container 2 6 8 8 64 Fork (Dinner) 48 136 50 50 284 1 284 Fork (Kitchen) 4 2 6 2 12 Frying Pan 3 1 4 4 12 30 360 Garbage bin 12 6 4 14 36 30 1080 Glass Jugs 6 6 4 5 2 23 5 115 Grater 3 3 6 2 12 Gravey Boat 5 5 7 35 Iron 1 2 1 1 1 6 35 210 Ironing Board 1 1 1 3 26 78 Juicer 1 1 4 6 119 714 Kettle (electric) 1 1 1 3 40 120 Kettle (non-electric) 2 1 3 3 9 30 270 Knife (Dinner) 6 24 10 6 46 38 1748 Knive (kitchen set) 6 5 3 3 5 6 5 6 39 34 1326 L. Square 1 1 1 3 16 48 Measuring cups (set) 2 4 2 12 20 20 400 Measuring tapes 20 20 3 60 Milk Jugs 5 3 8 29 232 Mixing Bowl (stainless) 2 2 6 10 35 350 Mop Bucket 1 2 2 5 137 685 Office Shear 1 2 3 13 39 Pastry board 4 4 17 68 Pizza Pans (12" diam) 3 3 5 15 Page 65 TOTAL St. Dominic's R.C Sch South St. George Govt Harvey Vale Govt. Sch Florida Government Sch Mt. Moritz Anglican St. John Anglican Grand Roy Govt Sch Grand Anse R.C. St. Loius Girls' R.C. St. Michael's R. C. St. Andrew Sch for SP Ed Bonair Govt. Sch Dover Government St. Thomas Aquinas St. Andrew R. Catholic St. Andrew Methodist BeaulieuR C Happy Hill R. C Chantimelle R. C. River Salle Sch Attachment F—JBTE Resupply and Reequip Reports - Grenada HOME SCHOOLS ECONOMICS & OR KITCHEN cont'd 0 0 Plate (plastic) 100 144 136 70 24 100 50 624 2 1248 Platter (fish) 4 2 6 28 168 Platter (serving) 6 13 19 60 1140 Pot set 2 3 2 2 1 6 1 17 113 1921 Pyrex dish (1-3 pints) 6 3 9 6 54 Rolling pin 3 8 4 15 19 285 Saucers 12 12 1 12 Scale (Kitchen) (to 100lbs) 1 2 1 2 3 9 225 2025 Scoop 6 6 6 36 Scissor (cutting/trimming) 3 3 10 16 5 80 Serving Tray 6 6 26 156 Soup Bowl 50 144 24 40 500 20 778 12 9336 Soup Spoon 50 500 550 3 1650 Spatula etc 3 2 5 2 10 Spoon (eating) 200 100 144 150 50 100 100 160 500 60 1564 1 1564 Spoon (Pot) 6 4 8 6 24 2 48 Spoon (Tea) 500 36 536 1 536 Steamer 1 2 3 41 123 Sugar Bowl 12 12 5 60 Storage Bucket (plastic) 9 3 12 8 96 Strainer (plastic) 7 6 4 17 2 34 Table cloth (120"x40") 6 40 46 18 828 Table Cloth (plastic) 12 12 10 120 Tea set 2 2 1 2 7 41 287 Timer 1 1 4 4 Toaster Oven 1 1 1 3 40 120 Towels 12 4 12 28 6 168 Tray 12 24 6 12 24 8 86 3 258 Tray (tea) 12 12 19 228 Page 66 TOTAL St. Dominic's R.C Sch South St. George Govt Harvey Vale Govt. Sch Florida Government Sch Mt. Moritz Anglican St. John Anglican Grand Roy Govt Sch Grand Anse R.C. St. Loius Girls' R.C. St. Michael's R. C. St. Andrew Sch for SP Ed Bonair Govt. Sch Dover Government St. Thomas Aquinas St. Andrew R. Catholic St. Andrew Methodist BeaulieuR C Happy Hill R. C Chantimelle R. C. River Salle Sch Attachment F—JBTE Resupply and Reequip Reports - Grenada HOME SCHOOLS ECONOMICS & OR KITCHEN cont'd 0 0 Vary Form Curve 1 1 1 3 20 60 Vegetable Pealers 10 6 16 2 32 Wash pan (metal or plastic) 4 2 10 8 24 17 408 Water cooler 3 2 5 70 350 Wine Glass 20 20 7 140 Wooden Spoon 6 4 2 12 12 144 End of Home Economics/Kitchen Items 49,332.00 Page 67 TOTAL St. Dominic's R.C Sch South St. George Govt Harvey Vale Govt. Sch Florida Government Sch Mt. Moritz Anglican St. John Anglican Grand Roy Govt Sch Grand Anse R.C. St. Loius Girls' R.C. St. Michael's R. C. St. Andrew Sch for SP Ed Bonair Govt. Sch Dover Government St. Thomas Aquinas St. Andrew R. Catholic St. Andrew Methodist BeaulieuR C Happy Hill R. C Chantimelle R. C. River Salle Sch Attachment F—JBTE Resupply and Reequip Reports - Grenada SCHOOLS INDUSTRIAL ARTS 0 0 Band saw 1 1 220 220 Bench vice 2 15 17 38 646 Carving Tools (set) 1 1 40 40 chisel 1 1 39 39 Circle Saw 1 1 120 120 Compressor 1 1 2 100 200 Coping Saw 15 15 7 105 cross cut saw 10 10 25 250 Drill 1 1 382 382 Drill Press 1 1 2 70 140 Gee Clamp 6 6 130 780 Hammer 1 5 6 19 114 Industrial Spray Gun 1 1 60 60 Jack plane 6 6 50 300 Jig Saw 2 2 269 538 lathe 1 1 2 564 1128 Measuring Tape 1 1 8 8 Mitre saw 1 1 235 235 Morticer 1 1 485 485 Panel saw 10 10 25 250 Plane Grinder 1 1 159 159 rip saw 10 10 40 400 router bit (set) 1 1 75 75 router set 1 1 554 554 sander (belt) 1 1 2 75 150 Sash Clamp 7 7 60 420 Page 68 TOTAL St. Dominic's R.C Sch South St. George Govt Harvey Vale Govt. Sch Florida Government Sch Mt. Moritz Anglican St. John Anglican Grand Roy Govt Sch Grand Anse R.C. St. Loius Girls' R.C. St. Michael's R. C. St. Andrew Sch for SP Ed Bonair Govt. Sch Dover Government St. Thomas Aquinas St. Andrew R. Catholic St. Andrew Methodist BeaulieuR C Happy Hill R. C Chantimelle R. C. River Salle Sch Attachment F—JBTE Resupply and Reequip Reports - Grenada SCHOOLS INDUSTRIAL ARTS Cont'd 0 0 Saw Bit Set 1 1 99 99 Scroll Saw 2 2 210 420 Scroll Saw blade 12 12 3 36 Shaper 1 1 20 20 sliding bevels 15 15 15 225 Smoothing Plane 8 8 84 672 Spoke Shaves (RFJ Planes) 15 15 19 285 Spray Gun 1 2 3 100 300 Steel Rules 15 15 10 150 Surface Plane 1 1 250 250 Table Saw 1 1 2 180 360 T-Square 6 6 18 108 Tennon saw 15 15 21 315 Thickness plane 1 1 35 35 Try Square 15 15 16 240 Turning Chisel (set) 1 1 70 70 Vibrator 1 1 120 120 End of Industrial arts category 11,503.00 Page 69 TOTAL St. Dominic's R.C Sch South St. George Govt Harvey Vale Govt. Sch Florida Government Sch Mt. Moritz Anglican St. John Anglican Grand Roy Govt Sch Grand Anse R.C. St. Loius Girls' R.C. St. Michael's R. C. St. Andrew Sch for SP Ed Bonair Govt. Sch Dover Government St. Thomas Aquinas St. Andrew R. Catholic St. Andrew Methodist BeaulieuR C Happy Hill R. C Chantimelle R. C. River Salle Sch Attachment F—JBTE Resupply and Reequip Reports - Grenada SCHOOLS AGRICULTURE 0 0 Chicken feeder 4 4 50 200 Chicken water can 4 4 100 400 cutlass 6 5 5 3 5 5 5 12 5 10 6 5 72 10 720 Feather plucker 1 1 30 30 File 2 2 2 2 2 2 5 2 19 6 114 Fork large 2 2 2 2 2 2 1 2 3 6 2 5 5 2 38 28 1064 Gloves (set) 3 10 13 5 65 Hand Fork 6 5 5 5 5 6 5 6 5 6 5 59 4 236 Hand spade 6 5 5 5 5 6 5 6 5 6 5 59 4 236 Hoe 1 2 2 4 9 23 207 hose 100ft 2 1 1 1 1 1 2 2 1 2 1 15 83 1245 large spade 2 2 2 2 2 2 1 4 3 4 2 5 2 33 20 660 lawn mower 1 1 280 280 rakes 2 2 2 2 2 2 3 3 2 2 4 2 28 10 280 Screw Driver (set) 1 1 10 10 Shovel 1 2 3 22 66 Seed Tray 2ft x 1ft 3 3 50 150 spray pan (5L) 1 2 3 6 60 360 Sprinkler 1 2 1 2 1 2 3 3 2 3 2 22 21 462 Watering can 2 1 2 2 2 2 2 3 2 2 20 21 420 weed eater 1 1 1 1 2 6 200 1200 0 End of Gardening/Agriculture items 8,405.00 Page 70 TOTAL St. Dominic's R.C Sch South St. George Govt Harvey Vale Govt. Sch Florida Gov't Sch Mt. Moritz Anglican St. John Anglican Grand Roy Govt Sch Grand Anse R.C. St. Loius Girls' R.C. St. Michael's R. C. St. Andrew Sch (SP Ed) Bonair Govt. Sch Dover Government St. Thomas Aquinas St. Andrew R. Catholic St. Andrew Methodist BeaulieuR C Happy Hill R. C Chantimelle R. C. River Salle Sch Attachment F—JBTE Resupply and Reequip Reports - Grenada SCHOOLS SPORTS 0 0 Basket ball 2 6 3 11 70 770 Basket ball ring/nets (sets of 2) 1 1 2 145 290 Bat (Cricket) 4 3 3 12 3 6 31 179 5549 Cricket Ball 18 6 24 50 1200 Cricket Pad Batting (pairs) 4 3 2 4 6 6 25 20 500 Cricket Pad (Keeper) Keeper (pairs) 1 2 6 6 1 16 40 640 Discuss s&l 1 1 2 4 20 80 Foam Mattress (sports dept) 1 2 3 345 1035 Football 4 6 4 6 5 5 30 50 1500 Football Boots pair 8 8 45 360 Glove batting (pairs) 3 4 2 9 40 360 Glove (w/Keeeper) W/Keeper (pairs) 1 4 2 2 6 15 39 585 Groin Protectors pair 4 4 19 76 Helmets (pair) 3 3 59 177 Javelin 500 & 700 g 2 1 2 5 200 1000 Lawn Tennis balls (tins) 3 3 50 150 Lawn Tennis (Rac) rackets 12 12 230 2760 Leg Guard pair 4 4 59 236 Netball 2 2 2 2 2 6 16 50 800 Netball ring/nets (sets of 2) 2 1 1 1 5 90 450 Shot Putt girls h&l 2 4 4 10 30 300 Skipping Ropes 6 6 10 60 Spikes (2,3,2) size 7-9 (pairs) 7 12 19 45 855 Stop watch 4 4 15 60 Stump/Bails (Sets of 6) 1 1 1 2 2 1 8 39 312 Tape 100 feet' 2 2 16 32 Tennis Balls 6 6 2 12 Table Tennis Set 4 4 350 1400 Tennis Racquets 4 4 17 68 Volley Ball 1 1 2 50 100 End of Sports Items category 21,717.00 Page 71 TOTAL St. Dominic's R.C Sch South St. George Govt Harvey Vale Govt. Sch Florida Government Sch Mt. Moritz Anglican St. John Anglican Grand Roy Govt Sch Grand Anse R.C. St. Loius Girls' R.C. St. Michael's R. C. St. Andrew Sch for SP Ed Bonair Govt. Sch Dover Government St. Thomas Aquinas St. Andrew R. Catholic St. Andrew Methodist BeaulieuR C Happy Hill R. C Chantimelle R. C. River Salle Sch Attachment F—JBTE Resupply and Reequip Reports - Grenada SCHOOLS SCIENCE 0 0 Test tubes (set) 12 6 18 4 72 Beakers 12 6 10 28 12 336 Thermometer 6 6 12 4 48 Ametres 4 4 24 96 Volt Meters 8 8 24 192 Soil Test Kits 3 4 7 25 175 Filter Paper 10 10 6 60 Microscope 1 1 1 1 1 5 224 1120 Stetoscope 1 1 17 17 Blood Pressure Machine 1 1 50 50 Charts on Human Body various 3 6 2 3 2 16 395 6320 Science Elementary Kit 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20 400 8000 Solar System 3 3 40 120 Skeleton 3 3 70 210 Vocano 3 3 14 42 Meter Rule 8 8 4 32 Litmus Paper 8 8 4 32 Tuning Fork (music) 6 6 7 42 Measuring Cylinder (500 ml) 10 10 10 100 Bunsen Burners 6 6 14 84 End of Science items category 60,582.00 Page 72 TOTAL St. Dominic's R.C Sch South St. George Govt Harvey Vale Govt. Sch Florida Government Sch Mt. Moritz Anglican St. John Anglican Grand Roy Govt Sch Grand Anse R.C. St. Loius Girls' R.C. St. Michael's R. C. St. Andrew Sch for SP Ed Bonair Govt. Sch Dover Government St. Thomas Aquinas St. Andrew R. Catholic St. Andrew Methodist Beaulieu R C Happy Hill R. C Chantimelle R. C. River Salle Sch Attachment F—JBTE Resupply and Reequip Reports - Grenada SCHOOLS Other Resources 0 0 Assorted tapes, pins, tacks etc 1 1 200 200 Bristol Boards ream of 100 1 1 2 13 26 Building Blocks sets 10 10 10 30 50 1500 Calculator 15 15 10 150 Cars 12 12 189 2268 Charts various 3 5 5 2 3 4 2 24 500 12000 Charts (reading) various 6 4 12 3 25 500 12500 Clocks 2 2 2 2 2 2 2 2 2 2 2 2 12 2 2 2 2 2 2 2 50 15 750 Copy Paper (box) 3 sizes 1 1 41 41 Diskettes boxes 3 3 7 21 Dolls 12 30 50 26 118 50 5900 First Aid Kit 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20 200 4000 Foam Mattress 4ft x 2ft 10 10 25 250 Geometrical Instruments 7 7 10 70 Globes 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 60 60 3600 News Print ream 5 1 6 15 90 Paint and Paint Brushes 20 10 30 150 4500 Rug/Carpet 7ft x 10ft 1 6 7 14 98 Water Play Kit 1 1 260 260 End of Other Resources category 48,224.00 Total Commodity cost 1,165,265.00 Page 73 Attachment F—JBTE Resupply and Reequip Reports - Grenada APPENDIX 2 PADCO GRENADA - [Details of Books Destroyed as Result of Hurricane Ivan. Title Author Publisher Year Edition Total 366 Amazing Facts Clark, Colin Brown Watson 1990 0 A Day in the life Random House 6 A Day in the Life of a Teacher Mary Bowman-Kruhm Rosen Pub. 5 A Day in the life of Chuckie David Lawrence Viacom Int. Inc. 1999 5 A Mid Summer Night's Dream William Shakespeare N.T.C. 16 A number of things Katie Ritching 2 ABC Teacher Resource Book Katie Ritching 3 Aesop's Funky Fables French, Vivian VIK 1998 2 Agricultural Sc. for Carib. Prim. Sch. (Bk 1) R. Persad/D. Maharaj Nelson Caribbean 1981-82 2 Agricultural Sc. for Carib. Prim. Sch. (Intro) R. Persad/D. Maharaj Nelson Caribbean 1981-82 2 Aladdin Kervin, Rosalind DOR 1998 2 Aladdin and the Magic Lamp Hautzig, Deborah RDM 1993 2 All Kinds of Animals Hewitt, Sally 2 Amazing Sea Creatures Brown, Andrew CBT 1997 2 American History Ritchie McGraw Hill 6 Analysis in Financial Management Robert C. Higgins McGraw Hill 6th 0 Anansi and the Moss Covered Rock Kimmel, Eric HLD 1988 3 Anansi and the Talking Melon Kimmel, Eric HLD 1994 3 Anansi does the impossible: An Ashanti Tale Aardema, Verna ATH 1997 2 Anansi Goes Fishing Kimmel, Eric HLD 1992 3 Anansi, The Spider Man Phillip M. Shelock McMillian 5 And to Think that I saw it on Mulberry Street Seuss, Dr. RDM 1964 2 Animal Homes Everts, Tommy CBT 1994 2 Animals (A-Z) McPhial, David, M SCH 1987 2 Animals Friends Brown Watson 5 Animals of the Dessert Raintree, Steck-Vaughn 1997 2 Animals of the Grasslands Raintree, Steck-Vaughn 1997 2 Animals of the Oceans Raintree, Steck-Vaughn 1997 2 Animals of the Rainforest Raintree, Steck-Vaughn 1997 2 Animals Song David L. Harrison BMP 1997 2 Anno's Math Games il. 6-10 (RL4.0) Anno, Mitsumasa PHI 1982 2 Are You There God? It's Me Margaret Blume, Judy BDB 1970 2 At Home: Baby's First Words Parragon 2001 0 Atlas - Longman Caribbean School Longman Caribbean 146 Barbie the Bee Alain Gree Derrydale Books 1985 1st 4 Basic Skills in Fractions W.R. Fox 2 Basic Technical Drawing Stuart Soman McGraw Hill 1995 4 Beauty and the Beast John Patience Peter Haddock Ltd. 2001 0 Bernstain Bear Scouts and the missing merit badges Berenstain, Stanley SCH 2 Bernstain Bears and the Blame Game Berenstain, Stanley RDM 1997 1 Bernstain Bears and the Homework Hassle Berenstain, Stanley RDM 1997 1 Bernstain Bears and the New Girl in Town Berenstain, Stanley RDM 1997 1 Bernstain Bears and the Truth Berenstain, Stanley RDM 1983 1 Bernstain Bears and too much Teasing Berenstain, Stanley RDM 1995 2 Bernstain Bears count there Blessings Berenstain, Stanley RDM 1995 2 Bernstain Bears Foget their Manners Berenstain, Stanley RDM 1985 1 Bernstain Bears get in a Fight Berenstain, Stanley RDM 1982 2 Bernstain Bears go out for the Team Berenstain, Stanley RDM 1982 1 Page 74 Attachment F—JBTE Resupply and Reequip Reports - Grenada Title Author Publisher Year Edition Total Best of Aesop's Fables Clark, Margarett Goff JOY 1990 2 Best Plays Advance Level P. Opaskar & M.A. Trust Jamestown Pub. 1998 0 Better English Book 5 Ronald Ridout 1 Big Book 1 McMillan/McGraw Hill McMillan/McGraw Hill 2000 0 Biology Vodopich & Moore McGraw Hill 4th 26 Blackberry farm, Mrs. Squirrel and Hazel (Black Berry Farm) Pilgrim, Jane Brockhampton Press 1992 0 Blackberry farm: Henry goes visiting (Black Berry Farm) Pilgrim, Jane Brockhampton Press 1992 0 Booker T. Washington: Leader and Educator McKissack, Pat ENL 1992 2 Boy Who Wouldn't go to Bed Cooper, Helen DIA 1997 2 Bremen Town Musicians: A Tale. Grimm, Jacob NOS 1998 1 Brown Bear, What do you see? Bill Martin Jr. 5 Bug Mania Phidal 8 Butterfly Alphabet Books Cassie Brian CHB 1995 2 Cabbage Patch Kids 1 Caribbean English A: A Prep. For Sec Sch. Esther O'Neale & Bernadine Payne Stanley Thornes 110 Caribbean Prim. Agri. Textbook 1 Ramharacksing Cassell 14 Caribbean Prim. Agri. Textbook 2 Ramharacksing Cassell 14 Caribbean Prim. Agri. Textbook 3 Ramharacksing Cassell 14 Caribbean Prim. Agri. Textbook 4 Ramharacksing Cassell 74 Caribbean Prim. Agri. Textbook 5 Ramharacksing Cassell 2 Caribbean Prim. Agri. Workbook 1 Ramharacksing Cassell 50 Caribbean Prim. Agri. Workbook 2 Ramharacksing Cassell 84 Caribbean Prim. Agri. Workbook 3 Ramharacksing Cassell 94 Caribbean Prim. Agri. Workbook 4 Ramharacksing Cassell 82 Caribbean Primary Maths Level 1 Part 1 J. Redhead & Y. James-Brown Ginn & Company 1997 New 321 Caribbean Primary Maths Level 1 Part 2 J. Redhead & Y. James-Brown Ginn & Company 1997 New 321 Caribbean Primary Maths Level 2 Part 1 J. Redhead & Y. James-Brown Ginn & Company 1997 New 321 Caribbean Primary Maths Level 2 Part 2 J. Redhead & Y. James-Brown Ginn & Company 1997 New 321 Caribbean Primary Maths Level 3 J. Redhead & Y. James-Brown Ginn & Company 1997 New 321 Caribbean Primary Maths Level 4 J. Redhead & Y. James-Brown Ginn & Company 1997 New 321 Caribbean Primary Maths Level 5 J. Redhead & Y. James-Brown Ginn & Company 1997 New 322 Caribbean Primary Maths Level 6 J. Redhead & Y. James-Brown Ginn & Company 1997 New 76 Caribbean Primary Maths Tr. Guide 1 J. Redhead & Y. James-Brown Ginn 2003 Revised 39 Caribbean Primary Maths Tr. Guide 2 J. Redhead & Y. James-Brown Ginn 2003 Revised 10 Caribbean Primary Maths Tr. Guide 3 J. Redhead & Y. James-Brown Ginn 2003 Revised 10 Caribbean Primary Maths Tr. Guide 4 J. Redhead & Y. James-Brown Ginn 2003 Revised 10 Caribbean Primary Maths Tr. Guide 5 J. Redhead & Y. James-Brown Ginn 2003 Revised 10 Caribbean Primary Maths Tr. Guide 6 J. Redhead & Y. James-Brown Ginn 2003 Revised 14 Caribbean Primary Social Studies Bk. 1 Marcellus Atherson 1 Caribbean Social Studies Bk. 5 Mike Morrissey MacMillan Caribbean 60 Caribbean Social Studies Bk. 6 Mike Morrissey MacMillan Caribbean 60 Caribbean Story Book One (Foundations) Claypole & Robottom Longman Caribbean 60 Cat in the Hat Seuss, Dr. RDM 1985 1 Chicken Little HPR 1998 1 Child Psychology Hetherington Parke McGraw Hill 16 Chinese Folk Tales Howard Giskin National Text Bk Co. 1997 6 Christmas in the forest Bauer, Marion Dane Dawson 1998 2 Cinderella: A fairy tale pop-up John Patience Peter Haddock Ltd. 2001 0 Cinderella: Or Little Glass Slipper Brown, Marcia SCR 1954 1 Classic Horror Stories National Text Book Company National Text Bk Co. 2001 0 Clothing Jeanette Weber McGraw Hill 1990 6 College girls (SVU 1) John, Laurie Bantam Books 1993 0 Page 75 Attachment F—JBTE Resupply and Reequip Reports - Grenada Title Author Publisher Year Edition Total Communication Matters McCutcheon & Schuffer National Text Bk Co. 1994 0 Communication Technology Barden & Hacker McGraw Hill 10 Complete L.A. Programme 3 Claire Prefontaine 1 Comprehensive Maths 2 Furlonge and Furlonge Furlonge and Furlonge 1 Comprehensive Maths 3 Furlonge and Furlonge Furlonge and Furlonge 1 Comprehensive Maths 4 Furlonge and Furlonge Furlonge and Furlonge 9 Comprehensive Maths 5 Furlonge and Furlonge Furlonge and Furlonge 9 Computer Confidence Clarke, Oswalt South-Western Pub. Co. 1991 2nd 2 Connect on Line L. Schrum & G. Solomon McGraw Hill 1996 0 Construction Technology James F. Fales Glencoe 0 Coping on the Playground Random House 6 Correct English Metcalfe & Astle Clarion 0 Creative Living L.R. Glosson & J.P. Meeks McGraw Hill 1997 6th 14 D.I.Y. Manual Costantio, Maria Parragon 2002 0 Dealing with Arguments il. 8-10 Adams, Lisa K. RSN 1997 4 Dealing with Hurt Feelings il. 8-10 Adams, Lisa K. RSN 1997 3 Dealing with Lying il. 8-10 Adams, Lisa K. RSN 1997 4 Dealing with Someone who dont listen il. 8-10 Adams, Lisa K. RSN 1997 4 Dealing with Stealing il. 8-10 Adams, Lisa K. RSN 1997 3 Dealing with Teasing il. 8-10 Adams, Lisa K. RSN 1997 2 Dial Book of Animal Tales from Around the World Alder, Naomi DIA 1996 2 Dictionary - Nelson School Anne Worral et al Longman Caribbean New 102 Dictionary - Oxford 12 Dictionary & Thesaurus - New Webster's Nichol's 2000 0 Does the Moon Change Shape? Goldish, Meish RTR 1992 1 Don’t just stand there…pray something! Dunn, Ronald Harper Collins 1992 0 Dr. Seuss's (Series) Seuss, Dr. RDM 1963 2 Easy Maths Puzzles il Fisher 4-8 Alder, David A. HLD 1991 2 Eclipses: Natures Blackouts Aronson, Billy WAT 1996 1 Economics McConnell Bruce McGraw Hill 14 0 Electricity and Magnetism Atwater, Baptiste, Daniel, Hakette McGraw Hill 20 Ella's Trip to the Museum Clayton, Elaine CRN 1996 1 Enchanted Kingdom Kerven Rosalind National Text Bk Co. 1997 6 Encyclopedia 1 Encyclopedia - A - Z (set) 1 Encyclopedia - Academic American (set) 3 Encyclopedia - Colliers William D. Hasley Crowell Collier 1969 0 Encyclopedia - Lexican 1 Encyclopedia - New Standard 0 Encyclopedia - World Book (set) Pat & T.M. off Marca Regist. A. Scott Fetzer Comp. 1994 7 Energy Technology Schwaller & Gilbert McGraw Hill 2nd 0 English. Spanish fun with words and Pictures Clark, Colin Brown Watson 2002 0 Every Boy's Handbook Cote, Roger Hamlyn Children's 1994 0 Fables Aesop Never Wrote Krasnopolsky, Faralynn VIK 1994 2 Fairy Tales of Hans Christian Andersen il. Brent, Isabelle 8-12 Andersen, Hans Christian VIK 1995 3 Family Living Cox and Canada West 12 Farmer Fred's: Baby Animals Goldsack, Gaby Parragon 2002 0 Father Christmas and the Donkey Clark, Elizabeth VIK 1993 1 First step in Phonics, linking sounds with letter & shapes Katie Ritching 3 First Step with Ladybird ADC 10 Page 76 Attachment F—JBTE Resupply and Reequip Reports - Grenada Title Author Publisher Year Edition Total Fisherman and His Wife: A Tale from The Brothers Grimm, Jacob FAR 1987 1 Five Little Ducks (Sing-along books) Endersby, Frank Parragon 2000 0 Focus on Health D.B. Hahn & W.A. Payne McGraw Hill 2001 5th 14 Focus on the family complete guide to caring for aging loved ones/endorsed by the focus on the family physicians resource council. Tyndale House 2002 0 Foot Book Seuss, Dr. RDM 1968 2 Fox in Socks Seuss, Dr. RDM 1965 2 Fraction Fun il. Tobin, Nancy 4-8 Alder, David A. HLD 1997 1 Frog Prince Berenzy,Alix HLT 1989 1 Full Moon Stories: Thirteen Native American Legend Eagle Walking Turtle HYP 1997 1 Geography - The World & its People Armstion/Boehm Hunkins McGraw Hill 16 Ginger Bread Man Baumgartner, Barbara DKI 1998 1 Girl Who Wanted to Haunt: A Siberian Tale Bernhard, Emery HLD 1994 1 Give a dog a bone Cole, Joanna Comp. SCH 1996 1 Golden Bk Series eg The Snoring Monster etal 12 Golden Tales: Myths, Legends, and Folktales from Latin America Delacre, Lulu SCH 1996 2 Grammar Mini-Lessons Grade 4 McMilan/McGraw Hill 1 Grammar Mini-Lessons Grade 5 McMilan/McGraw Hill 1 Grammar Mini-Lessons Grade 6 McMilan/McGraw Hill 1 Grammer Skills for the Caribbean Bk 1,2,3,4 Louis Fidge / Myra Murby McMillian 1st 1 Green Days by the River Michael Anthony Heinneman 99 Green Eggs and Ham Seuss, Dr. RDM 1960 1 Grovers Own Alphabet 1 Hamlet William Shakespeare National Text Bk Co. 1994 6 Handmade Alphabet Raakia, Laura DIA 1996 2 Hannibal Alex Simmons McGraw Hill 1998 6 Happy Birthday to You Seuss, Dr. RDM 1959 1 Happy Mother's Day Hautzig, Deborah RDM 1991 2 Health Meeks & Heit Glencoe 18 Health Education for Tropical Schools McNeil and Anderson 2 Hero and the Crown McKinley, Robin GRW 1984 1 History of a Free Nation Bragdon & McCutcheon Glencoe 1996 0 History of the WI People Bk. 1 (Our Heritage) Carter Digby and Murray Nelson Caribbean 37 History of the WI People Book 2 (Story of our Island) Carter Digby and Murray Nelson Caribbean 52 Holy Bible NIV 1984 0 Hooked on Phonics (Levels 1-6) 4 Hop on Pop Seuss, Dr. RDM 1963 1 Horrible Harry & the Kickball Wedding Suzy Kline Scholastic 1995 4 How do our ears work? Ballard, John Raintree, Steck-Vaughn 1998 1 How do our eyes see? Ballard, John Raintree, Steck-Vaughn 1998 1 How do we feel and touch? Ballard, John Raintree, Steck-Vaughn 1998 1 How do we move? Ballard, John Raintree, Steck-Vaughn 1998 1 How do we taste and smell? Ballard, John Raintree, Steck-Vaughn 1998 1 How do we think? Ballard, John Raintree, Steck-Vaughn 1998 1 How the Grinch Stole Christmas Seuss, Dr. RDM 1957 2 How the Ostrich got itd long neck: A tale from the Akamba of Kenya Aardema, Verna SCH 1995 1 How to be a friend Brown, Laurene Krasny Little 4 Human Body Bruun, Ruth Dowling & Bertel 3 Page 77 Attachment F—JBTE Resupply and Reequip Reports - Grenada Title Author Publisher Year Edition Total Human Development Vnian & Crandell McGraw Hill 7th 32 Hurricanes. Erlbach, Arlene CHL 1993 1 I can read with my eyes shut Seuss, Dr. RDM 1978 2 I can't wait until Christmas Publishing Co. 1994 2 If I ran the circus Seuss, Dr. RDM 1984 1 If I ran the zoo Seuss, Dr. RDM 1977 2 If you're happy and you know it (Sing along books) Endersby, Frank Bright Sparks 2000 0 In the Park: Baby's First Words Parragon 2001 0 In the Town: Baby's First Words Parragon 2001 0 Increasing your testing power in L.A.&Maths MacMillan/McGraw Hill 29 Inside the walls of Troy: A Novel of the Women Who Lived The Trojan War McLaren, Clemence ATH 1996 1 Integrated L. A for the Carib. (Kiskidees) 0 Integrated L.A. for the Carib. - Pupils Bk 1 Anne Worral et al Longman Caribbean New 30 Integrated L.A. for the Carib. - Pupils Bk 2 Anne Worral et al Longman Caribbean New 67 Integrated L.A. for the Carib. - Pupils Bk 3 Anne Worral et al Longman Caribbean New 59 Integrated L.A. for the Carib. - Pupils Bk 4 Anne Worral et al Longman Caribbean New 56 Integrated L.A. for the Carib. - Pupils Bk 5 Anne Worral et al Longman Caribbean New 58 Integrated L.A. for the Carib. - Pupils Bk 6 Anne Worral et al Longman Caribbean New 18 Integrated L.A. for the Carib. - Reader 1 Anne Worral et al Longman Caribbean New 86 Integrated L.A. for the Carib. - Reader 2 Anne Worral et al Longman Caribbean New 10 Integrated L.A. for the Carib. - Reader 3 Anne Worral et al Longman Caribbean New 10 Integrated L.A. for the Carib. - Reader 4 Anne Worral et al Longman Caribbean New 10 Integrated L.A. for the Carib. - Reader 5 Anne Worral et al Longman Caribbean New 11 Integrated L.A. for the Carib. - Wkbk 1A Anne Worral et al Longman Caribbean New 56 Integrated L.A. for the Carib. - Wkbk 1B Anne Worral et al Longman Caribbean New 54 Integrated L.A. for the Carib. - Wkbk 1C Anne Worral et al Longman Caribbean New 22 Integrated L.A. for the Carib. - Wkbk 2 Anne Worral et al Longman Caribbean New 48 Integrated L.A. for the Carib. - Wkbk 3 Anne Worral et al Longman Caribbean New 46 Integrated L.A. for the Carib. - Wkbk 4 Anne Worral et al Longman Caribbean New 36 Integrated L.A. for the Carib. - Wkbk 5 Anne Worral et al Longman Caribbean New 46 Integrated L.A. for the Carib. T. Guide Bk 5 1 Integrated Sc. for the Carib. Sch. Bk. 1 Commissiong Dalgety & Lambert Heinneman 55 Integrated Sc. for the Carib. Sch. Bk. 2 Commissiong Dalgety & Lambert Heinneman 1 Is it Larger? Is it Smaller? Hoban, Tana GRW 1983 1 Is it Red? Is it Yellow? Is it Blue: An Adventure in Color Hoban, Tana GRW 1978 2 It it Rough? Is it Smooth? Is it Shiny? Hoban, Tana GRW 1984 1 Jack and the Beanstalk Bofill, Francesc CHR 1998 5 Journeys in Science Shymansky A. James McMillian 1988 4 Jungle Book Kipling, Rudyard VIK 1994 1 Just Be Nice Caroline Kenneth Golden Books 8 Just So Stories Kipling, Rudyard MOR 1996 1 Know When To Stop McLenighhan, Valjean MCP 1981 1 Know Your Body book and chart 1 Ladybird Key Words Reading Scheme W. Murray Ladybird Bks. Ltd 20 Ladybird read it yourself series W. Murray Ladybird Bks. Ltd 34 Language Skills and Use Scott, Foresman Scott, Foresman 2 Large Print Nursery Rhymes Brown, Watson 1999 4 Let there be light (Bible Stories) Lesyaski, Loris DUT 1997 2 Liar, Liar, Pants on Fire Korman, Gordon SCH 1997 2 Little Mermaid and other Fairy Tales il Brent, Isabelle. 8-12 Andersen, Hans Christian VIK 2 Little Red Hen Barton, Byron HPR 1993 1 Page 78 Attachment F—JBTE Resupply and Reequip Reports - Grenada Title Author Publisher Year Edition Total Liturature for Life & Work Johnson & Bideganeta National Text Bk Co. 1998 6 Magic Porridge Pot Galdone, Paul VIK 1973 1 Magic School Bus (series) SCH 1986-1998 33 Map - Caribbean 2 Map - World 3 Map of the West Indies 4 Map of the World 3 Marketing Research J.F. Hair & R.P. Bush McGraw Hill 2000 0 Maths collaboration Katie Ritching 2 Maths on Display Katie Ritching 3 McMillan Prim. Sc. Wall Charts- Gen Sc. McMillan/McGraw Hill McMillan/McGraw Hill 0 Me First 2 Me Too! 1 Mechanical Drawing Fresel, Svensen, Helsel Urbanick Glencoe 12th 4 Mechanics of Composition (writing level) 1 Miss Meow Pageant Keens-Douglas, Richardo ANK 4 Modern Meals R.L. Duyff & D. Hasler McGraw Hill 1990 6 Monkey and the Crocodile: Jataka Tale from India Galdone, Paul CLN 1969 1 More, Fewer, Less Hoban, Tana GRW 1983 2 Multiple Choice Tests for Common Entrance (English) 15 Multiple Choice Tests for Common Entrance (Maths) Wint, Sangster, Blackwood Thomas, Nelson 15 My Cats Nick and Nora Harper, Isabel DSP 1995 2 My First Book of Proverbs Gonzalez, Ralfaka CBP 1995 2 My First Number Book 1 My Goodnight Book 3 My Little Golden Book about God Publishing Co. 1994 1 My many coloured days Seuss, Dr. KNO 1996 1 Nanny Fox il. Young, Selina 4-7 (RL4.2) Adams, Georgie ATH 1994 2 Nelson Caribbean Mathematics Bk 1 Folkes & Maxwell Nelson Caribbean 107 New Carib. Jun. English An Integ. App. Bk 4 Cecil Gray 3 New Comer Phonics Kaye Wiley 11 New Common Entrance Maths Walter, Phillips Stanley Thornes 2nd 12 New Comprehensive Maths Low Prim. Lev. Wesley A. Furlonge Furlonge and Furlonge 2002 6 New Junior English Revised a Carib. Ed. Hayden Richards et al Ginn & Company 169 New World English Student Bk. 1 Denis Craig Longman Caribbean 1981 2 Note Books (Hard Cover) 24 Office Systems and Procedures Luck & Stiegler Glencoe 2nd 16 Oh, the thinks you can think! Seuss, Dr. RDM 1975 2 Old McDonald Farm Brown Watson 2001 0 Oliver Twist - Great Illustrated Classics 1 On the Farm: Baby's First Words Parragon 2001 0 One fish, two fish, red fish, blue fish Seuss, Dr. RDM 1960 1 Our Wildlife World 10 Our World Grimshaw, Caroine 2 Over, Under & Through: And other Spatial Concepts Hoban, Tana SIM 1973 1 Paint a Poem Moria Andrew 2 Penpals-Teacher's Planning Guide McMillan/McGraw Hill McMillan/McGraw Hill 1997 0 Person to Person Galvin & Book NTC 1993 4th 0 Phonics Activity Book McGraw Hill McGraw Hill 1997 59 Physical Geography in Diagrams 3 Playful Pets 10 Page 79 Attachment F—JBTE Resupply and Reequip Reports - Grenada Title Author Publisher Year Edition Total Poems of Childhood il. 6-8 Anglund, Joan Walsh HCT 1996 2 Poems to Enjoy Dorothy Petit 1984 38 Pound Puppies A.C. Chandler Western Pub. 1986 10 Principles of Economics Frank & Bernanke McGraw Hill 0 Principles of Micro Economics Frank & Bernanke McGraw Hill 0 Principles of Science Charles H. Heimler Mervill 22 Psychology Barry Smith McGraw Hill 14 Psychology and You McMahon McMahon & Romano West P.C. 24 Pus in Boots Galdone, Paul CLN 1976 1 Quantity Food Techniques Michael Pepper McGraw Hill 1993 2nd 0 Rabbit makes a monkey of Lion: A Swahili Tale Aardema, Verna DIA 1993 2 Radio-Television Cable Management Brown & Quaal McGraw Hill 3rd 0 Rainbow Readers 1 Roma Sinanan/Uriel Narinesingh Royards Pub. Com. 2002 1st 10 Rainbow Readers 2 Roma Sinanan/Uriel Narinesingh Royards Pub. Com. 2002 1st 10 Rainbow Readers 3 Roma Sinanan/Uriel Narinesingh Royards Pub. Com. 2002 1st 10 Rainbow Readers 4 Roma Sinanan/Uriel Narinesingh Royards Pub. Com. 2002 1st 10 Rainbow Readers 5 Roma Sinanan/Uriel Narinesingh Royards Pub. Com. 2002 1st 10 Rapunzel Berenzy,Alix HLT 1995 1 Reach for the Moon: Stories and Poems Abeel, Samantha PFH 1994 3 Reading Skills for the Caribbean Bk 1,2,3 Louis Fidge / Myra Murby McMillian 1st 2 Romeo and Juliet William Shakespeare National Text Bk Co. 1992 4 Rumpelstiltskin Galdone, Paul CLN 1985 1 Scholoastic Children Thesaurus Ballard, John Scholastic 10 Science Book of Air il. 7-10 (RL4.0) Ardley, Neil GUL 1991 2 Science Book of Colour il. 7-10 (RL4.0) Ardley, Neil GUL 1991 2 Science Book of Electricity il. 7-11 (RL4.5) Ardley, Neil GUL 1991 1 Science Book of Energy il. 7-11 (RL5.5) Ardley, Neil GUL 1992 2 Science Book of Gravity il. 7-11 (RL5.3) Ardley, Neil GUL 1992 2 Science Book of Hot & Cold il. 7-11 (RL4.8) Ardley, Neil GUL 1992 2 Science Book of Light il. 7-10 (RL6.0) Ardley, Neil GUL 1991 2 Science Book of Machines il. 7-11 (RL5.3) Ardley, Neil GUL 1992 1 Science Book of Magnets il. 7-11 (RL4.9) Ardley, Neil GUL 1991 2 Science Book of Motion il. 7-11 (RL4.7) Ardley, Neil GUL 1992 2 Science Book of Sound il. 7-11 (RL5.4) Ardley, Neil GUL 1991 2 Science Book of The Senses il. 7-11 (RL5.1) Ardley, Neil GUL 1992 2 Science Book of Things That Grow il. 7-11 (RL5.1) Ardley, Neil GUL 1991 3 Science Book of Water il. 7-10 (RL4.0) Ardley, Neil GUL 1991 3 Science Book of Weather il. 7-11 (RL4.7) Ardley, Neil GUL 1992 2 Science Interaction Bill Aldridge McGraw Hill 12 Seven At One Blow Kimmel, Eric HLD 2 Share the Music Jothen & Barbara McGraw Hill 1998 6 Shy little Angel Brown, Ruth Dutton 2 Sidewalk Games Around the World Erlbach, Arlene MBK 1997 1 Skills for Life Couch, Felstehausen, Hallman West 8 Spelling Skills for the Caribbean Bk 1,2,3,4 Louis Fidge / Myra Murby McMillian 1st 1 Standard Test Lessons in Reading 1 Step Lightly Willard, Nancy 2 Stone Soup: An Old Tale Brown, Marcia ATH 1975 2 Sun Girl and the Moon Boy Choi, Yangsook KNO 1997 2 Surprise J. David Cooper Houghton Miffin 1997 5 Swing into English Bk 1 Cecil Gray 3 Swing into English Bk 4 Cecil Gray 3 Page 80 Attachment F—JBTE Resupply and Reequip Reports - Grenada Title Author Publisher Year Edition Total Tale of Ali Baba and the forty thieves a story from the Arabian Nights Kimmel, Eric HLD 1996 4 Technology-Today & Tomorrow Eric Thompson Glencoe 3rd 0 Telecommunications Lynne S. Gross McGraw Hill 2000 7th 6 Ten Green Bottles (Sing-along books) Endersby, Frank Bright Sparks 2000 0 The Big Bicycle Race 1 The Bunyip Berkeley's Creek Longman Caribbean 1973 1st 3 The Child Care Karen Stephans Glencoe 10 The Complete Reference (set) J.A. Kettell McGraw Hill 2 The Craft of Dectection National Text Book Company National Text Bk Co. 1999 0 The Day Jimmy's Doy ate the Wash 1 The Do It Yourself PC Book Kyle Mac Ray McGraw Hill 14 The Elves and the Shoemaker Golden Books 1994 2 The Ghost on the Hill Grace Maccarone Scholastic 1990 6 The Grouchy Lady Bug Eric Carl 5 The Hedge Hog Angela Royston Ideals Children's 1989 4 The Mechanics of Composition Writing Bk 2 4 The New Book of Knowledge 0 The New Four Rules of Decimals A.K. Hesse 2 The power of a positive mom Ladd, Karol Howard Publishing 2003 0 The Prostrate answer book: Remedies and cures for every man and what your doctor never tells you about surgery Nickel, Curtis. J. FC&A Medical 1997 0 The Sesame Street Library Volume 1-10 10 The Sun's Eye Ann Walmsley Longman Caribbean 93 The Tale of Peter Rabbit Publishing Co. 1994 1 The Terrible Twos Julia Gorton Hyperion Bks 1st 10 The Trojan Horse 1 The Twelve Dancing Princesses Publishing Co. 1994 1 The very clumsy Chicke beetle Eric Carl 5 The Very Young Caterpillar Eric Carl 5 The way Loney Finfly Eric Carl 5 Thee Billy Goats Gruff Galdone, Paul CLN 1973 1 There's a wocket in my pocket Seuss, Dr. RDM 1974 2 Thesaurus - Webster's Pocket Nichol's 2000 N.Rev 0 This for That: A Tonga Tale Aardema, Verna DIA 1997 2 Thomas and the Naughty Diesel Josie Yee Random House 1999 6 Thumbelina il. Graston, Arlene. 4-8 (RL3.3). Andersen, Hans Christian DOU 1997 1 Too Many toys - A Christmas Story Clark, Carla Gillow LEP 1996 1 Total Wellness: Improving your health by understanding the body's healing systems Pizzorna, Josephs Prima Publishing 1996 0 Town Mouse and Country Mouse Watts, Bernadette 2 Trouble's Daughter Kirkpatrick, Katherine A. DEL 1 Tuck-Me-In-Tales: Bedtime Stories from around the world MacDonald, Margarett Read HPR 1998 2 Twelve Labors of Hercules Cerasini, Marc A. RDM 1997 1 Two Centuries of Process Jackson &Perrone McGraw Hill 1991 3rd 0 Vocabulary Skills Txtbk. 2 Furlonge and Furlonge Furlonge and Furlonge 1 Weather Words and What They Mean Eplk HLD 1990 2 What Goes Around Comes Around McGuire, Richard VIK 1995 1 When Cows Come Home David L. Harrison BMP 1994 2 Why Mosquitos Buzz in Peoples Ears: A West African Tale Aardema, Verna DIA 1978 3 Wicked Prince il. Lemoine, Georges. 8-13 Andersen, Hans Christian HCT 1995 1 Wood Technology & Processes John L. Feirer Glencoe 4th 4 Page 81 Attachment F—JBTE Resupply and Reequip Reports - Grenada Title Author Publisher Year Edition Total Word by Word Intermediate wkbk Molinsky/Bliss 12 Word By Word Literacy Wkbk Molinsky/Bliss 2 Word By Word Prim. Lev. ABC Phonics Wkbk 2 Word with Wings 12 World History Mounir Farah McGraw Hill 6 Write About Mistakes! (Age 8-9) Brown Watson 2003 0 Write About Mistakes! (Age 8-9) Brown Watson 2003 0 Write Idea! Teacher's Planning Guide. A new view of Writing - Grade 4 McMillan/McGraw Hill McMillan/McGraw Hill 1993 0 Writers Choice Strong & Lester Glencoe 12 Writing Skills for the Caribbean Bk 1,2,3,4 Louis Fidge / Myra Murby McMillian 1st 1 Young Journalists Book Bently, Nancy, Donna Cuthrie 2 Young Living Manalee Clayton Glencoe 1996 6th 0 Young Students Learning Literary Series Graham/Thomas New Field 1 Your Five Senses Brocker, Roy CHL 1984 2 TOTAL 6112 Page 82 Attachment F—JBTE Resupply and Reequip Reports - Jamaica Page 83 Attachment F—JBTE Resupply and Reequip Reports - Jamaica Page 84 Attachment F—JBTE Resupply and Reequip Reports - Jamaica Page 85 Attachment F—JBTE Resupply and Reequip Reports - Jamaica Page 86 Attachment F—JBTE Resupply and Reequip Reports - Jamaica Page 87 Attachment F—JBTE Resupply and Reequip Reports - Jamaica Page 88 Attachment F—JBTE Resupply and Reequip Reports - Jamaica Page 89 Attachment F—JBTE Resupply and Reequip Reports - Jamaica Page 90 Attachment F—JBTE Resupply and Reequip Reports - Jamaica Page 91 Attachment F—JBTE Resupply and Reequip Reports - Jamaica Page 92 Attachment F—JBTE Resupply and Reequip Reports - Jamaica Page 93 Attachment F—JBTE Resupply and Reequip Reports - Jamaica Page 94 Attachment F—JBTE Resupply and Reequip Reports - Jamaica Page 95 Attachment F—JBTE Resupply and Reequip Reports - Jamaica Page 96 Attachment F—JBTE Resupply and Reequip Reports - Jamaica FINAL REPORT TO PADCO [Re: PADCO/JBTE Foundation Sub-Contract (Jamaica) Purchasing] 1. Furniture Items that were to be purchased by JBTE for delivery to institutions covered by the contract JBTE duly executed its responsibility with respect to handling the purchase and delivery of the quantities of furniture items in Table 1. The number of institutions was larger than initially indicated by JBTE to PADCO. JBTE clarified to PADCO that while the smaller number of institutions initially indicated was an error on the part of JBTE this did not affect the quantity of each item that was to be purchased. Table 1 FURNITURE ITEMS TOTAL TOTAL EXPECTED to be DELIVERED Supplied by JBTE Trapezoidal Table 23 23 Folding Cupboards 34 34 Wall-Mounted Chalkboards 13 13 Stationery cupboards (Royale) 14 14 Display cabinets 3 3 Wooden 2 seater Benches 128 128 Appendix 1 shows the distribution among project institutions. 2. Furniture and other Items that were supplied by Food for the Poor and delivered by JBTE to institutions covered by the contract (PADCO and formerly Detech institutions) JBTE duly delivered to designated institutions, all the items made available at Food for the Poor (FFP) warehouse in Spanish Town (see Table 2). Appendix 2 details the items and quantities that JBTE had expected to received at FFP wharehouse or otherwise from PADCO and the actual quantities received. PADCO was responsible for arranging the supply of the items; JBTE’s responsibility was to receive and deliver these items from FFP warehouse. PADCO was duly notified of the shortfall for some items and the non- supply of others. A meeting was held at FFP warehouse at which PADCO, JBTE and FFP were represented. Subsequent to this meeting no further supplies were received for distribution under this heading. Page 97 Total Received and Distributed Coffals Basic Norman Gardens Pr. & Jr. Victoria All-Age St. Thomas Church Basic Longwood Basic Banks Basic Sedgepond Basic MT. Airy All-Age Fergusson All-Age Lowe River Pr & Jr. High Hazard Primary Tulloch Primary Trinity Primary Ft. George Primary Liinsted Primary Church Teachers' College Adelphi All-Age Bickersteth Primary Bethlehem Teachers' College Cornwall MountainAll-Age Salt Marsh All-Age Goodwill All-Age Chester Castle A.A Flankers Pr. & Jr. High Rio Bueno Attachment F—JBTE Resupply and Reequip Reports - Jamaica Table 2 DISTRIBUTION OF ITEMS BY INSTITUTION FURNITURE & OTHER ITEMS Teachers' Desks 2 4 2 9 3 4 2 10 16 6 10 2 2 3 3 3 81 Teacher's chair 2 4 9 3 2 3 23 Teachers Table 8 4 8 6 2 7 3 3 3 3 6 2 55 Students' Desks 10 20 20 79 16 15 10 50 20 95 50 27 5 5 422 Students' Chairs 10 15 25 13 8 40 20 95 50 5 5 32 12 330 Basic School Desk 25 25 Basic School Chair 25 10 12 47 Desk Chair/combo 70 70 Tables 10 10 20 Cricket Ball 0 Frying Pan 0 First Aid Kit 0 Page 98 Attachment F—JBTE Resupply and Reequip Reports - Jamaica 3. Furniture and other Items that supplied by Food for the Poor and Delivered by JBTE to PADCO Non-Project Institutions JBTE was responsible for the receipt and delivery to Non-Project institutions items that were to be made available at FFP warehouse in Spanish Town. A list of schools with quantities of items per school was received by JBTE from PADCO (see Appendix 3). It was understood by JBTE that it (JBTE) would not necessarily receive for distribution all items or the quantities indicated. Further it was understood that the number of schools receiving items would be contingent on the items and quantities received at FFP. It was also understood that JBTE would apportion whatever it received on a pro rata basis where it was possible and feasible to do so. The initial list (see Appendix 3) had a total of forty (40) schools. PADCO later advised that the following schools were to be dropped from the list: Mount Grace Primary and Junior High, St. Georges Girls Primary and Calabar Primary and Junior High.1 One new school, Hillsbrook All-Age, was added to the list. It should be noted that in some instances food for the poor actually supplied fewer items than they originally indicated were available, while in other instances larger number of particular items than original projected were supplied. Additionally, where types of furniture other than on the original list was available from FFP these were included in the delivery to schools. Initially, FFP indicated that it could supply the items and quantities indicated in Table 3 and on that basis JBTE began distributing these items bearing in mind the foregoing understandings. Availability of other items or quantities (included in Table 3) was brought to JBTE’s attention as the operation progressed and was delivered to project institutions. Table 3 ITEMS QUANTITY Sewing machine 13 Blanket 10 Single Bed 9 First Aid Kit 3 Infant Chairs 172 Octagonal Table 6 Teacher’ Chair 281 Teacher Desk 192 Student Chair 300 Student Desk 300 JBTE received and duly delivered all the items that were made available at FFP warehouse to non-project institutions. Table 4 shows the items and quantities received and distributed. The items were distributed among thirty-one (31) of the adjusted list of 1 PADCO comment: JBTE misunderstood our request. We asked that one lower, third priority school be replaced with Port Morant, a second priority school. We did not request removing three schools from the list and adding Hillsbrook All Age in their place. Hillsbrook is not a targeted school. Page 99 Attachment F—JBTE Resupply and Reequip Reports - Jamaica 38 non-project schools. As far as was possible (under the severe weather and difficult road conditions prevailing at the time) JBTE attempted to deliver to schools designated to benefit from particular items. See Appendix 4 for distribution of items by school. Table 4 ITEM Quantity Supplied Teacher’s desk 170 Teacher’s chair 76 Teacher’s table 36 Octagonal table 30 Wheeled table 5 Computer table 16 Round Table 1 Student’s desk 825 Student’s chair 342 Filing cabinet 15 Sewing machine 11 Single bed 3 Blanket 7 Bookshelves 21 World map 4 Chair for Infant 160 Desk for Infant 16 3-Seater chair 1 Folding chair 24 Magazine Stand 1 4. Purchases placed directly by JBTE to overseas suppliers JBTE purchased the items in Table 5 (largely from overseas) and delivered these to the institutions indicated in the table. Table 5 EQUIPMENT (COMPUTERS & LARGER EQUIPMENT) ITEMS 0 0 0 0 0 0 0 Computers (including peripherals – monitors surge protectors, keyboards, etc.). 2 1 2 1 20 14 40 Server 1 1 10/100/1000 Switch G-bit Ethnet 24 Port 1 1 Multimedia projector 1 1 Laptop computer 1 1 Calculator 20 20 Digital Camera 2 2 Tape Recorder 3 3 Overhead Projector 1 1 SMC 8 Port Network Hub 1 1 Page 100 Total No of Items Delivered Church TC Bethlehem TC Salt Marsh Goodwill Adelphi Chester Castle Lowe River Rio Bueno Attachment F—JBTE Resupply and Reequip Reports - Jamaica 5. Purchases placed directly by JBTE to Local Suppliers JBTE purchased and delivered to project institutions the items shown in Table 6. Table 6 EQUIPMENT & MATERIAL Printer 1 1 1 3 Photocopy Machine (desk top model) 1 1 2 Scanner 1 1 2 Microwave oven 1 1 2 Component Set 1 1 Television Set (32") 1 1 1 3 Stove (30' 4 burner) 1 8 9 Desk/Standing Fan 2 1 3 Refrigerator (20 cu ft) 3 3 Electric Mixer (standing) 6 6 Mixer (hand) 4 4 Blender 8 8 Juice Extractor 3 3 Two items (under the current heading) have been purchased but not yet delivered (Table 6a). These and will be delivered with the Laboratory Supplies (see below) since the recipients are either the same or in proximity. Table 6a Projector Screen (small) 1 1 UPS System (700 VA) 1 1 2 With respect to Laboratory Items we have received all the items that our supplier has indicated it can supply at this time (see Table 7). We have delivered a portion of the quantities recived (to Lowe River Primary and Junior High) and will deliver the balance (to Church teachers’ College and Lowe River Primary and Junior High) within a day or two. The delay was consequent on the fact that our supplier had to source from overseas some items not normally held in local inventory. Page 101 Total No of Items Church TC Bethlehem TC Salt Marsh Goodwill Adelphi Chester Castle Lowe River Rio Bueno Attachment F—JBTE Resupply and Reequip Reports - Jamaica Table 7 Laboratory Equipment and Reagents, etc. Local Suppliers REAGENTS/EQUIPMENT & other supplies for SCIENCE Microscope 3 4 7 Microscopic Slide 3 3 Bunsen Burner 6 6 12 Tripod Stand 6 6 Separating funnel 6 6 Filter Paper 6 6 Petri Dish 12 12 Clamps & Stand 3 3 Test tube & Boiling tube 12 12 Test tube stand (rack) 3 3 Evaporating Dish 12 12 Conical Flask 12 12 Burette 12 12 Triple Beam Balance 3 3 Voltmeter 3 3 Gauze 6 6 Capillary Tubes 6 6 Lithmus Paper(red/blue) 6 6 Rubber Tubings (metres) 6 6 Copper II Sulphate Crystals(blue) 3 3 Sodium Hydroxide 3 3 Calcium Carbonate Solution 3 3 Sodium Hydrogen Carbonate 3 3 Zinc Powder 4 4 Magnesium ribbon 3 3 Copper (Cupric) Oxide 3 3 Ammonia Solution 3 3 Universal (PH) Indicator Paper 6 6 Iodine 3 3 Reagent Bottle 6 6 Potassium Iodide 1 3 4 Cobalt Chloride 4 4 Splints 2 2 Ammeter 6 6 Convex Lens 4 4 Concave Lens 4 4 Spring Balance 4 4 Ferrous Sulphate 4 4 Ferrous Ammonium Sulphate 4 4 Page 102 Total No of Items Church TC Lowe River Attachment F—JBTE Resupply and Reequip Reports - Jamaica Local Suppliers REAGENTS/EQUIPMENT & other supplies for SCIENCE Pipette 10cm3 10 10 Barium Chloride 4 4 Visking tubings 12 12 PH meters (testers) 3 4 7 Benedicts Solution 3 4 7 Solid Sodium Carbonate 3 4 7 Cobalt Chloride Paper 6 6 Measuring cylinder (10x100cm) 10 10 Thermometer 12 12 Magnifying glass & hand lens 12 12 Iron Filling 3 3 Camping Gas (small cylinder) 6 6 Measuring Cylinder 12 12 Round bottom flask 6 6 Test tube holder 12 12 Rain Gauge 3 3 Pipette 12 12 Stop Watch 3 5 8 Stethoscope 3 3 Dissecting Kit 2 2 Stirring Rod 6 6 Water Bath 6 6 Mortar & Pestle set 3 3 Chromatography Paper 3 6 9 Pepsin Solution 3 3 Sudan III Solution 3 3 1% Copper II Sulpahte Solution 0 Sodium Hydroxide Solution 3 3 Burette 50cm3 10 10 Pipettes 25cm3 10 10 Spatula 2 2 Electronic Balance 3 3 Copper II Sulphate 4 4 Sodium Hydroxide Pellets 4 4 Sodium Sulphate 4 4 Soda Lime 4 4 Crocodile Clips 20 20 Ripple Tank with accessories 4 4 Oscilloscope Dual trace 4 4 Signal Generator 4 1 Page 103 Total No of Items Church TC Lowe River Attachment F—JBTE Resupply and Reequip Reports - Jamaica Table 8 shows the items/quantities purchased and delivered to project institutions under the category Home Economics/Agriculture Dept/PE Dept /Sick bay /Misc. Table 8 Home Economics/Agriculture Dept/PEDept/ Sick Bay/ Misc. Hose 2 2 Cutlass 2 2 Fan Rake 1 1 Mattock 1 1 Push Broom 1 1 Waterers 5 5 Feedpans 4 4 Towels 12 12 Wash Rags 36 36 Cereal Bowls & Plates 50 50 Large Cooking Pots 2 2 Large Dishpans 2 2 Dessert Bowls 12 12 Serving Jugs 6 6 Tea Pots 6 6 Tea Cups 36 36 Drinking Glasses 50 50 Platters 6 6 Dinner Plates 24 24 Sugar Bowls 6 6 Pyrex Dishes 6 6 Table Knives 12 12 Eating Forks 12 12 Serving Forks 16 16 Eating Spoons 12 12 Serving Spoons 16 16 Rolling Pins 3 3 Cutting Boards 6 6 Pots (s/m) 3 3 Measuring Cups 3 3 Measuring Spoons 3 3 Spatula 2 2 Wooden Spoons 6 6 Plastic Bowls 12 12 Saucers 12 12 Baking Tins 12 12 Mats 6 6 Page 104 Total No of Items Adelphi Church TC Lowe River Rio Bueno Attachment F—JBTE Resupply and Reequip Reports - Jamaica The following items (in Table 8b) have been purchased but not yet delivered. We will deliver these with the other items we now have in hand. We felt it advisable to hold these until we had other items which were to be delivered to the same area. Table 8b Items Quantities Total Netballs 2 2 Double sink 2 2 Sprinkler 2 2 Paint (gals) 25 25 Single Bed linen 6 6. Items Included in Original List but not Supplied T-Date and Estimated Cost We were unable to purchase and deliver some items that were submitted with the original listing. These are indicated in Table 9 with the estimated costs earlier submitted. Table 9 ITEMS Est. QUANTITY COST Biuret reagent 2 2 43.08 Prep Specimens of Pl & Animal kingdom 6 6 664.92 Bell jars 2 2 138.00 Microscope cleaning kits 6 6 367.50 Ticker tape timer 2 2 163.76 Ice Cream Maker 4200.00 Total 5577.26 Submitted by JBTE to PADCO Marcia Stewart (Mrs.) Administrator January 25, 2006 Page 105 Attachment F—JBTE Resupply and Reequip Reports - Jamaica Appendices follow (see separate file) Page 106 TOTAL Coffals Basic Clarendon Norman Gardens Pr. Kingston & Jr. Victoria All-Age st. Catherine St. Thomas Church Clarendon Basic Longwood Basic Clarendon Banks Basic Clarendon Sedgepond Basic Clarendon MT. Airy All-Age Westmorela nd Fergusson All-Age Manchester Lowe River Pr & Jr. Trelawny High Hazard Primary Clarendon Tulloch Primary St. Catherine Trinity Primary St. Mary Ft. George Primary St. Ann Liinsted Primary St. Catherine Church Teachers' Manchester College Adelphi All-Age St. James Bickersteth Primary St. James Bethlehem Teachers' St. Elizabeth College Cornwall Westmorela MountainAll-Age nd Salt Marsh All-Age Trelawny Goodwill All-Age St. James Chester Castle A.A Hanover Flankers Pr. & Jr. St. James High Rio Bueno Trelawny Attachment F—JBTE Resupply and Reequip Reports - Jamaica APPENDIX 1 DISTRIBUTION OF ITEMS BY INSTITUTION FURNITURE & OTHER ITEMS PARISHES Trapezoidal Table 13 2 2 2 2 2 23 Folding Cupboards 5 4 4 4 2 2 2 2 3 3 3 34 Wall-Mounted Chalkboards 6 2 2 1 1 1 13 Stationery cupboards (Royale) 14 14 Display cabinets 1 2 3 Wooden 2 seater Benches 20 30 8 10 30 10 20 128 The items in this table were purchased by JBTE and delivered to the institutions indicated. Page 107 Total Received and Distributed TOTAL EXPECTED Coffals Basic Clarendon Norman Gardens Pr. & Jr. Kingston Victoria All-Age St. Catherine St. Thomas Church Basic Clarendon Longwood Basic Clarendon Banks Basic Clarendon Sedgepond Basic Clarendon MT. Airy All-Age Westmoreland Fergusson All-Age Manchester Lowe River Pr & Jr. High Trelawny Hazard Primary Clarendon Tulloch Primary St. Catherine Trinity Primary St. Mary Ft. George Primary St. Ann Liinsted Primary St. Catherine Church T. College Manchester Adelphi All-Age St. James Bickersteth Primary St. James Bethlehem T. College St. Elizabeth Cornwall MountainAll- Age Westmoreland Salt Marsh All-Age Trelawny Goodwill All-Age St. James Chester Castle A.A Hanover Flankers Pr. & Jr. High St. James Rio Bueno Trelawny Attachment F—JBTE Resupply and Reequip Reports - Jamaica APPENDIX 2 DISTRIBUTION OF ITEMS BY INSTITUTION FURNITURE & OTHER ITEMS PARISHES Teachers' Desks 2 4 2 9 3 4 2 8 9 6 10 2 2 3 3 3 72 81 Teacher's chair 2 15 4 5 2 9 3 2 7 9 6 10 2 2 3 3 3 87 23 Teachers Table 8 4 8 6 2 7 2 7 3 3 3 3 6 2 64 55 Students' Desks 10 20 20 79 16 15 10 50 20 75 50 27 5 5 402 422 Students' Chairs 10 15 25 13 8 40 20 75 50 5 5 32 12 310 330 Cupboards for Teachers 5 2 6 3 5 5 5 1 32 nil Free Standing nil Chalkboards 1 10 8 2 4 4 1 2 1 5 5 43 Metal Easel nil w/whiteboard 1 1 Folding Chairs 20 20 nil Ply Board 10 10 nil Daybed 1 1 1 1 1 1 6 nil Basic School Desk 0 25 Basic School Chair 10 12 22 47 Desk Chair/combo 25 20 20 70 135 70 Tables 10 10 20 20 Page 108 Attachment F—JBTE Resupply and Reequip Reports - Jamaica Wall Mounted nil Cupboard 7 7 Wooden Stools 15 25 48 88 nil Mattress 2 90 2 94 nil Freezer 1 1 2 nil Ceiling Fan 1 1 nil Tarpaulin 2 2 nil Shovel 2 6 8 nil Recorders 64 64 nil Acoustic Guitar 1 1 nil Foot Ball 2 2 nil Cricket Ball 2 2 nil Frying Pan 1 1 nil First Aid Kit 1 1 2 nil NOTES The items/quantities in this table were received by JBTE at Food for the Poor for distribution to PADCO Project institutions (including institutions from the earlier DevTech Project). In the case of student chairs and desks the extra twenty (20) of each were supplied as substitutes for desk/chair combo There were no desk/chair combos available so that the 70 indicated as being delivered to Victoria All-Age were really 70 single chairs and 70 single desks. Page 109 Attachment F—JBTE Resupply and Reequip Reports - Jamaica APPENDIX 3 Too large to be included here Page 110 Folding Chairs 3-seater chair Teacher Table World Map Magazine Stand Bk. Shelves Blanket Single Bed sewing Machine Filing cabinet Basic Schl. Desk Basic Schl Chair Round table Computer Table Wheeled Table Octagonal Tables Student Desk Students Chair Teachers Desk Teachers Chairs Attachment F—JBTE Resupply and Reequip Reports - Jamaica APPENDIX 4 APPENDIX 4 Pleasant Valley 40 40 Content Gap 11 13 5 4 1 8 Hillsbrook AA 5 50 1 8 8 1 8 Simon AA 5 38 9 1 10 5 2 Brandon Hill AA 2 16 Staceyville AA 7 60 60 7 Minto AA 2 50 Penlyne Castle AA 2 20 Ginger Ridge AA 14 10 10 10 60 Top Hill All-Age 5 Bermaddy Primary 10 75 4 10 1 St. John's Primary 2 50 2 5 Port Morant Pr. & Jnr High 8 12 20 20 Thornton Primary 2 Dalvey Primary 3 3 2 Old Pera Primary 6 2 16 1 Jonestown Primary 2 1 Duhaney Park Primary 6 1 6 St. Judes Primary 10 40 Waterloo All Age 2 1 1 Free Hill Pr. & Jr. High 5 5 1 Galina Primary 96 96 Stony Hill Primary 8 8 Crawford Primary 46 47 63 63 Arthur's Seat Primary 6 100 2 1 2 Garden Hill All Age 4 8 44 2 2 2 24 Page 111 Attachment F—JBTE Resupply and Reequip Reports - Jamaica Jack's Hill All Age 4 5 56 1 1 1 Woodford All Age 5 Garland Prim. & Jnr. High 6 30 Elgin Primary 5 Albion Prim. & Jnr. High 3 40 40 TOTAL 76 170 342 825 30 5 16 1 160 16 15 11 3 7 21 1 4 36 1 24 Distribution of Items to Non- Project Schools Institutions. Page 112